Emotional Resilience, Crisis Management Practices and Administrative Support of Public-School Teachers During Emergencies
DOI:
https://doi.org/10.5281/zenodo.20093537Keywords:
emotional resilience, crisis management skills, and administrative supportAbstract
This study investigated the levels of emotional resilience, crisis management skills, and administrative support among 374 public-school teachers in the Candijay District, Division of Bohol. Adopting a quantitative descriptive-correlational design, the research utilized cluster-random sampling to collect data through structured survey questionnaires. The objective was to evaluate how these three variables interact and support educational continuity during emergencies.The findings revealed that teachers possess a strong level of emotional resilience, specifically excelling in emotional coping and adaptability. Crisis management skills were rated as very high across all dimensions: preparedness, response, recovery, and mitigation. Similarly, administrative support was perceived as very high, with communication support identified as the most effective indicator. Correlational analysis demonstrated significant positive relationships between emotional resilience, crisis management skills, and administrative support. These results indicate that higher levels of support and resilience directly correlate with more effective crisis handling. While landform classification (geographic location) did not significantly impact the level of administrative support received, a significant difference in crisis management skills was observed when respondents were grouped by sex. The researcher concludes that the synergy between a teacher’s emotional fortitude and proactive school leadership is vital for sustaining educational functions during crises. To build upon these strengths, it is recommended that the Division of Bohol prioritizes resilience-building initiatives and specialized crisis preparedness training. Maintaining comprehensive administrative support systems remains essential to ensuring long-term teacher well-being and institutional readiness in the face of future emergencies.
References
Alhussein, E. B., Ghnaim, K. A., & Abu Albasal, N. (2020). The degree to which the school principals of public schools in the Kasbah of Salt possess schools’ crisis management skills from the viewpoint of counselors. Journal of Educational and Social Research, 10(5), 168. https://doi.org/10.36941/jesr-2020-0097
American Psychological Association. (2020). Stress in America™ 2020: A national mental health crisis. https://www.apa.org/news/press/releases/stress/2020/report-october
American Psychological Association. (2021). Building your resilience. https://www.apa.org/topics/resilience/building-your-resilience
Bagdžiūnienė, D., Kazlauskienė, A., Nasvytienė, D., & Sakadolskis, E. (2022). Linking supportive school leadership and teacher resilience: The mediating role of job resources. Frontiers in Education, 7, 999086. https://doi.org/10.3389/feduc.2022.999086
Bagdžiūnienė, D., Kazlauskienė, A., Nasvytienė, D., & Sakadolskis, E. (2023). Resources of emotional resilience and its mediating role in teachers’ well-being and intention to leave. Frontiers in Psychology, 14, 1305979. https://doi.org/10.3389/fpsyg.2023.1305979
Beltman, S., Mansfield, C., & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6(3), 185–207. https://doi.org/10.1016/j.edurev.2011.09.001
Bernardo, A. B. I., & Mendoza, N. B. (2021). Measuring hope during the COVID-19 outbreak in the Philippines: Development and validation of the State Locus-of-Hope Scale Short Form in Filipino. Current Psychology, 40, 5698–5707. https://doi.org/10.1007/s12144-020-00887-x
Birel, F. K. (2024). Crisis management skills of primary school administrators. International Journal of Education, Technology and Science, 4(4), 2285–2297. https://www.ijets.org/index.php/IJETS/article/view/333
Bundy, J., Pfarrer, M. D., Short, C. E., & Coombs, W. T. (2017). Crises and crisis management: Integration, interpretation, and research development. Journal of Management, 43(6), 1661–1692. https://doi.org/10.1177/0149206316680030
Çakır, S., & Çakır, S. (2022). Views of school administrators and teachers on crisis situations and crisis management skills. Ulakbilge, 75, 837–849. https://www.ulakbilge.com/ozet.php?did=283&dili=2&ref=1647262779
Cubcuban, C. D., & Paglinawan, J. L. (2024). Administrative support and emotional resilience on attrition rates in public schools. International Journal of All Research Writings, 6(5), 26–32. https://ijarw.com/Users/ManuScript/ManuScriptDetails/18e64aac-5876-40ae-ab26-52f700d53a1d
Day, C. (2020). Teacher resilience: What it means and why it matters. Check details/title. Closest verified Routledge source: https://www.routledge.com/Resilient-Teachers-Resilient-Schools-Building-and-sustaining-quality-in-testing-times/Day-Gu/p/book/9780415818957
Debes, G. (2021). Teachers’ perception of crisis management in schools. International Online Journal of Education and Teaching, 8(2), 638–652. https://eric.ed.gov/?id=EJ1294169
Department of Education. (2015). DepEd Order No. 21, s. 2015: Disaster Risk Reduction and Management Coordination and Information Management Protocol. https://www.deped.gov.ph/2015/06/01/do-21-s-2015-disaster-risk-reduction-and-management-coordination-and-information-management-protocol/
Department of Education. (2015). DepEd Order No. 37, s. 2015: The Comprehensive Disaster Risk Reduction and Management in Basic Education Framework. https://www.deped.gov.ph/2015/08/12/do-37-s-2015-the-comprehensive-disaster-risk-reduction-and-management-drrm-in-basic-education-framework/
Department of Education. (2017). DepEd Order No. 32, s. 2017: Gender-Responsive Basic Education Policy. https://www.deped.gov.ph/2017/06/29/do-32-s-2017-gender-responsive-basic-education-policy/
Department of Education. (2017). DepEd Order No. 42, s. 2017: National Adoption and Implementation of the Philippine Professional Standards for Teachers. https://www.deped.gov.ph/2017/08/11/do-42-s-2017-national-adoption-and-implementation-of-the-philippine-professional-standards-for-teachers/
Department of Education. (2020). Basic Education Learning Continuity Plan. https://www.deped.gov.ph/wp-content/uploads/2020/07/DepEd_LCP_July3.pdf
Department of Education. (2020). DepEd Order No. 14, s. 2020: Guidelines on the Required Health Standards in Basic Education Offices and Schools. https://www.deped.gov.ph/wp-content/uploads/2020/06/DO_s2020_014.pdf
Eisenberger, R., Huntington, R., Hutchison, S., & Sowa, D. (1986). Perceived organizational support. Journal of Applied Psychology, 71(3), 500–507. https://doi.org/10.1037/0021-9010.71.3.500
Folkman, S. (2010). Stress, coping, and hope. Psycho-Oncology, 19(9), 901–908. https://doi.org/10.1002/pon.1836
Gu, Q., & Day, C. (2013). Challenges to teacher resilience: Conditions count. British Educational Research Journal, 39(1), 22–44. https://doi.org/10.1080/01411926.2011.623152
Gu, Q., & Day, C. (2007). Teachers’ resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 23(8), 1302–1316. https://doi.org/10.1016/j.tate.2006.06.006
Hattie, J. (2023). Visible learning: The sequel. Routledge. https://doi.org/10.4324/9781003380542
Inter-Agency Standing Committee. (2007). IASC guidelines on mental health and psychosocial support in emergency settings. https://interagencystandingcommittee.org/iasc-task-force-mental-health-and-psychosocial-support-emergency-settings/iasc-guidelines-mental-health-and-psychosocial-support-emergency-settings-2007
Karasavidou, E., & Alexopoulos, N. (2019). School crisis management: Attitudes and perceptions of primary school teachers. European Journal of Educational Management, 2(2), 73–84. https://doi.org/10.12973/eujem.2.2.73
Kim, L. E., & Asbury, K. (2020). “Like a rug had been pulled from under you”: The impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown. British Journal of Educational Psychology, 90(4), 1062–1083. https://doi.org/10.1111/bjep.12381
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer. https://books.google.com/books/about/Stress_Appraisal_and_Coping.html?id=i-ySQQuUpr8C
Manso, J. A., Delos Santos, R. A. A., & Gonzales, M. G. P. B. (2023). Reconfiguring crisis management skills of teachers in the new normal. IOER International Multidisciplinary Research Journal, 5(2), 138–148. https://www.ioer-imrj.com/reconfiguring-crisis-management-skills-of-teachers-in-the-new-normal/
Masten, A. S. (2021). Resilience in development and psychopathology: Multisystem perspectives. Development and Psychopathology, 33(2), 486–502. https://doi.org/10.1017/S0954579420001218
Organisation for Economic Co-operation and Development. (2021). Teachers and leaders in vocational education and training. OECD Publishing. https://doi.org/10.1787/59d4fbb1-en
Özdemir, G., Şahin, S., & Türkoğlu Özdemir, S. (2024). Crisis management skills. Problems of Education in the 21st Century, 82(2), 252–274. https://doi.org/10.33225/pec/24.82.252
Republic Act No. 10121. (2010). Philippine Disaster Risk Reduction and Management Act of 2010. https://lawphil.net/statutes/repacts/ra2010/ra_10121_2010.html
Republic Act No. 11036. (2018). Mental Health Act. https://lawphil.net/statutes/repacts/ra2018/ra_11036_2018.html
Reason, J. (2000). Human error: Models and management. BMJ, 320(7237), 768–770. https://doi.org/10.1136/bmj.320.7237.768
Rhoades, L., & Eisenberger, R. (2002). Perceived organizational support: A review of the literature. Journal of Applied Psychology, 87(4), 698–714. https://doi.org/10.1037/0021-9010.87.4.698
San Miguel, N. V., & Pascual, E. A. (2021). School leaders’ resilience amidst pandemic in the Division of Laguna, Philippines. International Journal of Research Publications, 88(1), 67–88. https://doi.org/10.47119/IJRP1008811120212390
Skaalvik, E. M., & Skaalvik, S. (2017). Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion. Teaching and Teacher Education, 67, 152–160. https://doi.org/10.1016/j.tate.2017.06.006
Smith, L., & Riley, D. (2012). School leadership in times of crisis. School Leadership & Management, 32(1), 57–71. https://doi.org/10.1080/13632434.2011.614941
UNESCO. (2020). Education in emergencies. https://www.unesco.org/en/emergencies/education
Weick, K. E., & Sutcliffe, K. M. (2007). Managing the unexpected: Resilient performance in an age of uncertainty. Jossey-Bass. https://books.google.com/books/about/Managing_the_Unexpected.html?id=GU55MJOp1OcC
World Health Organization. (2013). Building back better: Sustainable mental health care after emergencies. https://www.who.int/publications-detail-redirect/building-back-better-sustainable-mental-health-care-after-emergencies
World Health Organization. (2022). Mental health and COVID-19: Early evidence of the pandemic’s impact. https://www.who.int/publications/i/item/WHO-2019-nCoV-Sci_Brief-Mental_health-2022.1
