Teachers' resilience and motivation are crucial for development and retention, especially during crises when remote teaching intensifies challenges. Addressing teachers' motivation, self-efficacy, and collegial belonging is essential for enhancing resilience, particularly given the high burnout rates in the profession. The literature highlights the importance of addressing teachers' varying needs at different career stages, as their levels of resilience and motivation differ throughout their careers. Although research shows that using games in learning increases student motivation, little is known about their impact on teachers at different career stages. This study examines an online game's contribution to teachers' emotional aspects across career stages.

The research questions were:
1. To what extent and in what ways does the "EmpowerED" online game contribute to promoting resilience, motivation, self-efficacy, and collegial belonging among teachers at different career stages?
2. Are there differences between teachers at various career stages in their perception of the online game's contribution to these four dimensions?

Method:
The study involved 102 teachers at different career stages: 17.6% preservice, 28.4% interns, 38.2% beginning, and 15.7% experienced teachers. The intervention used "EmpowerED," an online resilience-promoting game based on the "Floreraar!?" board game. The game encouraged group discussions on teaching-related questions, aiming to enhance resilience, motivation, self-efficacy, and collegial belonging. After participating online, teachers completed a 40-item questionnaire measuring these four dimensions on a 1–6 Likert scale.

Findings:
The game was perceived as contributing to all four dimensions: resilience (M = 4.9, SD = .8), motivation (M = 5.1, SD = .8), self-efficacy (M = 4.8, SD = .7), and collegial belonging (M=5.0, SD=.8). When examining differences between career stages, experienced teachers reported significantly higher motivation (M = 5.55, SD=0.38) and self-efficacy (M=5.35, SD=0.34) than interns (M = 4.88, SD = 0.86 and M = 4.69, SD = 0.73, respectively) (F(3,98) = 3.102, p < .05; F(3,98) = 2.845, p<.05). No significant differences were found for resilience or belonging across career stages. Interestingly, interns consistently reported the lowest scores across all dimensions, even lower than preservice teachers, while experienced teachers scored highest, followed by novice teachers.

Discussion:
In times of crisis, creating programs to strengthen teachers' resilience through digital tools is vital. This study uniquely investigates gamification's role in fostering resilience, motivation, self-efficacy, and belonging among teachers, offering insights for teacher training, professional development, and policy. The findings suggest that digital games like "EmpowerED" can be effective in enhancing teachers' emotional resilience in remote learning environments. The study’s novelty lies in its exploration of digital gamification tailored for teachers, addressing their emotional needs across career stages. The findings highlight how digital games can specifically address the unique emotional and professional needs of teachers at different career stages, offering practical implications for teacher training programs and retention strategies. Future research should explore long-term impacts and compare online versus face-to-face implementations to deepen understanding of gamification’s role in teachers' growth.

Keywords: Gamification, teachers, professional development, resilience.