(1) Background: The closure of schools and the transition to online teaching because of the COVID-19 pandemic’s restrictions have resulted in significant changes in the workplace. Consequently, several resilience strategies have been implemented, and chief among them focus on the topic of burnout and coping abilities; (2) Purpose: Thus, this study investigates the influence of self-esteem, dispositional hope, and mattering on teacher resilience, and how crisis self-efficacy and gender differences mediate and moderate the relationships among associated variables. (3) Methods: This is a cross-sectional study with a cluster random sampling. A total of 248 secondary school teachers in Malaysia participated in this study. Questions were first transferred and formatted using a template of a commercial internet survey provider. Then, the university’s online learning platform was used both as a questionnaire distribution channel and a data collection method. Data analysis was conducted using structural equation modeling (SEM) with a partial least squares method; (4) Results: The findings of this study revealed that self-esteem, dispositional hope, and mattering significantly influence teacher resilience, and crisis self-efficacy mediates the impact of self-esteem and dispositional hope on teacher resilience. In some instances, the results also showed that gender has a moderating effect on teacher resilience during the pandemic; (5) Conclusions: This study used psychological factors to understand teacher resilience and incorporated crisis self-efficacy into teacher resilience research. It is one of the very few studies in resilience literature to investigate the moderating role of gender on teacher resilience.

Among the challenges faced by children with Autism Spectrum Disorder (ASD) involves developing social skills and building quality friendship through social activities, interactions and playing games. The purpose of this study was to find out the effect of Children's Friendship Training (CFT) on social skills among children with ASD. Utilising the quasi-experimental design of one-group-pretest-posttest study, this research was conducted on 40 children aged 7 to 12 years in the Klang Valley, Malaysia. The intervention lasted for 12 weeks and involved both the children with ASD and their parents. Data was collected twice for pretest and post-test scores using two sets of questionnaires, Social Skills Rating Scale (SSRS) and Quality of Play Questionnaire (QPQ). Descriptive and inferential statistical tools were used to analyse the data. The findings indicated that there were significant increase in the social skills of children with ASD after the intervention, based on both the teachers' (t(30) = -6.298, p = .000) and parents', (t(30) = -8.266, p = .000) evaluations. All the three subscales of Quality of Play also showed significant differences after the intervention, with significant decrease in conflict, (t(30) = 3.949, p = .000) and disengagement (M = 5.52, SD = 1.93), (t(30) = 3.474, p = .002), and significant increase in engagement, (t(30) = -4.892, p = .000). In conclusion, CFT effects were significant in enhancing social skills and quality of play among children with ASD. As social skills are very much related to social acceptance and ultimately self-concept and self-esteem, the potentials of CFT in overcoming social skill issues among children with or without learning disabilities should be explored further.

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