Adversity Quotient and Its Correlation with Work Performance Among Public Elementary School Teachers

Abstract

This study investigates the relationship between Adversity Quotient (AQ) and work performance among public elementary school teachers, focusing on how their ability to cope with challenges influences their effectiveness in the workplace. Using a correlational research design, the study involved 150 public elementary school teachers who completed standardized AQ assessments and were evaluated through performance appraisals based on metrics such as instructional delivery, classroom management, and professional responsibilities. Findings reveal a significant positive correlation between AQ and work performance, indicating that teachers with higher AQ scores tend to demonstrate greater resilience, adaptability, and problem-solving skills, contributing to enhanced performance. Teachers with elevated AQ were observed to maintain composure and productivity in high-stress situations, effectively manage large and diverse classes, and consistently meet administrative and instructional expectations. Conversely, teachers with lower AQ scores reported difficulty coping with workload pressures, leading to reduced effectiveness. The study highlights the importance of developing AQ as a vital competency for educators. Recommendations include incorporating resilience-building programs into teacher training and professional development, providing access to stress management resources, and fostering a supportive school environment that prioritizes teacher well-being. These findings underscore the potential of AQ as a predictor of work performance and its relevance to educational policy and practice, particularly in the context of public school systems where teachers often face significant challenges.