ASSESSING TEACHERS’ PROFESSIONAL ADAPTABILITY ALBEIT RISKS AND RESILIENCE IN SELECTED PUBLIC SECONDARY ISLAND SCHOOLS IN SULU

Fatimah Nur-Asia Tuttoh; Masnona Asiri

doi:10.62596/91nhzy07

Authors

Fatimah Nur-Asia H. Tuttoh School of Graduate Studies, Sulu State College, Jolo, Sulu, 4700, Philippines Author
Masnona S. Asiri School of Graduate Studies, Sulu State College, Jolo, Sulu, 4700, Philippines Author

DOI:

https://doi.org/10.62596/91nhzy07

Keywords:

Professional Adaptability, Teacher, Protective Mechanism, Professional challenges, Resilience, Administrator

Abstract

Using a descriptive-correlational approach and 100 teacher respondents, this study assessed the professional adaptability to risk and resilience of public elementary school teachers in particular public secondary island schools in Sulu. Frequency, percentage scores, weighted averages, standard deviation, Pearson's correlation, t-tests, and ANOVA were among the data analysis techniques used with purposive sampling. The majority of responders were 36 years of age or older, married, mostly female, had five years or less of service, and had bachelor's degrees, according to their demographic profile. The results showed that teachers with five years or less of experience had better perceptions of professional adaptability to risk and resilience, which were assessed as "Great Extent.". Martin et al.'s Teacher Adaptability Framework, which holds that adaptability is crucial for professional efficacy in the face of change, was validated by the extremely high positive correlation that was found. Connor and Davidson's Resilience Theory, which emphasizes flexibility as a vital resource for converting stresses into resilience, and Rutter's Risk and Protective Factors Model, which views professional obstacles as catalysts activating teachers' strengths, both support this. The study recognizes teachers' resilience as a vital community asset and emphasizes the significance of support networks from administrators and other stakeholders to meet the particular difficulties faced by teachers in rural, underprivileged locations.

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