School Climate and Emotional Resiliency on the Organizational Adaptability of Basic Education Teachers

The main objective of this study was to determine how the workplace environment and emotional resiliency influence the organizational adaptability of basic education teachers in the Division of Malaybalay City for School Year 2025–2026. Specifically, it examined the level of school climate in terms of deviant behavior, school well-being, and subjective unsafety; assessed emotional resiliency in terms of spiritual influences, personal competencies, peer support, and family cohesion; and evaluated organizational adaptability in terms of self-awareness, personal management, problem solving and decision making, attitude, and knowledge of competencies. It also identified significant relationships among the variables and the predictors of organizational adaptability. Using a quantitative, descriptive-correlational design, data were collected from 421 teachers using adapted survey questionnaires and analyzed using means, standard deviations, Pearson product-moment correlations, and multiple regression.
Findings revealed that teachers perceived their workplace environment as generally conducive, demonstrated high emotional resilience, and showed strong adaptive capacity in organizational tasks. Results further indicated that school climate and emotional resiliency had significant positive relationships with organizational adaptability. Moreover, regression analysis identified school personal competencies, well-being, peer support, family cohesion, and spiritual influences, as significant predictors of organizational adaptability, explaining a substantial portion of its variance. The study concluded that a supportive school climate and strong emotional resiliency are essential in improving teachers’ ability to adjust effectively to organizational demands. Strengthening teacher well-being programs, promoting emotional and social support systems, and enhancing institutional support were recommended to enhance adaptability and professional functioning further.

workplace environment, teacher resilience, adaptability skills

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