Abstract:  The study aimed to identify the psychological resilience of teachers and its impact on improving the psychological resilience of special education students: Teachers’ job satisfaction as a moderating variable: An applied study in special education schools in the city of Jerusalem from the teachers’ perspective. To achieve the study’s objective, the researcher used the descriptive analytical approach by using the psychological resilience scale, the job satisfaction scale, and the questionnaire tool, all of which were applied to a sample of special education teachers in special education schools in the city of Jerusalem. They were randomly selected. The results of the study showed that the overall average score for psychological resilience among special education teachers was average, while the overall score for job satisfaction among special education teachers was average. The overall arithmetic mean of the study sample members’ responses to the paragraphs on the axis of the impact of psychological resilience of special education teachers on the psychological resilience of special education students was high and a high score. The overall arithmetic mean of the study sample members’ responses to the paragraphs on the axis of the role of the degree of job satisfaction in improving the impact of psychological resilience among teachers on the psychological resilience of special education students was high and a high score. In light of the study results, the researcher recommends the need to develop a plan that includes a set of programs that will raise the level of job satisfaction for special education teachers. Because of its impact on their psychological flexibility and because this impact has a positive reflection on the psychological flexibility of special education students.