Teacher Resilience as Influence by Ethical Leadership in the Carmen District of Davao Del Norte

This study investigated the influence of ethical leadership on teacher resilience among selected teachers in the Division of Davao del Norte. A quantitative descriptive-correlational research design was employed, involving 130 teacher respondents selected through purposive sampling. Validated and pilot-tested research instruments were used to gather data. The study utilized weighted mean, Pearson product moment correlation, and multiple regression analysis to interpret the results. Findings revealed that both ethical leadership and teacher resilience were rated as extensive, indicating they were often demonstrated in school settings. A significant positive relationship was found between ethical leadership and teacher resilience. Moreover, all domains of ethical leadership, trustworthiness, understanding others, communication, interdependence, future orientation, acts with integrity, compassion, and tolerating contradiction and anxiety, significantly influenced teacher resilience. The regression model yielded an R² value of 0.627, indicating that 62.7% of the variance in teacher resilience was explained by ethical leadership. The findings aligned with key theoretical frameworks including social learning theory, self-determination theory, and transformative learning theory. These results underscore the importance of promoting ethical leadership practices to build and sustain resilient teaching professionals, thus contributing to a more adaptive and responsive educational environment. Keywords: Ethical Leadership, Teacher Resilience, School Leadership, Educational Management, Psychological Well-Being, Resilience Theory, Social Learning Theory.