Teachers’ Resiliency towards Autonomy and Performance at Work

Abstract

Teachers can influence students’ learning, character formation, and future success. Hence, their resiliency, autonomy, and performance at work are vital components of quality education. The main purpose of this study was to determine the teachers’ resiliency towards autonomy and performance at work in the selected district of the Division of Misamis Oriental during the School Year 2025-2026. Specifically, this study aimed to determine the teachers’ level of resiliency; assess their level of autonomy and performance at work; and find out whether a significant relationship exists between the teachers’ resiliency and their autonomy and performance at work. A total of 170 public elementary school teachers served as respondents through complete enumeration sampling. The study utilized the descriptive-correlation method with a research instrument patterned and modified. Descriptive statistics such as mean and standard deviation, along with Pearson Product Moment Correlation (r), were employed to analyze the data gathered. Findings showed that the teachers’ level of emotional resiliency was very high as well as their level of autonomy on classroom management. Meanwhile, the teachers’ level of performance at work on teaching the 3R’s was very positive. Lastly, a relationship between the teachers’ resiliency and their autonomy and performance at work was found significant. The study concluded that teachers demonstrate a very high emotional resiliency by remaining calm, flexible, and positive when challenges occur in the workplace. It is recommended that teachers should use their creativity and understanding of their students’ abilities to design engaging activities while making sure their plans follow the curriculum and learning competencies.