The Resilience and the Practices of Teachers: The Case of Agsabo
Abstract
This qualitative case study explored the resilience and teaching practices of three teachers at Agsabo Elementary School, an Indigenous Peoples Education (IPED) school in Agusan del Sur. The participants, each with at least five years of teaching experience, were interviewed guided with interview schedules through in-depth, face-to-face sessions, each lasting up to two hours. The study aimed to address five key questions regarding teacher resilience, including definitions of resilience, strategies for engaging Indigenous learners, the impact of professional development programs, the role of administrative support, and the influence of learners, peers, administrators, and community interactions. The findings reveal that teachers at Agsabo define resilience manifested through patience and the ability to align and adapt their teaching strategies to societal and contextual needs of indigenous peoples (IP) learners. They utilized culturally accurate instruction, language preservation, and differentiated strategies to engage IP learners, building resilience through community observation and immersion. Professional development programs, particularly training on Canva and Evalbee, enhanced teachers’ resilience by improving classroom efficiency and boosting confidence in using technology. Administrative support, including financial aid, support for mental health and wellness, and proactive leadership, play a critical role in maintaining teacher well-being and sustaining effective teaching practices. Furthermore, interactions with learners, peers, administrators, and the community were found to significantly strengthen teachers' resilience and effectiveness, fostering motivation, improving instructional strategies, and aligning teaching with learners’ cultural backgrounds. These interconnected factors contribute to a supportive and effective teaching environment, highlighting the importance of comprehensive support systems for teacher resilience in an IPED school.
Downloads
References
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77– 101. https://doi.org/10.1191/1478088706qp063oa
Bryan, J., Williams, J. M., & Griffin, D. (2020). Fostering educational resilience and opportunities in urban schools through equity-focused school–family–community partnerships. Professional School Counseling, 23(1_part_2), 2156759X19899179.
Diasti, K. S. (2021). Constructing professional identity: Investigating stress factors and resilience experienced by EFL novice teachers. Scholaria: Jurnal Pendidikan dan Kebudayaan, 11(1), 1-10. https://doi.org/10.24246/j.js.2021.v11.i1.p1-10
Drew, S. V., & Sosnowski, C. (2019). Emerging theory of teacher resilience: A situational analysis. English Teaching: Practice & Critique, 18(4), 492-507. Sources and related content
Fu, Q., & Zhang, X. (2024). Promoting community resilience through disaster education: Review of community-based interventions with a focus on teacher resilience and well-being. PLoS one, 19(1), e0296393.
García, E., & Weiss, E. (2020). A Policy Agenda to Address the Teacher Shortage in US Public Schools: The Sixth and Final Report in the 'Perfect Storm in the Teacher Labor Market'Series. Economic Policy Institute.
Hascher, T., Beltman, S., & Mansfield, C. (2021). Teacher wellbeing and resilience: Towards an integrative model. Educational research, 63(4), 416-439. https://doi.org/10.1080/00131881.2021.1980416
Kangas-Dick, K., & O’Shaughnessy, E. (2020). Interventions that promote resilience among teachers: A systematic review of the literature. International Journal of School & Educational Psychology, 8(2), 131–146. https://doi.org/10.1080/21683603.2020.1734125
Kim, Y. (2021). The impact of working conditions on teacher well-being and student outcomes: A comprehensive review. Journal of Education and Society, 54(2), 100-112. https://doi.org/10.1080/12345678.2021.345678
Martinez, R. (2023). Exploring teacher well-being: Challenges and strategies for improvement in K-12 education. Educational Review Quarterly, 65(1), 75-89. https://doi.org/10.1080/567890.2023.678901
Rutter, M. (1987). Psychosocial resilience and protective mechanisms. American journal of Orthopsychiatry, 57, 316—331. https://doi.org/10.1111/j.1939-0025.1987.tb03541.x
Shogbesan, Y. O., Adeoye, M. A., Osaro-Martins, B. E., & Shabi, Z. (2024). Perceived influence of administrative support on secondary school teachers' effectiveness. Evaluation Studies in Social Sciences, 5(2), 102-123
Zhang, S., & Luo, Y. (2023). Review on the conceptual framework of teacher resilience. Frontiers in Psychology, 14, 1179984.
Copyright (c) 2025 Randwick International of Education and Linguistics Science Journal
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
