The COVID-19 pandemic was difficult for students, teachers, and parents. Teacher well-being was already identified as problematic, and the pandemic intensified many teachers' stresses. This quantitative study used survey research methods to investigate whether resilience characteristics (i.e., purpose, perseverance, self-reliance, equanimity, or existential aloneness) are significant predictors of teacher well-being after the COVID-19 pandemic based on teacher gender, grade band, or years of teaching experience. The instruments used to collect data were the Teacher Subjective Well-being Questionnaire by Renshaw and the Resilience Scale by Wagnild and Young. Multiple regression was used to determine if the characteristics of resilience are significant predictors of teacher well-being. The results indicated the resilience subscales, purpose and self-reliance, were significantly positively associated with well-being. Existential aloneness was discovered to be significantly negatively associated with well-being, meaning teachers with higher existential aloneness scores tended to have lower well-being scores. There was a significant interaction between existential aloneness and gender in relation to teacher well-being, indicating males with higher levels of existential aloneness tend to have higher well-being scores than females. In addition, teaching experience was significantly positively associated with well-being, with teachers having 20+ years of experience showing higher well-being scores than those with 0-9 years of experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]