Teachers’ Resilience and its Association with Classroom Performance in Implementing the Revised K-12 Curriculum

This study examined the association between teachers’ resilience and classroom performance in the context of implementing the Revised K–12 Curriculum in Jimalalud District II, Negros Oriental. An explanatory sequential mixed-methods design combined quantitative data from 108 public elementary school teachers with 16 school-based focus group discussions involving the same participants. Resilience was measured using a contextualized questionnaire based on the Teachers’ Resilience Scale, covering personal competencies and persistence, family cohesion, social skills and peer support, and spiritual influence.
The questionnaire underwent expert review and pilot testing; the reported overall Cronbach’s alpha was .91. Classroom performance was measured using principal-rated School Year 2025–2026 Individual Performance Commitment and Review Form records, verified against official school or district records, in classroom management, instructional delivery, and lesson planning. The resilience survey was conducted for School Year 2026–2027; consequently, the measures represented different reference periods. Descriptive statistics, group comparisons, Pearson correlation, and thematic analysis were used. Resilience was moderately manifested (M = 3.02), while the recorded performance mean was 3.73, classified as very satisfactory under the study’s stated scoring rubric.
Resilience was positively associated with performance (r = .313, p = .001), with approximately 9.8% shared variance. Differences in resilience were reported by gender and teaching experience. Qualitative findings described curriculum adjustment, resource shortages, workload, learner diversity, collaboration, professional learning, faith, and institutional support. The integrated evidence informed the proposed RESILIENCE K–12 Action Plan. The findings indicate an association within the participating district; they do not establish causal influence, prospective prediction, or the effectiveness of the proposed intervention.

teacher resilience, classroom performance, curriculum implementation, mixed methods, public elementary teachers

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