TEACHERS' ADVERSITY QUOTIENT, STRESS AND WORK PERFORMANCE

Abstract: The study analyzed the Adversity Quotient, Level of Stress, and work performance of 134 public elementary school teachers in a district of medium-sized division, central Philippines during school year 2021-2022. Stoltz’s Adversity Quotient questionnaire were adopted, and a content-validated self-made questionnaire were used. Descriptive statistical tools were also used in this study. Anchored on Adversity Quotient Theory by Stoltz (1997), Grounded theory Karasek and Theorell (1990), and Simmons (2011) Performance Management Theory of Action which showed how teachers withstand tough and challenging problems they have encountered at their work. These lenses offered structure in looking for dimensions of teachers’ AQ in determining their level of stress in relation to their work performance. Results disclosed that teachers’ AQ has no significant relationship to their level of work performance. Which means that they shared same experiences which resulted them to have an outstanding performance. Additionally, no significant relationship on teachers’ level of stress and work performance which means that the stress experienced by teachers does not have significant connectedness to their work performance. Further, the level of AQ and teachers’ stress has no significant relationship exists and it implies that the teachers’ adversity quotient is not affected by their stress experienced and vice versa. However, it has a significant relationship in terms of teachers’ highest educational attainment, length of service and plantilla position which means these variables affects teachers’ level of work performance. These findings call for involvement of Department of Education and teachers to strengthen collaboration to promote quality education. Keywords Adversity Quotient, Control, Ownership, Reach, Endurance, level of stress, work performance