Junel M. Madarang
ABSTRACT
This study investigated the relationship between mathematics teachers’ teaching performance, their Adversity Quotient® (AQ®), teaching style, and commitment to organizational values in Legislative District 5 of the Province of Isabela. The study involved 103 mathematics teachers- predominantly female demographic with a majority in mid-career, holding bachelor’s degrees, and teaching in junior high school. Results have shown that while teachers demonstrated a high level of commitment to organizational values and employed various teaching styles effectively, their overall AQ was below average. Notably, a negative correlation was found between teaching performance and specific teaching styles, particularly demonstrator/coach, facilitator/activity, and hybrid/blended. In addition, a negative correlation existed between teaching performance and commitment to teaching profession values. Based on the interview, the study identified key challenges in mathematics teaching, including administrative support concerns, curriculum-related concerns, and student-related concerns. Based on these findings, the researcher proposes an action plan titled “Plan of Action to Improve Mathematics Teachers’ Adversity Quotient®, Teaching Style, Commitment to Organizational Values and their Teaching Performance.” This plan aims to enhance teacher resilience, promote innovative teaching practices, strengthen alignment with organizational values, and address specific classroom challenges. Therefore, the study recommends the need for an action to improve teachers’ AQ®, encourage the exploration of appropriate teaching styles, and encourage a supportive school environment that values teacher well-being and professional growth.
Keywords: Adversity Quotient®, Commitment, Mathematics Education, Organizational Values, Teaching Styles
https://doi.org/10.57180/lrrk3458