Impact of Teachers' Mindset, Skills, and Resilience on Teaching Performance

Authors

  • Ariel O. Planos Jr. Rosario National High School, Division of Northern Samar, Philippines
  • Kim Chester P. Estillero Rosario National High School, Division of Northern Samar, Philippines
  • Jessrelle C. Depiña Rosario National High School, Division of Northern Samar, Philippines
  • Rhezar Kent C. Evarrola Rosario National High School, Division of Northern Samar, Philippines
  • David G. Parsons Rosario National High School, Division of Northern Samar, Philippines

DOI:

https://doi.org/10.69569/jip.2025.065

Keywords:

Ability-based practices, Adversity quotient, Teachers’ mindset, Teaching performance

Abstract

This study examines the relationship between teachers' mindset, ability-based practices, and adversity quotient in relation to teaching performance. It aims to determine how these factors influence teaching effectiveness and whether demographic characteristics play a significant role. Using a descriptive- correlational research design, data were collected from 108 randomly selected public school teachers through a validated survey questionnaire. Results indicate that teachers’ demographic profiles do not significantly affect their mindset, ability-based practices, or adversity quotient, suggesting that these factors are influenced more by personal traits and experiences. A slight positive association was found between teachers’ mindset and their implementation of ability-based practices, though not statistically significant, implying that other factors may play a greater role. However, teachers with a positive and growth-oriented mindset demonstrated higher resilience in facing challenges, which can enhance their teaching performance. A strong significant relationship was observed between ability-based practices and adversity quotient, indicating that teachers who effectively apply these practices tend to cope better with adversities, leading to improved performance. These findings highlight the importance of fostering a positive mindset and resilience among teachers to enhance their effectiveness.

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Published

2025-03-22

How to Cite

Planos , A. J., Estillero, K. C., Depiña, , J., Evarrola, R. K., & Parsons, D. (2025). Impact of Teachers’ Mindset, Skills, and Resilience on Teaching Performance. Journal of Interdisciplinary Perspectives, 3(4), 317–327. https://doi.org/10.69569/jip.2025.065