Teachers’ Instructional Resilience amidst Class Disruptions: Predictors and Lived Experiences
DOI:
https://doi.org/10.65339/ijggsd.V1.I1.19Keywords:
Class Disruptions, Instructional Resilience, Learning Continuity, Sustainable Development Goals, Teacher Readiness, Technological CompetenceAbstract
This study examined teacher readiness and technological competence as predictors of instructional resilience amidst class disruptions among 290 public secondary school teachers from eight schools in Tagbilaran City Division during School Year 2025–2026. Anchored in Adaptive Expertise Theory, the Technological Pedagogical Content Knowledge (TPACK) Framework, and Resilience Theory, the study employed an explanatory sequential mixed-methods design. Data were gathered using adapted questionnaires and semi-structured interviews and analyzed through descriptive statistics, independent samples t-tests, one-way ANOVA, multiple linear regression, and thematic analysis. Findings revealed high levels of teacher readiness (M = 3.05), technological competence (M = 3.12), and instructional resilience (M = 3.32). Significant differences were observed in instructional resilience according to gender (p = .037) and technological competence according to teaching experience (p = .003) and ICT-related training (p = .042). Teacher readiness (β = .180, p = .005) and technological competence (β = .418, p < .001) significantly predicted instructional resilience, jointly explaining 30.1% of its variance, with technological competence demonstrating the stronger contribution. Qualitative findings identified preparedness, perseverance, communication, collaborative support, and instructional flexibility as essential practices for sustaining learning despite disruptions. Limited resources and technical troubleshooting remained challenges. The study recommended strengthening professional development, technological support, and implementing the proposed Instructional Resilience and Learning Continuity Enhancement Training (IRLCET) program. The study supports Sustainable Development Goal 4 (Quality Education) and Sustainable Development Goal 13 (Climate Action) by promoting instructional continuity and preparedness for disruptions, including climate-related emergencies. Its findings contribute to educational and institutional sustainability by informing adaptive teaching practices, professional development, and resilient learning delivery systems.
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Copyright (c) 2026 Rosalyn A. Sab, Fritzie D. Dayot, PhD (Author)
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