Resiliency and Work Performance of Faculty Members in Tomas Claudio Colleges
DOI:
https://doi.org/10.65339/ijsair.V2.I1.20Keywords:
Resiliency, Work Performance, Faculty Members, Emotional Regulation, Social Support, Professional Development, Tomas Claudio Colleges, Descriptive Survey ResearchAbstract
The study examined the relationship between resiliency and work performance of faculty members at Tomas Claudio Colleges, Morong, Rizal during School Year 2024–2025. Using a descriptive survey design, data were gathered from 100 faculty members across elementary, secondary, tertiary, and graduate levels through a researcher-made questionnaire and faculty performance evaluations. Results showed that most respondents were aged 31 and above, female, married, instructors or assistant professors, and pursuing graduate studies, with training experiences from regional to international levels. Faculty members demonstrated high to very high levels of resiliency, particularly in emotional regulation, social support, adaptability, problem-solving skills, and positive outlook. Significant differences in resiliency were found when grouped by age, civil status, educational attainment, length of service, and seminars/trainings attended, while sex and position title were not significant factors. Most faculty members exhibited good to excellent work performance. A significant relationship was established between resiliency and work performance, indicating that higher resiliency is associated with better performance. The study concluded that resiliency is a key factor influencing faculty performance and recommended continuous professional development and resiliency-focused training programs.
References
Ahmad, R. (2024). Academic optimism: A study of secondary school teachers' perceptions. Journal of Development and Social Sciences.
Andres, L. M. (2021). Teachers’ level of adaptability and performance: Their response to the rapidly transforming academic world. International Journal of English Literature and Social Sciences.
Ansar, L. N. (2021). The importance of resiliency. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.558930
Banal, C. L. (2022). Teachers’ resilience in facing workload adversities in times of pandemic. University of the Philippines Los Baños.
Burns, K. C. (2021). Problem solving skills of teachers. Yahoo News. https://ph.news.yahoo.com/change-way-think-social-anxiety
Bustos, N. D. (2021). Social support in times of need. Sylff News. https://www.sylff.org/news_voices/18159/
Carballo, J. P. (2022). The mediating effect of adaptive behavior of teachers on the relationship between resilience and job performance. University of Mindanao.
Docena, P. S. (2020). Adaptive coping, resilience, and absence of anxiety among displaced disaster survivors. Philippine Journal of Psychology, 48(2), 27–49.
Karner, T. (2021). A social perspective on resilience: Social support and dyadic coping in teacher training. Pakistan University.
Kendra, C. (2024). What is resilience? Verywell Mind. https://www.verywellmind.com/what-is-resilience-2795059
Latif, A. (2021). A correlational investigation of resilience and job stress among public and private school teachers at secondary level. Abdul Wali Khan University Mardan.
Maghfirroh, M. S. (2024). Work engagement among high school teachers: The role of resilience and social support. Ahmad Dahlan University.
Manigbas, R. F. (2024). Emotion regulation, difficulties, and frustration among private college teachers. Psychology and Education: A Multidisciplinary Journal.
Martin, B. R. (2021). Social psychology. Boston, USA: Pearson Educational Publishing House Inc.
Munda, N. P. (2022). Adaptability and teaching performance of Gulod and Mamatid National High School teachers during the pandemic. Department of Education.
Navarro, E. J. N. (2025). Resiliency and work performance of guidance designates in public secondary schools. Unpublished Master’s Thesis, Tomas Claudio Colleges.
Nolledo, J. (2010). 1987 Philippine Constitution. Manila: National Bookstore.
Permatasari, N. (2021). Contribution of perceived social support (peer, family, and teacher) to academic resilience during COVID-19. Department of Psychology, Faculty of Medical Science, Universitas Hasanuddin, Makassar, Indonesia.
Ribeiro, M. (2021). How to become mentally strong: 14 strategies for building resilience. Positive Psychology. https://positivepsychology.com/mentally-strong/
Roberts, S. T. (2020). Impact of spirituality on resilience and coping during the COVID-19 crisis. Health Care for Women International.
Strycharczyk, D. (2021). Resilience and mental toughness – Is there a difference and does it matter? AQR International. https://aqrinternational.co.uk/resilience-and-mental-toughness-is-there-a-difference-and-does-it-matter
Torralba, V. D. (2021, July 21). DepEd wary over mental, professional fitness of teachers. SunStar News. https://www.sunstar.com.ph/article/1753622/Tacloban/Local-News/DepEd-wary-over-mental-professional-fitness-of-teachers
Zabala, M. V. (2021). What is self-awareness? Stress to Strength. https://www.stresstostrength.com/what-is-mental-resilience/
Zulueta, F. M. (2020). Methods of research, thesis writing and applied statistics. Manila: National Bookstore.
