The present study sought to assess the psychometric properties of the Iranian adaptation of the Vietnam Teacher Resilience Scale for Asia (VITRS), referred to as the Iranian Teachers' Resilience Scale (ITRS) and to examine its measurement invariance across middle and high school teachers in Iran. In total, 700 participants completed the questionnaires, with the sample randomly split into two groups of 350. The first group was used for exploratory factor analysis (EFA) and the second for confirmatory factor analysis (CFA). The teachers responded to the ITRS and the study evaluated CFA, EFA, exploratory graph analysis (EGA), as well as different types of validity (face, content, construct and convergent) and reliability. The sample was split into two subgroups for EFA and CFA. EFA revealed a four-factor structure explaining 72.05% of the variance and CFA confirmed a good fit for both first-order and second-order models (CFI = 0.966, RMSEA = 0.063). Convergent validity was supported with AVE and CR values above 0.5 and 0.7, respectively. Reliability was acceptable, with internal consistency above 0.7. Measurement invariance indicated consistency across middle and high school teachers. Finally, EGA supported the four-factor structure, with a three-dimensional solution emerging as the most stable. The ITRS demonstrated solid psychometric properties, including strong reliability and validity, making it a useful tool for assessing resilience among teachers. Its measurement invariance across different educational levels ensures its practical applicability in diverse teaching contexts.