Authors : Mary Jean E. Barriga; Aprell L. Abellana; Raul C. Orongan

Volume/Issue : Volume 10 - 2025, Issue 5 - May

Google Scholar : https://tinyurl.com/p45jvr2j

DOI : https://doi.org/10.38124/ijisrt/25may1531

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study examined the relationship between instructional resources, emotional resiliency, and teaching efficiency among public school teachers in Valencia City, Bukidnon. It utilized a quantitative research design, employing adapted questionnaires and statistical tools such as correlation and multiple regression analyses. Findings showed moderate use of instructional resources, with equipment and visual materials being most frequently used. Teachers demonstrated high emotional resiliency, particularly in family cohesion and spiritual influences, and teaching efficiency was generally rated as very satisfactory across all domains. Correlation analysis revealed a significant positive relationship between instructional resources and teaching efficiency, as well as between emotional resiliency and teaching efficiency. Peer support and personal competencies were notably associated with higher teaching efficiency. Regression analysis identified peer support as a significant predictor of teaching efficiency. The model was statistically significant and explained a meaningful portion of the variance. The findings underscore the importance of emotional support and instructional tools in enhancing teacher performance. Strengthening peer collaboration and resource availability is vital for improving educational outcomes.

Keywords : Peer Support, Visual Materials, Personal Competencies, Teaching Performance, Resource Availability.

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