Teachers’ Resiliency as Moderating Factor of Growth Mindset and Personal Characteristics: A Convergent Design

Abstract

This study investigates the teachers’ resiliency as moderating factor of growth mindset and personal characteristics in the selected public schools in President Roxas, North Cotabato Division. The design of this study was a convergent design where data was collected and analyzed using quantitative and qualitative tools. 300 respondents were employed to survey questionnaires, 10 respondents from the in-depth interview and 7 respondents from focus group discussion. Of the quantitative strands, the data was collected and interpreted using statistical treatment. It was found out the level of teachers’ resiliency as moderating factor of growth mindset and personal characteristics were very high. Results from the correlation analysis revealed that there was significant relationship between 4. Furthermore, results revealed from the correlation analysis that there was high significant relationship between Teachers’ Resiliency and Teachers’ Growth Mindset Teachers’ Resiliency and Teachers’ Personal Characteristics (r =.567**, p<0.05), and Teachers’ Growth Mindset and Teachers’ Personal Characteristics (r = .660**, p<0.05).. Of the qualitative strands, results obtained from the transcribed in-depth interview and focus group discussions were gathered and analyzed using thematic synthesis. The themes that emerge from the qualitative questionnaires on the lived experiences of teachers pertaining to Teacher’s Personal Characteristics are Teachers’ Interpersonal Experiences, Teachers’ Vulnerability, Teachers’ Resilience and Growth Mindset, Teachers Optimism, Extroversion, Collaboration, Sociocultural Influences and Teachers Activity Strategies. Upon the merging of salient data integration, it was shown that there was corroboration that was satisfied on the merging and converging of data. Therefore, it is concluded that Teachers who are resilient are able to deal with and overcome adversity and stress. While attempting to minimize risk factors is necessary, it may be more important for students to acquire protective factors or assets so that they are better equipped to cope with unexpected adversity.