TY  - GEN
AU  - Alagos,Angelica M.
TI  - School support and teachers' resilience in a school district / 
U1  - TH 378.242 A3169 2025 
PY  - 2025///
CY  - Sibalom, Antique : 
PB  - University of Antique
KW  - Higher education
KW  - Theses and dissertations
KW  - School management and organization Teachers
N1  - Includes bibliographic references; TH; GS
N2  - Abstract

A strong school support system plays a vital role in fostering teachers' resilience by providing the resources, encouragement, and professional assistance they need to cope with stress and remain effective in their teaching roles. The purpose of this study was to determine the level of School Support and Teachers' Resilience in a School District in the Division of Antique for the school year 2024-2025. A descriptive-comparative-correlational research design was employed. The respondents were 150 elementary school teachers from the District of Patnongon.

Data were collected using a researcher-made survey questionnaire consisting of two parts: the School Support System Scale (SSSS) and the Teachers' Resilience Scale for Elementary Educators (TRSEE). The statistical tools used for data analysis included frequency, percentage, mean, and standard deviation as descriptive statistics, while the Shapiro-Wilk, Mann-Whitney U test, Kruskal-Wallis test, and Regression analysis were used as inferential statistics. All computations were carried out using the Statistical Package for the Social Sciences (SPSS), version 26.0. Inferential tests were conducted at a 0.05 alpha level at two-tailed test.

The study revealed that teachers across all demographic categories, age, sex, position, years of experience, school type, and location perceived a very high level of school support in leadership, collaboration, mentorship, professional development, and emotional and psychological support. Similarly, their resilience was rated very high in emotional regulation, motivation, adaptability, help-seeking, and self-efficacy. No significant differences were found in perceived school support based on demographic variables, except for professional development opportunities, where lowland teachers reported significantly higher access than their upland counterparts. Teachers' resilience also showed no significant differences across groups, though slight variations in self-efficacy and adaptability emerged based on teaching experience. Multiple regression analysis identified emotional regulation, motivation, and help-seeking as key predictors of teacher resilience, while professional development opportunities significantly influenced perceptions of school support systems.

The study concludes that while teachers demonstrate consistently high levels of resilience and perceive strong institutional support, addressing disparities in professional development access and providing differentiated support across career stages are crucial for sustaining teacher well-being and effectiveness. It is recommended that DepEd and school leaders institutionalize structured wellness and professional development programs, particularly targeting underserved areas and varied experience levels, to ensure equitable support and promote long-term teacher resilience.

Keywords: Emotional and Psychological Support, Institutional Support, Professional Development, School Support System, Teacher's Resilience
ER  -