Abstract
This research assessed the correlation between resilience level and job performance metrics of public elementary school teachers of Kiamba 2 District, Sarangani Division. The study used a non-experimental quantitative design with the descriptive correlation technique of analysis since it only gathered data, ideas, facts, and information from the respondents without making changes or introducing treatments. There are 147 public school teachers in the Kiamba 2 District, Division of Sarangani. Census or Total Enumeration was applied to the respondents of this research. The analysis showed that there’s no significant difference between the profile and resilience of the respondents and no significant difference between the profile and job performance of the respondents. Additionally, a significant positive relationship was found between resilience and all job performance metrics, particularly in personal competence, social competence, family coherence, social support, and personal structure. It is recommended that schools provide professional development programs focused on enhancing teachers' resilience, especially for younger or less experienced staff. Mentorship opportunities could also be offered to help less experienced teachers build coping strategies and resilience. Lastly, further research should explore additional factors influencing job performance, such as teaching methods and school support systems, to provide a more comprehensive understanding of performance improvement.
