The implementation of inclusive education is still not balanced with the availability of supporting facilities, which is one of the biggest challenges for teachers. The inability to overcome these challenges can increase risk factors, leaving teachers vulnerable to psychological problems. Resilience is suspected to be one of the supporting factors for teachers to overcome various problems. Studies that identify various predictors that affect resilience are needed to optimize teachers' ability to deal with existing problems. This study aims to determine the role of self-efficacy and social support as predictors of teacher resilience in inclusive elementary schools. This study uses a quantitative approach with an ex post facto method.  One hundred fifty-six inclusive elementary school teachers in Bantul Regency participated in this study. Data analysis uses structural equation modeling (SEM) techniques with partial least squares (PLS) modeling. The results showed that teachers' self-efficacy and social support could predict teacher resilience and its dimensions in inclusive elementary schools in Bantul Regency, contributing to the predictive relevance value (Q2) of 30.1%.