Job resilience among academicians in open, distance, and digital education institutions is crucial for maintaining educational quality and promoting faculty well-being in a rapidly changing academic landscape. This study aims to investigate the interplay between social support, organizational support, and coping strategies in fostering job resilience among educators in these settings. A quantitative approach was employed, utilizing a survey technique to collect data from a substantial number of academicians across various institutions. The data analysis involved Partial Least Squares Structural Equation Modeling (PLS-SEM) to test the proposed hypotheses. The results of the hypothesis testing revealed significant positive relationships among the constructs, indicating that both social support and organizational support significantly influence coping strategies and job resilience. Specifically, Social Support demonstrated a strong impact, while Organizational Support also played a critical role. The implications of this study highlight the importance of developing structured support systems within educational institutions to enhance job resilience. By fostering a culture of social connectivity and providing robust organizational resources, academic leaders can significantly improve faculty well-being and performance, benefiting overall educational outcomes. This study serves as a foundation for further exploration into the intricate relationships between support and resilience, offering valuable insights for improving faculty experiences in the evolving landscape of higher education. Future research should extend this analysis by exploring the long-term impact of these support mechanisms.
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