Resilience and Change Readiness Among Junior High School Teachers in Response to Educational Reforms
DOI:
https://doi.org/10.64612/ijiv.v2i4.108Keywords:
Educational reforms, Resilience levels, Change readiness levels, Junior high school teachers, PhilippinesAbstract
This study examined the resilience and change readiness of Junior High School teachers in the Division of Cebu City during the School Year 2025–2026 in response to ongoing educational reforms. A descriptive-correlational research design was employed with 122 teachers selected through cluster random sampling. Data were gathered using standardized questionnaires measuring resilience across seven dimensions (vision, determination, interaction, relationships, problem-solving, organization, and self-confidence) and change readiness across four dimensions (change efficacy, appropriateness, management support, and personal valence). Frequency, percentage, weighted mean, standard deviation, and Pearson correlation were used to analyze the data. Findings showed that respondents were predominantly female, aged 25–34 years, with 11–15 years of teaching experience, and mostly held the position of Teacher III. Teachers demonstrated a high level of resilience, with vision rated as always manifested and the other dimensions as often manifested. Change readiness was moderate, with change efficacy, appropriateness, and management support rated as agree, while personal valence was rated as neutral. Significant positive relationships were found between most dimensions of resilience and change readiness. The results indicate that resilience enhances teachers’ preparedness to adapt to reforms. A systematic Professional Development Plan is recommended to strengthen resilience and support sustainable educational change.
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