While the use of technological devices makes people's lives easier, it also leads to a sedentary lifestyle. As a result, in addition to providing children with the opportunity to be physically fit through physical education classes, they should also be given the opportunity to develop appropriate skills, comprehend their movement strategies, and understand how this affects their health. As a result, Physical Education and Sports teachers who train future athletes to achieve the goals of the Physical Education and Sports course must first be physically and psychologically fit. In this regard, the goal of our research is to determine whether perceived physical literacy predicts psychological resilience in Physical Education and Sports teachers.A multiple linear regression analysis was performed to determine whether perceived physical literacy predicted teachers' resilience. Furthermore, the Independent Samples T-Test was used to investigate perceived physical literacy and resilience scores according to gender. The analysis concluded that the psychological resilience scores of Physical Education and Sports teachers were comparable for male and female teachers. Furthermore, male teachers were found to have higher perceived physical literacy scores than female teachers. According to the regression analysis, the variables of knowledge and understanding, self-expression and communication with others, sense of self and self-confidence explain about 12% of the total variance in resilience. Teachers play an important role in shaping students' futures. Teachers must first know themselves and be psychologically sound in order to help students develop. On this basis, it is thought that studies on teachers' physical literacy and resilience are necessary.

Physical literacy, psychological resilience, physical education