Beginning and Experienced Teachers’ Perceptions of Teaching Resilience in Basic and Higher Education
DOI:
https://doi.org/10.59890/ijaer.v4i4.5Keywords:
Teaching Resilience, Beginning Teachers, Experienced Teachers, Basic Education, Higher EducationAbstract
Filipino teachers’ resilience springs from the social, cultural, and environmental strengths of the Filipino spirit, yet it continues to be tested by changing educational landscapes, curricular shifts, and unprecedented challenges. With that, the study investigates public educators’ perceptions of teaching resilience within the basic and higher educational institutions using the lens of descriptive qualitative research. Twelve educators were purposively interviewed, and the data were analyzed using thematic analysis. The results showed that Filipino teachers’ resilience is shaped by personal adaptability, institutional support, and social factors, highlighting the need for both individual and systemic support to sustain effective teaching amid challenges. Thus, Teacher Education Institutions (TEIs) and academic institutions may boost teacher resilience by providing ongoing training, sufficient resources, and supportive policies as part of the induction and professional development programs.
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