Teachers’ Adversity and Learners’ Performance
Keywords:
Education, teachers’ adversity, learner’s performance, Negros Occidental, PhilippinesAbstract
Addressing the interconnected issues of teachers' adversity and learners' performance requires a holistic approach involving teachers, school administrators, policymakers, and other stakeholders. In this context, this descriptive study examined the teachers' levels of adversity and learners' performance in a public secondary school in a medium-sized Division in Central Philippines during the School Year 2022-2023. It used a valid, reliable, self-made questionnaire to collect data from 69 teacher-respondents. Initial results showed that most teachers were older, female, married, and had longer lengths of service. Subsequent analysis showed teachers registering a high level of adversity and an outstanding level of learners' academic performance. No significant difference exists in the teachers' level of adversity in emotional, mental, and financial aspects when grouped according to demographics. Finally, no significant relationship exists between the levels of teachers' adversity and learners' performance. These findings call for the need to prioritize the well-being of teachers to have a positive ripple effect on the learners' educational experience.
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