Instructional Resources and Emotional Resiliency on Teaching Efficiency

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.