Gender and Educational Aspiration and Resilience Among Elementary Teachers

This study explored whether gender influences educational aspirations and resilience among public elementary school teachers in Lantapan West District, Division of Bukidnon. The researcher utilized a cross-sectional research design to collect data at one specific time point from 132 teachers through a validated survey questionnaire. Descriptive statistics, including frequency counts, means, and standard deviations, were used to analyze the demographic profile and levels of aspiration and resilience. An independent t-test determined whether significant differences existed between genders. Results showed that 82.58% of respondents were female, confirming the gender imbalance in the teaching profession. Teachers demonstrated very high levels of both educational aspiration (M = 4.31) and resilience (M = 4.42). While male teachers reported slightly higher mean scores than female teachers in both areas, the differences were not statistically significant (p > 0.05). The findings suggest that educational aspiration and resilience are consistently high among elementary teachers regardless of gender. The study recommends promoting gender diversity in teaching, strengthening professional and emotional support systems, and encouraging future research that considers additional variables and broader contexts.