Self-Compassion and Resilience of Teachers in Integrated Schools, Cateel, Davao Oriental

Teaching is a profession that demands emotional strength, adaptability, and consistent problem-solving. In challenging environments such as integrated public schools, the ability of teachers to remain resilient is crucial. This study investigates the relationship between self-compassion and resilience in handling professional challenges among teachers of Alegria Integrated School in Cateel, Davao Oriental. The study employed a descriptive correlational research design using a self-reported survey to measure teachers’ levels of self-compassion (self-kindness, mindfulness, humanity) and resilience (adaptability, emotional regulation, problem-solving). The entire teaching staff of Alegria Integrated School participated in the study, selected through simple quota sampling. Data were analyzed using mean, Pearson-r, and regression analysis. Findings revealed that teachers have an extensive level of self-compassion and resilience. A significant high positive relationship (r = 0.70, p < 0.05) was found between self-compassion and resilience. Regression analysis showed that self- kindness (B = 0.20), mindfulness (B = 0.16), and humanity (B = 0.24) significantly influence teachers’ resilience, explaining 50.4% of the variance (R2 = 0.504, p < 0.05). The results affirm that self-compassion plays a significant role in enhancing teachers' capacity to manage professional challenges. These findings support the theoretical frameworks of the Transactional Model of Stress and Coping and the Broaden-and-Build Theory, which highlight how emotional awareness and positive coping contribute to professional resilience.