Keywords
resilience
teacher performance
descriptive-correlational
Philippines
How to Cite
Abstract
With the issuance of the Basic Education Development Plan (BEDP) 2030, the Department of Education’s medium-term plan, character strength, resilience, and teacher performance are now considered priority research themes by the Department. This study examined the relationship between character strength, resilience, and teacher performance of public elementary school teachers in Sanchez Mira, Cagayan. Employing a descriptive-correlational design, data were gathered thru questionnaires from 113 teachers across the 19 public elementary schools in Sanchez Mira District. Character strength domains assessed encompassed wisdom, humanity, justice, and temperance, while the types of resilience included physical, institutional, educational, and psychological resilience. The teacher’s performance was consistent with the teachers’ Individual Performance Commitment Rating Form (IPCRF) for SY 2022-2023. Statistical analyses revealed that teachers exhibit wisdom, humanity, justice, temperance, and character strength to a great extent. Similarly, physical, institutional, educational, and psychological resilience are also largely demonstrated. Conversely, teacher performance is not significantly related to wisdom, humanity, justice, temperance, and character strength as a whole, and teacher performance has no significant relationship with physical resilience, institutional resilience, educational resilience, psychological resilience, and resilience as a whole signifying that the concerned character strength domains and types of resilience do not affect a teacher’s proficiency in using a range of teaching strategies, managing classroom structure, planning, managing, and implementing learning processes, designing, selecting, organizing, and using various assessment strategies, and in setting professional development goals. A highly significant positive relationship, however, exists between all the types of resilience and all the character strength domains. This is a resounding manifestation of the role of a teacher’s character in the formation of his/her fighting spirit.References
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