Emotional Resilience, Crisis Management Practices and Administrative Support of Public-School Teachers During Emergencies

This study investigated the levels of emotional resilience, crisis management skills, and administrative support among 374 public-school teachers in the Candijay District, Division of Bohol. Adopting a quantitative descriptive-correlational design, the research utilized cluster-random sampling to collect data through structured survey questionnaires. The objective was to evaluate how these three variables interact and support educational continuity during emergencies.The findings revealed that teachers possess a strong level of emotional resilience, specifically excelling in emotional coping and adaptability. Crisis management skills were rated as very high across all dimensions: preparedness, response, recovery, and mitigation. Similarly, administrative support was perceived as very high, with communication support identified as the most effective indicator. Correlational analysis demonstrated significant positive relationships between emotional resilience, crisis management skills, and administrative support. These results indicate that higher levels of support and resilience directly correlate with more effective crisis handling. While landform classification (geographic location) did not significantly impact the level of administrative support received, a significant difference in crisis management skills was observed when respondents were grouped by sex. The researcher concludes that the synergy between a teacher’s emotional fortitude and proactive school leadership is vital for sustaining educational functions during crises. To build upon these strengths, it is recommended that the Division of Bohol prioritizes resilience-building initiatives and specialized crisis preparedness training. Maintaining comprehensive administrative support systems remains essential to ensuring long-term teacher well-being and institutional readiness in the face of future emergencies.