Introduction: Teachers’ continuous exposure to occupational stressors and sudden changes in educational settings underscores the need to assess and strengthen their antifragility in the face of crises. This, in turn, requires a culturally adapted and psychometrically sound instrument, the absence of which is clearly evident in the country’s behavioral research literature. Objective: The present study aimed to examine the psychometric properties of the Persian version of the Employee Antifragility Questionnaire developed by Bajaba, Bajaba, and Simiring (2024) among teachers. Methods: This quantitative study employed a correlational design within the framework of structural equation modeling. The study population comprised all teachers in Kazerun County, from which a sample of 510 participants was selected. Data were collected using the 10-item questionnaire developed by Bajaba, Bajaba, and Simiring (2024), which includes two dimensions: “Agency for Gaining Benefits” and “Embracing Disorder,” rated on a five-point Likert scale. Reliability was assessed using Cronbach’s alpha and composite reliability. Validity was evaluated through (1) content validity ratio, (2) construct validity using second-order confirmatory factor analysis, and (3) convergent validity. Data were analyzed using SPSS-25 and LISREL 8.8. Results: The findings indicated that the antifragility questionnaire demonstrated satisfactory reliability, with a coefficient of 0.892. The content validity ratio was 0.82. In addition, the model fit indices, including chi-square/df = 1.91, RMSEA = 0.063, CFI = 0.95, GFI = 0.93, and AGFI = 0.91, provided evidence supporting the construct validity of the instrument. Conclusion: Based on the obtained results, the Persian version of the