The study aimed to assess the extent of teachers’ resilience and occupational well-being, examine the relationship between these variables, and determine which domains of resilience significantly influence occupational well-being. A quantitative, descriptive-correlational research design was employed involving 290 public elementary school teachers. The respondents completed two standardized questionnaires measuring resilience and occupational well-being. Data were analyzed using mean and standard deviation to determine the extent of the variables, Pearson’s r to test the significance of their relationship, and regression analysis to identify which domains of resilience significantly influence occupational well-being. The results revealed that teachers demonstrated extensive levels of both resilience and occupational well-being. A statistically significant relationship was found between the two constructs, indicating that higher resilience is associated with better occupational well-being. Furthermore, all domains of resilience such as personal competence and persistence, spiritual influences, family cohesion, and social skills and peer support were found to significantly influence occupational well-being. These findings suggest that teachers should continue to strengthen both personal and professional resilience by engaging in self-care practices and continuous professional development. Such efforts can enhance motivation, improve job satisfaction, and sustain high levels of instructional performance despite the demands and challenges of the teaching profession.