Adversity Quotient and Job Performance of Teachers in the Schools Division of Ormoc City

This study explored the relationship between Adversity Quotient (AQ) and Job Performance (JP) among teachers in the Schools Division of Ormoc City, Leyte, Philippines, emphasizing the role of resilience in sustaining instructional effectiveness under challenging conditions. Grounded in Stoltz’s Adversity Quotient Theory (1997) and teacher performance frameworks, the research employed a descriptive–inferential design with 30 public secondary school teachers selected through stratified random sampling. Data were gathered using an adapted Adversity Response Profile (CORE) and an IPCRF-aligned performance scale, while the number of training hours was examined as a potential mediating variable. Results revealed average levels of Adversity Quotient (M = 3.11) and Job Performance (M = 3.14), alongside a high level of Training Hours (M = 3.33). A very strong and statistically significant positive correlation was found between AQ and JP (ρ = 0.883, p < .001), indicating that teachers with higher resilience demonstrated stronger instructional competence, classroom management, and professional responsibility. Mediation analysis, however, showed that training hours did not significantly influence the AQ–JP relationship, suggesting that resilience itself is a more critical determinant of performance than accumulated training exposure. These findings highlight AQ as a vital psychological resource that enables teachers to adapt, persist, and remain effective despite institutional and classroom adversities. The study concludes that resilience-building programs, mentoring, and psychosocial support should be prioritized in professional development initiatives. Furthermore, training should be reoriented toward quality, relevance, and reflective practice rather than mere accumulation of hours. By strengthening AQ, educational leaders can foster sustainable improvements in teacher performance, thereby enhancing learner outcomes and overall school effectiveness in the context of Eastern Visayas. Ultimately, this paper provides a starting point for localized inquiry and serves as a foundation for broader future research that can expand the scope, strengthen methodological rigor, and enhance the generalizability of findings across diverse educational contexts.

Adversity Quotient, Teacher Job Performance, Resilience, Training Hours, Professional Development

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