LIVED EXPERIENCES OF RESILIENT TEACHERS MANAGING CLASSROOM ADVERSITY

CHARENA CORPUZ

doi:10.65010/seairj.v7i2.270

LIVED EXPERIENCES OF RESILIENT TEACHERS MANAGING CLASSROOM ADVERSITY

CHARENA CORPUZ

Abstract

This study explored how Grade 2 teachers in the East District of Mlang experienced and demonstrated resilience in the classroom, focusing on their adversity quotient and its influence on teaching practices. Employing a narrative qualitative design, the research aimed to understand how teachers managed classroom challenges, how adversity quotient shaped their responses, and its impact on teaching performance and student outcomes. Seventeen teachers participated, with 10 engaging in in-depth interviews and 7 in a focus group discussion, providing rich insights into adaptive strategies, emotional resilience, relationship building, and resourcefulness. Results revealed that teacher resilience was influenced by personal experience, collaborative networks, and life experiences, which in turn supported instructional flexibility, emotional regulation, and positive reinforcement in classroom practices. These findings underscore the importance of developing teacher resilience to enhance educational outcomes and foster supportive learning environments. These findings imply the need for school-based professional development programs that strengthen teachers’ adversity quotient and resilience, while future research may examine their long-term effects on teaching effectiveness and student learning across diverse educational contexts.

Keywords

Teacher Resilience, Adversity Quotient, Instructional Flexibility, Qualitative Study, East District of Mlang

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DOI: http://dx.doi.org/10.65010/seairj.v7i2.270

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