Teachers’ Resiliency, Self-Efficacy and Performance

This study examined the levels of teachers’ resiliency and self-efficacy and how these factors influence teaching performance in the Schools Division of Antique during the year 2025. Using a descriptive-correlational research design, the study determined teachers’ resiliency in terms of adaptability, coping strategies, and stress management, as well as their self-efficacy in classroom management, instructional strategies, and learner engagement. It also explored the relationships between these psychological and professional factors and teaching performance. The respondents were 326 teachers actively engaged in instructional duties, selected through total enumeration. Data were gathered using a researcher-developed and validated questionnaire that underwent expert evaluation and pilot testing, resulting in a high reliability coefficient (Cronbach’s alpha = 0.87). Descriptive statistics such as frequency, percentage, weighted mean, and standard deviation were used to determine the levels of resiliency, self-efficacy, and performance, while Pearson Product-Moment Correlation examined the relationships among variables at the 0.05 level of significance. Findings revealed that teachers demonstrated high levels of resiliency and self-efficacy, with teaching performance also rated high. Significant positive relationships were found between resiliency and teaching performance and between self-efficacy and teaching performance. These results indicate that teachers who are resilient and confident in their professional abilities are more likely to perform effectively in their instructional roles. The study recommends the implementation of professional development programs, mentoring initiatives, and support systems to further enhance teacher resiliency and self-efficacy, thereby improving teaching performance and learner outcomes.