The changes in the independent curriculum have caused unpreparedness among teachers, presenting new challenges in the field of education. This study aims to examine the relationship between teachers' self-efficacy and their resilience levels in facing these curriculum changes. A descriptive quantitative method was used with a sample of 150 teachers, selected using purposive sampling techniques. Data were collected using the Personal Teaching Efficacy and Teacher Resilience instruments. The analysis results showed
a correlation coefficient (r) of 0,556, indicating a significant positive relationship between self-efficacy and teacher resilience. The statistical test used was the Pearson Product Moment correlation test. These findings highlight the importance of enhancing teachers' self-efficacy as a step to improve their resilience in dealing with curriculum changes
