This study investigated how job resources influence work engagement among Finnish teachers, particularly when faced with high levels of pupil misbehavior. Using the job demands–resources (JD-R) model and conservation of resources theory, the researchers tested two hypotheses: that job resources buffer the negative impact of pupil misbehavior on work engagement, and that job resources have a stronger influence on work engagement when teachers encounter high levels of pupil misconduct. The study involved 805 teachers and used moderated structural equation modeling to analyze 18 possible two-way interactions. The results showed that 14 out of these 18 interactions were significant, indicating that job resources such as supervisor support, innovativeness, appreciation, and organizational climate played a crucial role in mitigating the negative effects of pupil misbehavior on work engagement. The findings support the buffering hypothesis, showing that job resources reduce the negative relationship between pupil misbehavior and work engagement. Additionally, the study supports the coping hypothesis, demonstrating that job resources have a stronger influence on work engagement when teachers face high levels of pupil misbehavior. The results highlight the importance of job resources in helping teachers cope with demanding working conditions and suggest that providing these resources can enhance work engagement and reduce burnout. The study also emphasizes the need for further research to explore the practical implications of these findings for improving teacher well-being and performance.This study investigated how job resources influence work engagement among Finnish teachers, particularly when faced with high levels of pupil misbehavior. Using the job demands–resources (JD-R) model and conservation of resources theory, the researchers tested two hypotheses: that job resources buffer the negative impact of pupil misbehavior on work engagement, and that job resources have a stronger influence on work engagement when teachers encounter high levels of pupil misconduct. The study involved 805 teachers and used moderated structural equation modeling to analyze 18 possible two-way interactions. The results showed that 14 out of these 18 interactions were significant, indicating that job resources such as supervisor support, innovativeness, appreciation, and organizational climate played a crucial role in mitigating the negative effects of pupil misbehavior on work engagement. The findings support the buffering hypothesis, showing that job resources reduce the negative relationship between pupil misbehavior and work engagement. Additionally, the study supports the coping hypothesis, demonstrating that job resources have a stronger influence on work engagement when teachers face high levels of pupil misbehavior. The results highlight the importance of job resources in helping teachers cope with demanding working conditions and suggest that providing these resources can enhance work engagement and reduce burnout. The study also emphasizes the need for further research to explore the practical implications of these findings for improving teacher well-being and performance.