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Technium
44/2023
2023
A new decade for social changes
Social Sciences
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Teaching Competence and Adversity Quotient of Teachers in
Alternative Learning System (ALS) and Students’ Learning
Engagement in The City Schools Division Offices in the
Province of Laguna
Laurence E. Parto, Antonio R. Yango
Graduate School, University of Perpetual Help System
laurence.parto@deped.gov.ph, yango.antonio@uphsl.edu.ph
Abstract. This study attempted to determine the ALS teachers’ teaching competence and
adversity quotient as predictors of students’ learning engagement in the city schools division
offices in the Province of Laguna. Specifically, it investigated the respondents’ level of teaching
competence in terms of content knowledge and pedagogy, learning environment, diversity of
learners, curriculum and planning, community linkages and professional engagement and
professional growth and professional development; respondents’ level of adversity quotient and
its dimensions; control, ownership, reach and endurance, and level of students’ learning
engagement. The findings showed that the overall weighted mean of 3.64 revealed that the ALS
teachers’ teaching competence was very high; while the overall weighted mean of 2.76 revealed
that the respondents’ AQ level was high. Moreover, the findings showed that the average
weighted mean of 3.31 revealed that the level of the students’ learning engagement was very
high. Meanwhile, the findings showed that the relationship between the respondents’ level of
teaching competence and level of adversity quotient were all greater than the 0.01 significance
level. Therefore, there was no significant relationship between the ALS teachers’ teaching
competence and their level of adversity quotient was observed. In addition, the finding showed
that the relationship between the respondents’ teaching competence and students’ learning
engagement were less than the test of significance at 0.01 leading to the rejection of the null
hypotheses. This showed that there was a significant relationship between the respondents’
teaching competence and student learning engagement. Lastly, the relationship between the
respondents’ level of adversity quotient and level of students’ learning engagement were higher
than the test of significance at 0.01 leading to the acceptance of the null hypotheses. This shows
that there was no relationship between the respondents’ level of adversity quotient and the level
of student learning engagement.
Keywords. ALS, teacher competence, adversity quotient, students’ learning engagement
I. Introduction
The ALS Program is a parallel learning system that offers a practical alternative to
existing formal instruction for out-of-school Filipino children, youth, and adults (OSCYAs)
(Antonio & Ramirez, 2022). Since the ALS classes are community-based, the teachers go to the
students' homes. Classes are typically held in libraries, homes, or other learning facilities in
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addition to the multipurpose hall in the barangay. Mobile teachers, district ALS Coordinators,
and instructional managers make up this group of learning facilitators.
According to Baccal and Ormilla (2021) ALS teachers are expected to be highly skilled
in a wide range of fields, however, most young ALS teachers depend only on the available
instructional materials. Thus, they lack the necessary competence that will lead to students’
success. Teacher competence is an important component in schools because it leads to teacher
job satisfaction, student achievement, and overall school success (Tha Bha & Ye, 2020).
Furthermore, competency has been defined as a requirement of competency-based teacher
education that includes a teacher trainee's knowledge, skills, and values in order to demonstrate
successful completion of a teacher education program (Canada & Osorno, 2022).
Adversity quotient (AQ) plays a crucial role in addressing these academic issues. AQ,
according to Paul Stoltz, is "the ability of the person to deal with the adversities of his life. It is
therefore the study of human resilience. According to Ruqoyyah and Ristiana (2020) aspiring
elementary school teachers should have the adversity quotient (AQ) or the ability to overcome
challenges because elementary school students deal with a variety of issues. These issues can
take the form of difficult-to-manage students who require patience to deal with, students who
struggle to understand the material and must therefore find solutions and put up with it, and
many others. Hence, the adversity quotient application in the field of education provides
information on one's poor resilience so that follow-up can be determined based on the needs of
everyone in developing their abilities. According Garcines (2018), the Philippines' need for
teachers who are competent, resilient, and with high standards is a problem.
Therefore, in facing diverse learners, teaching ALS students is challenging, teacher
competence is required as Tha Bha and Ye (2020) explain the importance of teacher competence
in the student’s academic success. In addition, the study of Ruqoyyah and Ristiana (2020)
presents the importance of teacher’s AQ in handling challenges and issues in the learning
process. Rahim (2022) also emphasized the relationship of AQ to a teacher’s competence which
further affects the student’s learning engagement as it becomes a growing concern in the field
of education nowadays (Foster, 2023).
However, despite the numerous studies that were conducted on ALS system and on the
ALS mentors, no study yet had been conducted locally particularly in the City Schools Division
Offices in the Province of Laguna regarding the ALS teachers’ competence, adversity quotient,
and level of students’ learning engagement.
Hence, the researcher was motivated to determine the ALS teachers’ level of teaching
competence, level of adversity quotient, and the level of students’ learning engagement. Also,
the relationship among the variables will be determined in order to find out how to assist ALS
teachers in maintaining the students’ learning engagement which will lead to a successful
learning experience. The study could serve as basis for planning and implementation of teacher
competence enhancement programs and wellness program that will help enhance both teacher
competence and AQ level.
1.1 Objective of the Study
The overall objective of this study was to determine teachers’ teaching competence,
adversity quotient and students’ learning engagement among ALS teachers in the city schools
division offices in the Province of Laguna. Specifically, the study had the following aims (1) to
determine the respondents’ teaching competence in terms of Content knowledge and pedagogy;
Learning environment; Diversity of learners; Curriculum planning; Community linkages and
professional engagement; and Professional growth and professional development, (2) to
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determine the respondents’ level of adversity quotient and its dimensions; Control, Ownership,
Reach, and Endurance, (3) to determine the level of students’ learning engagement among ALS
teachers, (4) to determine the relationship between ALS teachers’ teaching competence,
adversity quotient, and students’ learning engagement, (5) to determine how predictive are the
level of teachers’ teaching competence, level of adversity quotient, taken singly or in
combination, of the level of students’ learning engagement among ALS teachers.
II. Methods
The researcher utilized descriptive-correlational method of research with the help of
survey questionnaire as the main source of data. Statistical method was utilized to give credence
and reliability to the work. This is one in which information is collected without changing the
environment (i.e., nothing is manipulated). It is used to obtain information concerning the
current status of the phenomena to describe "what exists" with respect to variables or conditions
in a situation. The methods involve range from the survey which describes the status quo, the
correlation study which investigates the relationship between variables, to developmental
studies which seek to determine changes over time (Polka, 2018).
The study aimed at determining the teachers’ level of teaching competence, level of
adversity quotient, and the level of students’ learning engagements of ALS teachers. The total
population of the study was 51 ALS teachers in the six (6) City Schools Division Offices in the
Province of Laguna. The sample size was 46 ALS teachers in the City Schools Division Offices
in the Province of Laguna using the Raosoft calculator with 95% confidence level and 5%
margin of error. Stratified random sampling technique was used in the study due to the limited
number of ALS teachers in the City Schools Division Offices in the Province of Laguna.
Respondents were the ALS teachers from SDO San Pedro City (1), SDO Biñan City (9), SDO
Cabuyao City (5), SDO Sta. Rosa City (5), SDO Calamba City (12), and SDO San Pablo City
(19) in the Province of Laguna. The study was conducted during Academic Year 2022-2023.
The researcher adapted questionnaires used in the previous studies. To determine the
ALS teachers’ teaching competence the questionnaire used in study of Pablo (2021) which was
based from the DepEd Philippine Professional Standards for Teacher (PPST); the adversity
quotient questionnaire was used to determine the respondents’ adversity quotient which was
based on Adversity Response Profile by Dr. Paul Stoltz ; and the Student Learning Engagement
Questionnaire by Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler was modified to
determine the level of ALS students’ learning engagement. Since the questionnaire was
modified, it was considered as self-made questionnaire. It was subjected to face and content
validity. It was shown to the panel of experts in educational management, in statistics and in
research for their comments and suggestions. First, the questionnaire was validated by the
dissertation adviser to evaluate the content and appropriateness of the items. In order to
ascertain that the indicators that was used in the research questionnaire are relevant to the study,
the researcher sought the opinions of other experts from educational management, research and
statistics. Also, the questionnaire underwent Cronbach’s Alpha reliability test for thorough
validation of the formulated indicators with the following results: For teaching competence:
0.956; For adversity quotient: 0.934 and for student learning: 0.957. The accomplished
questionnaires were collected right after they have answered by the respondents and the
gathered data were tallied, tabulated, analyzed and interpreted.
Statistical tools such as weighted mean and ranking, Pearson r, and Stepwise Multiple
Regression Analysis were used for the analysis of data and interpretation of results.
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III. Results and Discussion
Table 1
The Respondents’ Level of Teaching Competence: Content Knowledge and Pedagogy
Indicators
Weighted
Mean
Verbal
Interpretation
Rank
1. I am knowledgeable on the content and
application of my learning areas.
3.61
Very High
4
2. I can provide research-based teaching
strategies and techniques.
3.30
Very High
7
3. I am using ICT facilities, like laptop,
projector, TV and the like.
3.70
Very High
2
4. I am promoting strategies in teaching
literacy and numeracy.
3.72
Very High
1
5. Applying teaching strategies that could
boost the critical thinking of my learners.
3.63
Very High
3
6. I am knowledgeable on Mother Tongue,
Filipino and English.
3.59
Very High
5
7. I have excellent communication that can
reinforce my learners and give systematic
instructions.
3.57
Very High
6
Average
3.59
Very High
(Distinguished)
Table 1 presents the respondents’ level of teaching competence in terms of content
knowledge and pedagogy. As seen in the table indicator no. 4 “I am promoting strategies in
teaching literacy and numeracy” got the weighted mean of 3.72 and was verbally interpreted as
Very High ranked 1. Indicator no. 3 “I am using ICT facilities, like laptop, projector, TV and
the like” got the weighted mean of 3.70 and was verbally interpreted as Very High ranked 2.
Indicator no. 5. “Applying teaching strategies that could boost the critical thinking of my
learners” got a weighted mean of 3.63 and was verbally interpreted as Very High ranked 3.
Indicator no. 1. “I am knowledgeable on the content and application of my learning areas” got
the weighted mean of 3.61 and verbally interpreted as Very High ranked 4. Indicator no. 6. “I
am knowledgeable on Mother Tongue, Filipino and English” got the weighted mean of 3.59
and was verbally interpreted as Very High ranked 5. Indicator no. 7. “I have excellent
communication that can reinforce my learners and give systematic instructions” got the
weighted mean of 3.57 and was verbally interpreted as Very High ranked 6. Indicator no. 2. “I
can provide research-based teaching strategies and techniques” got the weighted mean of 3.30
and was verbally interpreted as Very High ranked 7.
In conclusion, the average weighted mean of 3.59 revealed that the respondents’ level
of teaching competence in terms of content and pedagogy was Very High. This implies that
ALS teachers are highly competent as they master the content and are highly skillful in terms
of classroom strategies.
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Table 2
The Respondents’ Level of Teaching Competence: Learning Environment
Indicators
Weighted
Mean
Verbal
Interpretation
Rank
1. I am prioritizing the safety and security of
my learners inside and outside the schools.
3.78
Very High
2
2. I am organizing activities that could benefit
all my learners.
3.72
Very High
3
3. I am promoting the progress and
performance of my learners
3.67
Very High
5
4. I am providing a clear, well-considered
plan for managing my classroom and learners’
behavior.
3.70
Very High
4
5. I am building positive relationships with my
learners, parents, and stakeholders.
3.80
Very High
1
Average
3.73
Very High
(Distinguished)
Table 2 presents the respondents’ level of teaching competence in terms of learning
environment. As seen in the table, indicator no. 5. “I am building positive relationships with
my learners, parents, and stakeholders” got the weighted mean of 3.80 and was verbally
interpreted as Very High ranked 1. Indicator no. 1. “I am prioritizing the safety and security
of my learners inside and outside the schools” got the weighted mean of 3.78 and was verbally
interpreted as Very High ranked 2. Indicator no. 2. “I am organizing activities that could benefit
all my learners” got the weighted mean of 3.72 and was verbally interpreted as Very High and
was ranked 3. Indicator no. 4. “I am providing a clear, well-considered plan for managing
my classroom and learners’ behavior” got the weighted mean of 3.70 and was verbally
interpreted as Very High ranked 4. Indicator no. 3. “I am promoting the progress and
performance of my learners” got a weighted mean of 3.67 and was verbally interpreted as Very
High ranked 5.
In conclusion, the average weighted mean of 3.73 revealed that the respondents’ level
of teaching competency in terms of learning environment was Very High. This means that the
ALS teachers are highly competent in providing a conducive learning environment needed by
the students.
Table 3
The Respondents’ Level of Teaching Competence: Diversity of Learners
Indicators
Weighted
Mean
Verbal
Interpretation
Rank
1. I am using a gender-differentiated approach
develop mathematics problem-solving activities that
involve real-life application—such as planning,
organizing information, and estimating costs
3.52
Very High
5
2. I am structuring learner groups to encourage
cooperative and collaborative learning rather than a
girls-versus-boys competitive approach.
3.59
Very High
4
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3. I am giving the importance of cultural diversity,
such as values, traditions, lifestyles, and kinship
structures.
3.65
Very High
2.5
4. I give learners the opportunity to set their goals.
3.76
Very High
1
5. I am raising low self-perception and increasing
learning independence, through recognition of the
student's positive attributes and encouraging discovery
learning.
3.65
Very High
2.5
Average
3.63
Very High
(Distinguished)
Table 3 presents the respondents’ teaching competence in terms of learning
environment. As seen in the table, indicator no. 4. “4. I give learners the opportunity to set
their goals.” got a weighted mean of 3.76 and was verbally interpreted as Very High ranked 1.
Both indicators no. 3 and 5. “I am giving the importance of cultural diversity, such as values,
traditions, lifestyles, and kinship structures” and “I am raising low self-perception and
increasing learning independence, through recognition of the student's positive attributes and
encouraging discovery learning” got the weighted mean of 3.65 and was verbally interpreted as
Very High ranked 2.5. Indicator no. 2. “I am structuring learner groups to encourage
cooperative and collaborative learning rather than a girls-versus-boys competitive approach”
got a weighted mean of 3.59 verbally interpreted as Very High ranked 4. Lastly, indicator no.
1. “I am using a gender-differentiated approach develop mathematics problem-solving activities
that involve real-life application—such as planning, organizing information, and estimating
costs’ got a weighted mean of 3.52 and was verbally interpreted as Very High ranked 5.
In summary, the average mean of 3.63 revealed that the respondents’ level of teaching
competency in terms of diversity of learners was Very High. This implies that the ALS teachers
are highly competent in providing learning activities and classroom environments that cater to
the needs of all learners thus acknowledging and addressing individual differences.
Table 4
The Respondents’ Level of Teaching Competence: Community Linkages and Professional
Engagement
Indicators
Weighted
Mean
Verbal
Interpretation
Rank
1. I participate in the establishment of learning
environments that are responsive to community
contexts
3.54
Very High
3
2. I encourage the engagement of parents and
the wider school community in the educative
process
3.41
Very High
4
3. I practice professional ethics
3.78
Very High
1
4. I adhere to school policies and procedures
3.70
Very High
2
Average
3.61
Very High
(Distinguished)
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Table 4 presents the respondents’ level of teaching competence in terms of the learning
environment. As seen in the table, indicator no 3 “I practice professional ethics” got the
weighted mean of 3.78 and was verbally interpreted as Very High ranked 1. Indicator no. 4. “I
adhere to school policies and procedures” got a weighted mean of 3.70 and was verbally
interpreted as Very High ranked 2. Indicator no. 1. “I participate in the establishment of
learning environments that are responsive to community contexts” got a weighted mean of 3.54
and was verbally interpreted as Very High ranked 3. Indicator no. 2. “I encourage the
engagement of parents and the wider school community in the educative process” got a
weighted mean of 3.42 and was verbally interpreted as Very High ranked 4.
In conclusion, the average weighted mean of 3.61 revealed that the respondents’ level
of teaching competence in terms of Community Linkages and Professional Engagement was
Very High. This means that ALS teachers have the practice professional ethics adhere to the
school rules and policies and able to collaborate with the stakeholders.
Table 5
The Respondents’ Level of Teaching Competence: Curriculum and Planning
Indicators
Weighted
Mean
Verbal
Interpretation
Rank
1. I am planning and managing well
my teaching and learning process.
3.67
Very High
3
2. I am providing activities and tasks
aligned with learners’ learning competence
3.48
Very High
4
3. I am planning a lesson based on
our different learning strands.
3.78
Very High
1.5
4. I am showing professional collaboration with
my colleagues to enrich teaching practice.
3.78
Very High
1.5
Average
3.68
Very High
(Distinguished)
Table 5 presents the respondents’ teaching competence in terms of the learning
environment. As seen in the table, indicators 3 and 4 “I am planning a lesson based on
our different learning strands” and “I am showing professional collaboration with my
colleagues to enrich teaching practice.’ got the weighted mean of 3.78 and was verbally
interpreted as Very High ranked 1.5. Indicator no. 1. “I am planning and managing well my
teaching and learning process” got the weighted mean of 3.67 and was verbally interpreted as
Very High ranked 3. Indicator no 2. “I am providing activities and tasks aligned with learners’
learning competence “got the weighted mean of 3.48 and was verbally interpreted as Very High
ranked 4.
In summary, the average mean of 3.68 revealed that the respondents’ level of teaching
competency in terms of curriculum and planning was Very High. This means that the ALS
teachers are participating and collaborate very well with their co-teachers in planning,
developing, and in modifying or improving the curriculum.
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Table 6
The Respondents’ Level of Teaching Competence: Personal Growth and Professional
Development
Table 6 presents the respondents’ teaching competence in terms of Personal Growth and
Professional Development. As seen in the table, indicator no. 1. “I am building and maintaining
respectful and positive relationships with our learners, colleagues and stakeholders” got the
weighted mean of 3.78 and was verbally interpreted as high ranked 1. Indicator no. 2. “I am
willing and preparing to take on additional roles and responsibilities” got the weighted mean of
3.67 and was verbally interpreted as Very High and ranked 2. Indicator no. 3. “I am doing my
tasks ahead of time before the deadline comes” got the weighted mean of 3.61 and was verbally
interpreted as Very High ranked 3. Indicator no. 5. “I am attending various training and
seminars related to teaching and curriculum” got the weighted mean of 3.59 and was verbally
interpreted as Very High. Lastly, indicator no. 4. “I am pursuing my masters or doctorate
degree” got the weighted mean of 3.33 and was verbally interpreted as Very High.
In conclusion, the average weighted mean of 3.60 revealed that the respondents’ level
of teaching competence in terms of personal growth and professional development was very
high. This implies that the ALS teachers are maintaining good relationships with the students
and other teachers as they willingly accept other duties and responsibilities for personal growth
and pursue their masters and doctorate degree for professional growth.
Table 7
Summary Table of the Respondents’ Level of Teaching Competence
Indicators
Weighted
Mean
Verbal
Interpretation
Rank
1. Content Knowledge and Pedagogy
3.59
Very High
6
2. Learning environment
3.73
Very High
1
3. Diversity of Learners
3.63
Very High
3
4. Community Linkages and Professional
Engagement
3.61
Very High
4
5. Curriculum and Planning
3.68
Very High
2
Indicators
Weighted
Mean
Verbal
Interpretation
Rank
1. I am building and maintaining respectful and
positive relationships with our learners,
colleagues and stakeholders.
3.78
Very High
1
2. I am willing and preparing to take on
additional roles and responsibilities.
3.67
Very High
2
3. I am doing my tasks ahead of time before the
deadline comes.
3.61
Very High
3
4. I am pursuing my masters or doctorate degree.
3.33
Very High
5
5. I am attending various training and seminars
related to teaching and curriculum.
3.59
Very High
4
Average
3.60
Very High
(Distinguished)
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6. Personal Growth and Professional
Development
3.60
Very High
5
Overall Weighted Mean
3.64
Very High
(Distinguished)
Table 7 presents the summary of the respondents’ level of teaching competence. As
seen in the table, indicator no. 2. “Learning environment” got the weighted mean of 3.73 and
was verbally interpreted as Very High ranked 1. Indicator no. 1. “Curriculum and Planning” got
a weighted mean of 3.68 and was verbally interpreted as Very High ranked 2. Indicator no 3.
“Diversity of Learners’ got the weighted mean of 3.63 and was verbally interpreted as Very
High and ranked 3. Indicator no. 4. “Community Linkages and Professional Engagement” got
a weighted mean of 3.61 and was verbally interpreted as Very High ranked 4. Indicator no. 6.
“Personal Growth and Professional Development” got a weighted mean of 3.60 and
was verbally interpreted as Very High ranked 5. Indicator no. 1. “Content Knowledge
and Pedagogy” got a weighted mean of 3.59 and was verbally interpreted as Very High ranked
6.
In summary, the overall weighted mean of 3.64 revealed that the ALS teachers’ level
of teaching competence alongside with Content Knowledge and Pedagogy; Learning
environment; Diversity of Learners; Community Linkages and Professional Engagement; and
Curriculum and Planning; and Personal Growth and Professional Development was Very High.
This means that the ALS teachers have a very high ability to provide a meaningful learning
environment, appropriate to the prepared curriculum and in accordance to the needs of the
diverse learners.
Table 8
The Respondents’ Level of Adversity Quotient: Control
Indicators
Weighted
Mean
Verbal
Interpretation
Rank
1. You suffer a professional setback. You can
completely influence this situation for better?
3.17
High
2
2. You can influence this situation positively?
3.22
High
1
3. Your personal and work obligations are out
of balance. You can influence this situation
favorably?
3.09
High
3
4. You are not giving your students regular tests
and feedback as required even though you know
this can improve their academic results. You can
influence this situation positively?
2.85
High
4
5. You have registered a drop in mean score of
your subject for the third time in a row. You
influence this situation positively?
2.83
High
5
Average
3.03
High
Table 8 presents the respondents’ level of adversity quotient in terms of Control. As
seen in the table, indicator 2. “You can influence this situation positively” got a weighted mean
3.22 and was verbally interpreted as High ranked 1. Indicator no. 1. “You suffer a professional
setback. You can completely influence this situation for better?” got a weighted mean of 3.17
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and was verbally interpreted as High ranked 2. Indicator no. 3. “Your personal and work
obligations are out of balance. You can influence this situation favorably?” got a weighted
mean of 3.09 and was verbally interpreted as High ranked 3. Indicator no. 4. “You are not
giving your students regular tests and feedback as required even though you know this can
improve their academic results. You can influence this situation positively?” got the weighted
mean of 2.85 and was verbally interpreted as High ranked 4. Indicator no. 5. “You have
registered a drop in mean score of your subject in K.C.S.E for the third time in a row. You
influence this situation positively?” got the weighted mean of 2.83 and was verbally interpreted
as High ranked 5.
In conclusion, the average weighted mean of 3.03 revealed that the respondents’ level
of AQ in terms of control was High. This means that the ALS teachers can positively control
every situation in the four corners of the classroom.
Table 9
The Respondents’ Level of Adversity Quotient: Ownership
Indicators
Weighted
Mean
Verbal
Interpretation
Rank
1. You are overlooked for a promotion. You
feel liable for improving the situation.
3.00
High
1
2. The principal ignores your attempt to discuss
with you, your students’ low academic
performance. You feel l liable for improving this
situation?
2.63
High
5
3. Your teaching subject is understaffed, and
your big workload is affecting effective content
delivery. You feel liable for improving this
situation.
2.89
High
2
4. Your school is not meeting its yearly set
goals/targets in mean scores and grades expected
by the administration /students/ parents. You
feel liable for improving this situation.
2.76
High
4
5. You have held several meetings with the
school management on improving your students’
academic performance but it all seems like a
waste of time. You feel responsible for
improving the situation.
2.87
High
3
Average
2.83
High
Table 9 presents the respondents’ level of adversity quotient in terms of Ownership. As
seen in the table, indicator 1. “You are overlooked for a promotion. You feel liable for
improving the situation” got a weighted mean of 3.00 and was verbally interpreted as High
ranked 1. Indicator 3. “Your teaching subject is understaffed and your big workload is affecting
effective content delivery. You feel liable for improving this situation” got a weighted mean of
2.89 and was verbally interpreted as High ranked 2. Indicator 5. “You have held several
meetings with the school management on improving your students’ academic performance but
it all seems like a waste of time. You feel responsible for improving the situation” got a
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weighted mean of 2.87 and was verbally interpreted as High ranked 3. Indicator 4. “Your
school is not meeting its yearly set goals/targets in mean scores and grades expected by the
administration /students/ parents. You feel liable for improving this situation” got a weighted
mean of 2.76 and was verbally interpreted as High ranked 4. Indicator 2. “The principal ignores
your attempt to discuss with you, your students’ low academic performance. You feel l liable
for improving this situation?” got a weighted mean of 2.63 and was verbally interpreted as High
ranked 5.
In conclusion, the average weighted mean of 2.83 revealed that the respondents’ level
of AQ in terms of Ownership dimension was High. This implies that the ALS teachers are
accepting responsibilities related to their job and are willing to take over or handle classes that
need their help or expertise despite of being overlooked for a promotion.
Table 10
The Respondents’ Level of Adversity Quotient: Reach
Indicators
Weighted
Mean
Verbal
Interpretation
Rank
1.. You are criticized for the school drop even
though you worked as hard as you could. The
consequences of this situation will be limited to
this situation
2.72
High
1
2. The first time your subject records high
students’ performance, your schools’ results are
cancelled. The consequences of situation will be
limited to this situation.
2.65
High
2
3. You meet every bad luck on your way to the
next job group promotion interview. The
consequences of this situation will be limited to
this situation.
2.59
High
4.5
4. You miss an important appointment by your
employer. The consequences of this situation
will be limited to this situation.
2.59
High
4.5
5. The supervisor/head visits your class in the
course of lesson delivery and at end of the lesson
asks you for your teaching documents,
unfortunately you have not prepared them. The
consequences of this situation will be limited to
this situation.
2.61
High
3
Average
2.63
High
Table 10 presents the respondents’ level of adversity quotient in terms of Reach. As
seen in the table, indicator 1. “You are criticized for the school drop even though you worked
as hard as you could. The consequences of this situation will be limited to this situation” got a
weighted mean of 2.72 and was verbally interpreted as High ranked 1. Indicator 2. “The first
time your subject records high students’ performance, your schools’ results are cancelled. The
consequences of the situation will be limited to this situation” got a weighted mean of 2.65 and
was verbally interpreted as High ranked 2. Indicator 5. “The supervisor/head visits your class
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in the course of lesson delivery and at end of the lesson asks you for your teaching documents,
unfortunately you have not prepared them. The consequences of this situation will be limited to
this situation” got a weighted mean of 2.61 and was verbally interpreted as High ranked 3.
Indicators 3 and 4 “You meet every bad luck on your way to the next job group promotion
interview. The consequences of this situation will be limited to this situation” and “You miss
an important appointment by your employer. The consequences of this situation will be limited
to this situation” got a weighted mean of 2.59 and was verbally interpreted as High ranked 4.5.
In summary, the average weighted mean of 2.63 revealed that the respondents’ level of
AQ in terms of Reach was High. This implies that the ALS teachers are able to handle and
limit difficulties. Their general life is not that totally bothered nor affected when things go
wrong.
Table 11
The Respondents’ Level of Adversity Quotient: Endurance
Indicators
Weighted
Mean
Verbal
Interpretation
Rank
1. You accidentally delete students’ examination
data entry for other teachers from the computer
before it had been processed and the other
teachers must repeat the exercise all over again.
The consequences of this situation will quickly
pass.
2.43
High
3.5
2. You are unable to take a much-needed leave
because the principal feels that you hold the key
to the subject’s performance. The consequences
of this situation will quickly pass.
2.59
High
2
3. After an extensive search you cannot find your
professional documents you require to take an
interview to the next job group. The
consequences for situation will quickly pass.
2.43
High
3.5
4. You lost your class notes which had taken you
years to prepare them. The consequences of this
situation will quickly pass.
2.37
High
5
5. Your salary seems not to fit your budget not
matter the government’s efforts to increase
teachers’ salary. The consequences of this
situation will quickly pass.
2.85
High
1
Average
2.53
High
Table 11 presents the respondents’ level of adversity quotient in terms of Endurance.
As seen in the table, indicator 5 “Your salary seems not to fit your budget not matter the
government’s efforts to increase teachers’ salary. The consequences of this situation will
quickly pass” got a weighted mean of 2.85 and was verbally interpreted as High ranked 1.
Indicator 2. “You are unable to take a much-needed leave because the principal feels that you
hold the key to the subject’s performance. The consequences of this situation will quickly pass”
got a weighted mean of 2.59 and was verbally interpreted as High ranked 2. Indicators 3 and 1
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“After an extensive search you cannot find your professional documents you require to take an
interview to the next job group. The consequences for situation will quickly pass” and “You
accidentally delete students’ examination data entry for other teachers from the computer before
it had been processed and the other teachers must repeat the exercise all over again. The
consequences of this situation will quickly pass.” got a weighted mean of 2.43 and was verbally
interpreted as High ranked 3.5. Indicator 4. “You lost your class notes which had taken you
years to prepare them. The consequences of this situation will quickly pass” got a weighted
mean of 2. 37 and was verbally interpreted as High ranked 5.
The average weighted mean of 2.53 revealed that the respondents’ AQ level in terms of
Endurance was High. This means that the ALS teachers have the ability to overcome difficulties
and believe that problems shall pass and everything will be fine.
Table 12
Summary Table of the Respondents’ Level of Adversity Quotient
Indicators
Weighted
Mean
Verbal
Interpretation
Rank
1. Control
3.03
High
1
2. Ownership
2.83
High
2
3. Reach
2.63
High
3
4. Endurance
2.53
High
4
Overall Weighted Mean
2.76
High
Table 12 presents the summary table of the respondents’ level of adversity quotient. As
seen in the table, dimension 1. “Control” got a weighted mean of 3.03 and was verbally
interpreted as high ranked 1. Dimension 2. “Ownership” got a weighted mean of 2.83 and was
verbally interpreted as high ranked 2. Dimension 3 “Reach” got a weighted mean of 2.63 and
was verbally interpreted as high ranked 3. Finally, dimension 4 “Endurance” got the weighted
mean of 2.53 verbally interpreted as high ranked 4.
In conclusion, the overall weighted mean of 2.76 revealed that the respondents’ AQ
level was high. This means that the ALS teachers had that high ability to turn obstacles to
opportunities, they can control difficult situations, and they believe that everything will
eventually turn out fine.
Table 13
The Level of Students’ Learning Engagement
Indicators
Weighted
Mean
Verbal
Interpretation
Rank
1. Students raise their hands before answering
during recitation.
3.39
Very High
6
2. Students participate actively in small group
discussions.
3.50
Very High
1
3. Students are asking questions when I don’t
understand the instructor
3.43
Very High
3.5
4. Students are doing all homework problems.
3.13
High
19
5. Students are coming to class every day
2.74
High
20
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6. Students approach ALS teachers to review
assignments or tests, or to ask questions
3.33
Very High
1.5
7. Students are thinking about the course
between class meetings
3.28
Very High
14.5
8. Students find ways to make the course
interesting to me.
3.26
Very High
16.5
9. Students take good notes in class
3.30
Very High
12.5
10. Students look over class notes between
classes to make sure they understand the
lessons
3.30
Very High
12.5
11. Students desire to learn the material
3.39
Very High
6
12. Students are confident that I can learn and
do well in the class
3.33
Very High
10.5
13. Students put forth effort
3.35
Very High
9
14. Students are organized
3.24
Very High
18
15. Students are getting a good grade
3.28
Very High
14.5
16. Students are doing well on the tests
3.26
Very High
16.5
17. Students help fellow students.
3.46
Very High
2
18. Students are having fun in class
3.43
Very High
3.5
19. Students make sure to study on a regular
basis.
3.37
Very High
8
20. Listen carefully in class.
3.39
Very High
6
Average
3.31
Very High
Table 13 presents the level of students’ learning engagement. As seen in the table,
indicator 2. “Students participate actively in small group discussions” got a weighted mean of
3.50 and was verbally interpreted as very high ranked 1. Indicator 17. “Students help fellow
students” got a weighted mean of 3.46 and was verbally interpreted as Very High ranked 2.
Indicators 3 and 18 “Students are asking questions when I don’t understand the instructor” and
“Students are having fun in class” got a weighted mean of 3.43 and was verbally interpreted as
Very High both ranked 3.5. Indicator 1. “Students raise their hands before answering during
recitation”; indicator 11. “Students desire to learn the material”; and indicator 20. “Listen
carefully in class” got a weighted mean of 3.39 and was verbally interpreted as Very high ranked
6.
Moreover, indicators 7 and 15 “Students are thinking about the course between class
meetings” and “Students are getting a good grade” got a weighted mean of 3.28 and was
verbally interpreted as Very High ranked 14.5. Both indicators 8 and 16 “Students find ways
to make the course interesting to me” and “Students are doing well on the tests” got a weighted
mean of 3.26 and was verbally interpreted as Very High ranked 16.5. Indicator 14. “Students
are organized” got a weighted mean of 3.24 and was verbally interpreted as Very High ranked
18. Indicator 4. “Students are doing all homework problems” got a weighted mean of 3.13 and
was verbally interpreted as High ranked 19. Lastly indicator 5. “Students are coming to class
every day” got a weighted mean of 2.74 and was verbally interpreted as High ranked 20.
In summary, the average weighted mean of 3.31 revealed that the level of the students’
learning engagement was very high. This means that the ALS students were active in the class
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discussion, during recitation, they also help fellow students and they agree that they are having
fun while learning.
Table 14
Relationship between the Respondents’ Leve of Teaching Competence and Level of Adversity
Quotient
Teaching
Competence
Adversity Quotient
Control
Ownership
Reach
Endurance
Content
Knowledge and
Pedagogy
r=0.250
Low correlation
p=0.094
r=-0.065
Negligible
correlation
p=0.665
r=-0.130
Low
correlation
p=0.387
r=-0.093
Negligible
correlation
p=0.540
Learning
environment
r=0.074
Negligible
correlation
p=0.623
r=0.099
Negligible
correlation
p=0.512
r=-0.175
Low
correlation
p=0.246
r=-0.146
Low
correlation
p=0.332
Diversity of
Learners
r=0.324*
Low correlation
p=0.028
r=0.102
Low
correlation
p=0.498
r=-0.155
Low
correlation
p=0.304
r=-0.164
Low
correlation
p=0.275
Community
Linkages and
Professional
Engagement
r=0.267
Low correlation
p=0.073
r=0.138
Low
correlation
p=0.361
r=0.013
Negligible
correlation
p=0.931
r=-0.114
Low
correlation
p=0.449
Curriculum and
Planning
r=0.192
Low correlation
p=0.201
r=0.157
Low
correlation
p=0.297
r=-0.083
Negligible
correlation
p=0.582
r=-0.113
Low
correlation
p=0.455
Personal Growth
and Professional
Development
r=0.189
Low correlation
p=0.209
r=0.099
Negligible
correlation
p=0.514
r=0.096
Negligible
correlation
p=0.527
r=0.039
Negligible
correlation
p=0.814
*Significant @ 0.05
As shown in Table 14 Relationship between the respondents’ level of Teaching
Competence and level of adversity quotient, the results revealed that the respondents’ teaching
competence in terms of Content Knowledge and Pedagogy had significantly low correlation
with Control and Reach dimensions of AQ with a computed p value of 0.094 with r=-0.250 and
p value of 0.387 with r=130 respectively. On the other hand, it is a negligible correlation with
Ownership and Endurance with a computed p value of 0.665 with r=0.065 and p value of 0.540
with r=-0.093 respectively. Similarly, in terms of the Learning environment, there was a
negligible correlation between Control and Ownership with a computed p value of r=0.623 with
r= 0.074 and a computed p value of 0.512 with r=0.099 respectively. However, it significantly
had low correlation with Reach dimensions of AQ with a computed p value of 0.246 and 0.332
respectively with a competed r = 0.175 and 0.146. Subsequently, the Diversity of Learners had
a significant low correlation with Control, Ownership, Reach, and Endurance with a computed
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value of 0.028, 0.498, 0.304, and 0.275 with r=0.324; r=0.102; r=-0.155; and r=-0.146
respectively. Nevertheless, the Community Linkages and Professional Engagement had
negligible correlation with Reach, Ownership, and Endurance and low correlation with Reach
with a computed value p value of 0.073, 0.361, 0.931, and 0.449 with corresponding r=-0.267,
r=0.138, r=0.114, and r=0.013 respectively. and a low correlation with Core, Ownership, and
Endurance with a value of r=0.267, r=0.138. Similarly, Curriculum and Planning significantly
had a negligible correlation with Reach and low correlation with Control, Owner, and
Endurance with a computed p value of 0.201, 0.297, 0.455, and 0.582 respectively with its
corresponding r=-0.192, 0.157, 0.113, and 0.083 respectively. Lastly, Personal Growth and
Professional Development significantly had low correlation only to Control dimension of AQ
and had negligible correlation to Owner, Reach, and Endurance with a corresponding p value
of 0.209, 0.514, 0.527, and 0.814 respectively with computed r=0.189, r=0.099, r=0.096, and
r=0.039 respectively.
The table implies that based on the probability values were negligible and low
correlation coefficient value may signal an unsubstantial relationship between two variables;
however, there is an evidential bases proving the strength of the fitness existing between the
ALS teachers’ teaching competence and their level of adversity quotient, the correlation can be
supported significant relationship.
This means that the higher the teachers’ level of teaching competence in terms of
Content Knowledge and Pedagogy, Learning environment, Diversity of Learners Community
Linkages, and Professional Engagement. Curriculum and Planning Personal Growth and
Professional Development, the higher the level of their AQ alongside its four dimensions-
Control, Ownership, Reach, and Endurance.
Table 15
Relationship between the Respondents’ Level of Teaching Competence and Level of Students’
Learning Engagement
Teaching Competence
Pearson r
p-value
Interpretation
Content Knowledge and
Pedagogy
0.388**
Low correlation
0.008
Significant
Learning environment
0.488**
Moderate
correlation
0.001
Significant
Diversity of Learners
0.551**
Moderate
correlation
0.000
Significant
Community Linkages and
Professional Engagement
0.494**
Moderate
correlation
0.000
Significant
Curriculum and Planning
0.540**
Moderate
correlation
0.000
Significant
Personal Growth and
Professional Development
0.459**
Moderate
correlation
0.001
Significant
**Significant @ 0.01
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Table 15 indicates the correlation analysis for showing the relationship between the
respondents’ Teaching Competence and Students’ Learning Engagement Finding revealed that
Teaching Competence in relation to Learning Environment, Diversity of Learning, Community
Linkages and Professional Engagement, Curriculum and Planning , and personal Growth and
Professional Development of the teacher has moderate correlation to the students’ learning
engagement with a computed Pearson r value of 0.488, 0.551, 0.494, 0.540 and 0.459 with a
corresponding p-value of 0.001, 0.000, 0.000, 0.000, and 0.001 respectively. However, it has
low correlation with Content Knowledge and Pedagogy with a computed correlation of 0.388
and p value of 0.008.
Based on the results, it implies that all the probability p values were less than the test of
significance at 0.01 level of significance. The result implies to reject the null hypothesis (Ho)
and accept the alternative hypothesis (Ha), since the computed value of 0.388, .488, 0.551,
0.494, 0.540 and 0.459 is greater than the tabular value of at 0.01 level of significance.
Therefore, the respondents’ teaching competence has significant relationship in the students
learning engagement.
This shows that there was a significant relationship between the respondents’ Teaching
Competence and Students’ Learning Engagement. This means that the higher the level of
teachers’ teaching competence, the higher the level of students’ learning engagement.
Table 16
Relationship between the Teachers’ Level of Adversity Quotient and Level of Students’
Learning Engagement
Adversity Quotient
Pearson r
p-value
Interpretation
Control
0.215
Low correlation
0.151
Not Significant
Ownership
0.103
Low correlation
0.496
Not Significant
Reach
-0.182
Low correlation
0.227
Not Significant
Endurance
0.041
Negligible correlation
0.786
Not Significant
**Significant @ 0.01
Table 16 shows the summary of computations of Pearson r. Data revealed that there was
a low and negligible correlation between the two variables involved relationship between the
respondents’ adversity quotient and level of students’ learning Engagement. This belief that a
Pearson r-value of 0.215 and p-value of 0.151 were obtained in Control dimension of AQ.
Meanwhile, the Ownership dimension, a Pearson r-value of 0.103 and a p-value of 0.496 were
obtained. For the Reach dimension, a Pearson r-value of -0.182 and a p-value of 0.227 were
obtained. Lastly, in terms of Endurance a Pearson r-value of 0.041 and p-value of 0.786 were
obtained. All the probability values were higher than the test of significance at 0.01 leading to
the acceptance of the null hypotheses. This shows that there was no relationship between the
respondents’ level of adversity quotient and the level of student learning engagement. This
means that ALS teachers’ level of adversity quotient had nothing to do with the level of student
learning engagement.
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Table 17
Stepwise Regression between the Respondents’ Teaching Competence and adversity quotient
taken singly or in combination of the Level of Students’ Learning Engagement
Predictor
Dependent
Variable
R2
F
p-
value
Β
T
p-
value
Content Knowledge
and Pedagogy
Level of
Students’
Learning
Engagement
0.512
3.679
0.002
-0.204
-0.911
0.368
Learning
environment
0.160
0.677
0.503
Diversity of Learners
0.092
0.315
0.755
Community
Linkages and
Professional
Engagement
0.223
0.966
0.341
Curriculum and
Planning
0.098
0.349
0.729
Personal Growth and
Professional
Development
0.292
1.377
0.177
Control
0.602
2.818
0.008*
Ownership
0.580
2.576
0.014*
Endurance
0.820
3.298
0.002*
Overall adversity
quotient
-1.930
-3.246
0.003*
*Significant @ 0.05
As shown in Table 17, there was multiple correlations between the respondents’ level
of teaching competence, level of adversity quotient, and level of students’ learning engagement.
A value of 0.002 indicates a high level of prediction of the dependent variable (level of students’
learning engagement) The obtained R square of 0.512 shows that independent variable
(teachers’ teaching competence) explains the variability of the dependent variable (level of
students’ learning engagement). Further, the ANOVA shows that the independent variable,
diversity of learners statistically significantly predicted the dependent variable level of students’
learning engagement with an F-value of 3.679 and a probability value of 0.002 which is less
than the 0.05 significance level. This implies that the independent variables teachers’ teaching
competence with its indicator - diversity of learners, and the adversity quotient with its
dimensions – Control, Ownership, and Endurance are drivers of level of the students learning
engagement, which further means that the ALS teachers’ genuine desire to teach efficiently and
effectively regardless of the challenges they encounter along the way, as well as the emotional
connection they feel towards the organization, students and co-workers.
IV. Conclusion and Recommendation
Based on the findings of the study, the study conclusions were drawn: The teachers’
level of teaching competence was very high. Therefore, ALS teachers have a very high ability
to provide a meaningful learning environment, appropriate to the prepared curriculum and in
accordance to the needs of the diverse learners. The teachers have a high level of adversity
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quotient. Therefore, ALS teachers had the high ability to turn obstacles to opportunities, they
can control difficult situations, and they believe that everything will eventually turn out fine.
The level of students’ learning engagement was very high. Therefore, ALS students were active
in class discussion, during recitation, they also help fellow students and they agree that they are
having fun while learning. The higher the teachers’ level of teaching competence in terms of
Content Knowledge and Pedagogy, Learning environment, Diversity of Learners, Community
Linkages, and Professional Engagement, Curriculum and Planning, Personal Growth and
Professional Development, the higher the level of their AQ alongside its four dimensions-
Control, Ownership, Reach, and Endurance. The higher the level of teachers’ teaching
competence, the higher the level of students’ learning engagement. ALS teachers’ level of
adversity quotient had nothing to do with the level of student learning engagement. The
independent variables- teachers’ teaching competence alongside, Diversity of Learners, and the
adversity quotient with its dimensions – Control, Ownership, and Endurance are drivers of level
of the students’ learning engagement.
Recommendations
The following recommendations are hereby endorsed: ALS teachers must continue
enhancing their teaching competence by attending seminar-workshops such as re-skilling and
up-skilling of ALS teachers, capability training in handling diverse learners, and inclusivity in
education that will keep them abreast of the latest trend in teaching and be able to apply recent
teaching strategies in providing meaningful learning experiences to the students. ALS teachers
must acknowledge their AQ and be more resilient on how they handle and manage their current
situation. In doing this, effective managing and handling of problems for better performance in
school and prevention of health problems are to be expected. ALS students must show
cooperation and collaboration with the teachers and the administration by being active in class
and aiming for academic success. It is important that they give honest feedback on which
teaching strategy or learning activities they find more interesting that they will engage in. The
Education Program Specialist II-ALS (EPS II-ALS) should provide wellness programs like
mental health awareness and leadership training program, or spiritual activities like
recollections and retreats that will help teachers in enhancing their AQ level and at the same
time, to know their self-worth. EPS II-ALS must continuously support the teachers in their
effort in delivering quality education to the students by acknowledging the individual needs of
students, attending education-related seminars in teaching pedagogies and development
program for professional and personal growth. Future researchers may replicate the
investigation considering other variables such as leadership skills, work-life balance, and
appreciative intelligence.
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