Impact of Teachers&#039; Mindset, Skills, and Resilience on Teaching Performance

David  G. Parsons,; Ariel  O. Planos Jr.,; Jessrelle  C. Depiña,; Kim Chester  P. Estillero,; Rhezar Kent  C. Evarrola,

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

Ariel O. Planos Jr. | Kim Chester P. Estillero | Jessrelle C. Depiña | Rhezar Kent C. Evarrola | David G. Parsons

Discipline: Education

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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