Recent Papers

AbstractThis study examines the relationship between Adversity Quotient (AQ) and self-efficacy among science teachers at Catitipan National High School, exploring how resilience and adaptive strategies influence teaching effectiveness and well-being. Utilizing a descriptive correlational research design, the study employs validated Likert-scale instruments to measure AQ and self-efficacy across indicators such as resilience, perseverance, and fostering supportive environments. Data analysis, including Pearson correlation, regression, and ANOVA, reveals a strong positive correlation (r 0.68, p < 0.001) between AQ and self-efficacy, with AQ significantly predicting self-efficacy ( 0.52, p < 0.001). Key findings highlight that resilience and perseverance are the most impactful AQ indicators on self-efficacy, while fostering inclusive classrooms and effective communication further enhance teacher confidence. Teachers with higher AQ exhibit superior adaptability, classroom management, and problem-solving abilities, resulting in improved teaching practices and student outcomes. However, areas like cultivating a growth mindset and emotional intelligence present opportunities for further emphasis. The study underscores the need for targeted professional development focusing on resilience-building, mindset training, and stress management to enhance AQ and self-efficacy among teachers. Policy implications include integrating resilience training into teacher education, promoting supportive environments, and establishing systemic resources to support teacher well-being. These findings provide actionable insights into fostering a resilient and effective teaching workforce to meet evolving educational challenges.Keywords: Adversity Quotient, Self-Efficacy, Teacher Resilience, Teaching Effectiveness, Professional Development, Growth Mindset, Classroom Environment, Educational Psychology.

Copyright © 2025 Jemarie Mamada . This is an open access article distributed under the Creative Commons Attribution License.