The widespread use of digital technologies in education, particularly following the acceleration of digitalization during the COVID-19 pandemic, has made the cybersecurity resilience of educational institutions a critical priority. Digital resilience not only entails protecting against threats but also encompasses the ability to recover quickly from attacks and maintain uninterrupted educational activities. The reporting of 1,619 cybersecurity incidents in K-12 schools between 2016 and 2022 underscores the severity of these risks. The limited studies systematically examining the cybersecurity resilience profiles of classroom teachers in the existing literature have made this research essential.

This study evaluated the cybersecurity resilience profiles of 206 primary school teachers within the framework of the National Institute of Standards and Technology (NIST) Cybersecurity Framework. Designed as a cross-sectional survey, the research employed a data collection tool comprising ten open-ended, scenario-based questions covering the five core functions of the NIST framework: Identify, Protect, Detect, Respond, and Recover. Of the participants, 67.4% were female, and 32.6% were male teachers. The data were analyzed using qualitative content analysis, and cybersecurity resilience scores were calculated for each NIST function.

The analysis revealed that participants scored the highest in the Identify function (2.8/5) and the lowest in the Recover function (1.9/5). Based on these findings, five distinct cybersecurity resilience profiles were identified: "Identifiers" (38.3%), "Protectors" (31.1%), "Detectors" (16.5%), "Responders" (8.7%), and "Recoverers" (5.4%). As highlighted in König et al.'s (2020) study, teachers prepared for digital threats contribute not only to their own digital security but also directly to the protection of students from online risks.

This research offers significant implications for educational administrators, policymakers, and educational technology specialists. The proposed classification of cybersecurity resilience profiles provides a framework, aligned with ISTE (2020) standards, for assessing and enhancing the preparedness of classroom teachers against digital threats. Consistent with the findings of Buyu and Ogange (2022), the results underscore the necessity of developing comprehensive cybersecurity resilience strategies in educational institutions and designing systematic empowerment programs for teachers. Furthermore, as Martin et al. (2022) indicated, in-service training within the context of digital citizenship education positively influences teachers' approaches to digital security. In this context, regular in-service training and professional development programs are recommended to strengthen the digital resilience of classroom teachers.

Keywords: Cybersecurity, cybersecurity resilience, digital resilience in education, NIST Cybersecurity Framework, teacher professional development.