Vicente B. Casugbo (Author)
Abstract
The resilience of school leaders is considered a key factor contributing to their effectiveness in instructional leadership, which in turn impacts overall school performance. This descriptive study aimed to assess the level of resilience among school leaders in the Department of Education Division of Roxas City for the 2022-2023 school year, and to examine its implications for instructional leadership competence and school performance. A total of 304 public elementary teachers in the division participated in the study. Data were collected using a modified resilience questionnaire based on the work of Reivich and Shatte (2012). The findings indicate that school leaders exhibited a high level of resilience overall. Specifically, they demonstrated high resilience in areas such as impulse control, optimism, causal analysis, empathy, self-efficacy, and reaching out, and very high resilience in emotion regulation. These results suggest that enhancing resilience through targeted professional development and support systems can significantly improve instructional leadership and school performance, guiding policymakers to integrate resilience training into leadership development programs and consider resilience in hiring practices, thus, fostering a more effective educational environment.
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Keywords: Resiliency, Instructional Management, Competency, School Performance