Resilience and Innovativeness of Teachers during Crisis Situations: Basis for Professional Development Plan
Benita Tubola-Lizada *
Iloilo Science and Technology University, Burgos, St., La Paz, Iloilo City 5000, Philippines.
*Author to whom correspondence should be addressed.
Abstract
This study examined the resilience and innovativeness of teachers in Mandurriao, Iloilo City, during the 2020-2021 school year to inform a professional development plan. It categorized resilience and innovativeness by various demographics and utilized a descriptive research design with a questionnaire featuring a 40-item Resiliency scale and a 50-item Innovativeness scale. Statistical methods included frequency, percentage, mean, standard deviation, Kruskal-Wallis, and Mann-Whitney U tests, with a significance level of 0.05. Results showed that teachers exhibited a very high level of resilience (M = 4.60, SD = 0.28) and a significant capacity for innovativeness (M = 4.54, SD = 0.30). Notably, a strong relationship between resilience and innovativeness among public elementary school teachers. These two attributes were found, (ρ = 0.23, p = 0.001) indicating that they contributed to sustained learning, enhanced teaching quality, better student support, and an adaptable educational system in crisis conditions. These outcome indicators emphasize the critical role of professional development activities that could tap on teachers’ resilience and innovation strengths to improve teaching effectiveness and adaptability within difficult situations.
Keywords: Teacher resilience, teacher innovativeness, crises, professional development, educational adaptation