Work Resilience of Secondary School Teachers in Gerona, Tarlac

Abstract

This study assessed the work resilience skills of secondary school teachers in Gerona, Tarlac and examined their relationship with selected personal and professional profiles. Using a descriptive-correlational research design, the study involved 218 secondary school teachers from two public schools and one private school. Data were gathered through a researcher-made questionnaire checklist validated by experts in guidance, counseling, and research. Frequency counts, percentage distributions, weighted means, and Pearson contingency coefficient were used to analyze the data. Findings revealed that most respondents were female, married, below 30 years old, earned a monthly salary of PHP 20,000-25,000, held a master’s degree, had attended school-based in-service trainings, were affiliated with public schools, and had five years or less of teaching experience. The teachers’ work resilience skills were very much manifested across energy, balance, focus, interaction, and adaptation, with energy obtaining the highest mean and focus obtaining the lowest, although still interpreted as very much manifested. Correlation results showed that age and monthly salary were significantly related to all work resilience dimensions, while sex and civil status were not significantly related. Among professional variables, years in service was significantly related to all resilience dimensions, highest educational attainment was significantly related to balance, focus, interaction, and adaptation, and type of school affiliated was significantly related only to focus. The study concludes that teachers generally demonstrate strong resilience, but targeted professional development is needed to strengthen focus, coping responses, and sustained adaptive capacity.