Exploring the Relationship Between Adversity Quotient and Teaching Performance: A Study on Educators' Resilience and Classroom Effectiveness in District Chiniot, Punjab, Pakistan

Abstract

The ability to persevere and overcome adversity was a critical skill for academic and personal success. The concept of Adversity Quotient (AQ) refers to an individual's capacity to handle and respond positively to challenging situations. This study investigates the relationship between adversity quotient, self-esteem and professional performance among teachers of public elementary schools. Adversity was an inevitable part of life and how individuals respond to it can significantly impact their overall well-being and achievement. The current research was conducted in the elementary schools of district Chiniot. For this research 18 public elementary and 25 afternoon program schools were selected. In these schools 238 PST and EST were recruited from these schools. The population of the current study consisted of these 238 PST and EST teachers. So, the sample size of the current study was 148 teachers that was calculated through idsurvey.com/en/sample-size-calculator/#ssc with the confidence level 95% and confidence interval 5%. The data were collected through questionnaire. Research tools was designed according to the easiness of the respondents. Collected data were analyzed by using Statistical Packages for Social Sciences (SPSS) software. This study examined the relationship between adversity quotient (AQ) and teaching performance, finding a positive correlation between higher AQ and enhanced classroom effectiveness. Teachers with higher AQ demonstrated improved resilience, adaptability, and problem-solving skills, leading to better management, confidence, and interpersonal skills. The findings highlighted the importance of developing AQ to foster teaching success in challenging environments.