Competence and Adversity Quotient of Teachers in Katangawan District: Basis for Professional Development Program

In a rapidly evolving landscape of education, teachers are expected to demonstrate professional competence and the ability to adapt and thrive in different challenges. As teachers face different curricula, diverse learners' needs, and institutional demands, the relationship between Competence and Adversity Quotient is vital. This study aimed to determine the level of the Philippine Professional Standard for Teachers' Competence and Adversity Quotient of teachers in Katangawan District. It employed an explanatory-sequential mixed method to investigate the PPST Competence of teachers in terms of content knowledge and pedagogy, learning environment and diversity of learners, curriculum and planning, assessment and reporting, and the Adversity Quotient of teachers in terms of control, ownership, reach, and endurance in six schools. Quantitative findings indicated that the teachers demonstrated strong proficiency in PPST areas. The Adversity Quotient indicated that they could handle moderate levels of adversity and need support to strengthen their persistence and control over challenging situations. A post-hoc analysis using Dunn’s Test was conducted to determine specific group differences, following the finding of a significant variation in the Adversity Quotient of teachers across schools. Additionally, Spearman's rank correlation was employed to examine the relationship between teachers’ PPST Competence and their Adversity Quotient. The result revealed that there was a significant relationship between the two variables. Additionally, qualitative data indicated that the teachers described their PPST Competence through enhancing pedagogical practices, designing and managing an effective learning environment, effective lesson planning and instructional design, and improving assessment and feedback in learning. Likewise, teachers see their Adversity Quotient through resilient and collaborative adaptation to challenges, enhancing teaching practices for holistic educational growth, navigating challenges through growth, opportunity, and emotional adaptability, and fostering student success through commitment and holistic support. It is recommended to establish a monitoring and feedback system to assess the effectiveness of the intervention plan.