COGNITIVE FLEXIBILITY AND TEACHER RESILIENCE AMONG MULTIGRADE TEACHERS IN PUBLIC ELEMENTARY SCHOOLS OF LINGIG II DISTRICT, SURIGAO DEL SUR DIVISION: A DESCRIPTIVE–CORRELATIONAL STUDY

Education

This study examined the relationship between cognitive flexibility and teacher resilience among multigrade teachers in public elementary schools of Lingig II District, Schools Division of Surigao del Sur, for School Year 2024–2025. Anchored on Cognitive Flexibility Theory and Resilience Theory, it aimed to determine the levels of cognitive flexibility and teacher resilience and to test whether a significant relationship exists between the two constructs. A quantitative descriptive–correlational design was employed. The respondents were 29 multigrade teachers from public elementary schools implementing multigrade instruction in Lingig II District, selected through whole enumeration. Data were gathered using two standardized instruments: the Cognitive Flexibility Scale (CFS) and the Connor-Davidson Resilience Scale–10 (CD-RISC-10). Descriptive statistics (mean and standard deviation) were used to describe the levels of the variables, while Pearson product-moment correlation was used to determine the relationship between cognitive flexibility and resilience at α = 0.05. Results showed that multigrade teachers demonstrated a very high level of cognitive flexibility (M = 4.52, SD = 0.48) and a high level of teacher resilience (M = 3.92, SD = 0.46). The correlation between cognitive flexibility and teacher resilience was weak positive but not statistically significant (r = 0.39, p = 0.086). Findings suggest that while multigrade teachers possess strong adaptive thinking and coping capacity, resilience in multigrade contexts may be influenced by broader personal and contextual factors beyond cognitive flexibility alone.

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