The ongoing military conflicts in Israel have significantly disrupted the education system, creating substantial challenges for students and teachers by interrupting their learning, and emotional and social routines. Beyond logistical implications, there is an urgent need to understand the personal and psychological factors that help teachers maintain their functioning at such a time. The present study examines the impact of personal resilience, self-efficacy, motivation, and mental wellbeing on the professional functioning of teachers at the forefront of the education system during times of crisis. Data were gathered through validated questionnaires. The findings indicate strong positive associations between personal resilience, self-efficacy, motivation and mental wellbeing, and high functioning. Additionally, teachers who worked in in-person or blended (in-person + remote) teaching settings reported higher levels of psychological resources compared to their colleagues in only remote/online settings. This study contributes to understanding the personal aspects that affect teachers' coping with war or other crisis situations.