Teachers’ Resiliency on Face-To-Face Teaching Modality: Basis for an Intervention Plan

Abstract

The abrupt switch from an online to an in-person learning environment has tested teachers' ability to adapt to the rapidly changing nature of education and continue to thrive. To develop an intervention plan, this research article evaluated the resilience of teachers in face-to-face instruction in medium-sized schools located in a District of a big Division in Central Philippines for the academic year 2022–2023. 137 teacher respondents provided the data required for the descriptive study, and the researcher-made instrument passed rigorous validity and reliability tests. Overall, the results demonstrated how resilient teachers are when using a face-to-face teaching method. Based on age and highest educational attainment, a further study did not reveal any significant differences in the level of teachers' resilience in the same teaching modality. However, when average family income was considered, the results were the opposite. These results emphasize how important it is to put stakeholders' cooperation, honest communication, and a healthy work environment first to achieve the lofty objective of "No Child Left Behind" and continue to provide high-quality instruction and support to all students. Teachers should improve their skills through self-confidence, adaptability, purposefulness, professional development, prioritizing their needs, and participating in emotional intelligence and social support training programs.