Abstract
The present study aims to determine the mediating effect of Adversity Quotient® on the relationship between Depersonalization and Job Performance of Public Elementary Schools Teachers. Specifically, the study determined the level of depersonalization, the level of Adversity Quotient®, and job performance of the respondents. The study tested the difference in AQ® and Job Performance when respondents are grouped according to profile and the degree of correlation between variables. To obtain the necessary data, the researcher administered a web survey utilizing a short profile sheet, Adversity Quotient Profile®, Individual Work Performance Questionnaire, and a researcher- structured instrument to assess the level of depersonalization. A total of 95 Public Elementary School teachers were randomly selected to participate in the study. A descriptive- comparative- correlational research design was used. Findings in the study show that teachers have an extremely low level of depersonalization, below average Adversity Quotient®, and very satisfactory job performance. Additionally, teachers’ AQ®, and Job Performance do not significantly differ when teachers are classified according to their profile. It was also revealed that depersonalization has a moderate negative association with job performance. This means that when the teachers build meaningful connections, it would lead to better job performance. However, Adversity Quotient® is not significantly correlated to both depersonalization and job performance. In conclusion, Adversity Quotient® is not a mediating variable in the relationship between depersonalization and job performance of Public Elementary School Teachers, but nonetheless, the teachers may still take into account the Adversity Quotient® as an important factor in their career and life in general.
