A Sequential Explanatory Approach On Behavioral Flexibility and Commitment of Teachers in Talomo-A District, Davao City
A Sequential Explanatory Approach On Behavioral Flexibility and Commitment of Teachers in Talomo-A District, Davao City
Abstract:- This study examined how teaching resilience Studies show a link between teacher resilience and
affects teacher commitment. Explanatory sequential commitment. These studies solely examined how resilience
mixed approaches were used to collect data from 198 affects teacher commitment directly. Basım and Çetin (2011)
public elementary school teachers in Talomo-A District, found that increased resilience leads to increased employee
Davao City. Among quantitative responders, 17 were commitment to organizations. According to Polat and
selected for IDI and FGD. Teacher commitment was Iskender (2012), resilient teachers will absorb the
moderate, while behavioral flexibility was great. organization's laws and their school obligations and wish to
Behavioral flexibility in self-assurance, organization, and offer more to their organizations.
interpersonal competency strongly influenced teacher
commitment, according to regression analysis. Thematic According to Kiral and Kacar (2016), devoted
analysis of qualitative data showed that teachers had instructors understand school goals and values, struggle for
broad behavioral flexibility, moderate commitment, and the organization, and plan to stay. Additionally, Lin and Wang
that behavioral flexibility strongly influences (2012) found that deeply dedicated teachers work hard, are
commitment. The regression model shows that behavioral competent, and are more attached to the organization.
flexibility is one reason instructors' commitment is Moolenaar et al. (2012) found that continuous commitment
somewhat high. The data integration method connecting- helps employees stay in the organization because they have an
merging-confirmation explained the study's quantitative emotional connection.
outcomes using qualitative results. Thus, the study was
done to publish findings in respectable research journals. Research shows that weak teacher engagement at all
levels is a growing issue in educational institutions globally.
Keywords:- Educational Management, Behavioral As a fact, Namigadde (2011) reported that teachers'
Flexibility, Commitment, Sequential Explanatory Mixed- commitment was grossly inadequate, as shown by rampant
Method Approach, Davao City, Philippines. absenteeism, lateness, failure to assess students' work on time,
part-time teaching in more than two schools to top up their
I. INTRODUCTION salary, need, and satisfaction, and even teaching on Saturdays
and Sundays and at night, which resulted in student exam
The Problem and its Scope malpractice and low performance. Armstrong (2016) also
Lifelong behavioral flexibility improves emotional and noted that insufficient teacher engagement leads to a lack of
social well-being and helps teachers handle challenging self-improvement activities, which hinders school
educational tasks. It requires flexibility and adaptability, the collaboration. Poorly committed teachers had less job-
ability to ‘bounce back’ from adversity, and empathy for competency collaboration, according to Petty and Hill (2017).
others. It values relationship skills as much as self-awareness.
It requires seeing difficulties as challenges and valuing Baloran and Hernan (2020) also stated that poorly
preventive and proactivity. Thus, assessing instructors' committed teachers have plagued emergency remote
behavioral flexibility can help determine their commitment to education. The abrupt switch from physical classrooms to
teaching. online learning platforms had made teachers less committed to
teaching, the authors said. According to Ebuenga-Amora
According to Brouskeli et al. (2018), behavioral (2020), teachers become less committed to students' education
flexibility is the act of coping with disruptive, stressful, or and emotional, social, cognitive, physical, and spiritual well-
demanding life situations in a way that offers more protective being due to other personal struggles they face to equip
and coping abilities before the disruption. According to themselves with drastic curricular changes like adjusting their
Linnenluecke (2017), behavioral flexibility is the ability of teaching-learning activities to establish teacher presence and
employees to recover from setbacks and stay positive about adopting modular learning.
future events.
Most behavioral flexibility and teacher sentiment Pragmatism views truth as a matter of individual or
research were done abroad and employed quantitative or social relevance rather than an absolute concept, according to
qualitative methods. The researcher has not found any Basal et al. (2017). Pragmatically, the research findings are
quantitative and qualitative studies on these variables. Thus, acceptable rather than absolute (Tashakkori & Teddlie 2010).
the researcher felt compelled to fill the research gap by To answer this study's questions, the researcher will collect
performing a mixed methods study in Talomo-A District, data using quantitative and qualitative methodologies.
Davao City. The researcher employed a sequential
explanatory design to better explain teachers' commitment as According to Resilience Theory (Bobek, 2002), teachers
measured by behavioral flexibility, which is rare. This study must be resilient to handle the obstacles of teaching. He added
sought to expand Davao City's teacher commitment research. that resilient instructors can assess problems, find solutions,
This study is limited to Davao City, Philippines. The and act on them. He stressed that instructors can build
conclusions of this study may aid schools, especially resilience by building positive relationships with people who
instructors and administrators. understand teaching problems and can offer advice on how to
handle different scenarios.
Theoretical/Conceptual Framework
Pragmatists like the researcher consider individual As seen in Figure 1, the study has two variables.
realities as creations of various personal experiences and ideas Behavioral flexibility—the ability to recover, tolerate
rather than absolutes (Maddux & Donnett, 2015). Since facts hardship, and repair oneself—is the study's independent
and accuracy vary by person, place, and time, pragmatic variable. Self-assurance, belief in one's ability to achieve
exploration gives best results. Like Terrell (2012), the specific performance levels that influence life events; personal
researcher will use a pragmatic paradigm that combines data vision, reflecting commitment in the workplace influenced by
collection and analysis methods throughout the research family, spirituality, physical well-being, leisure, and work;
process (Creswell, 2013). adaptability, indicating openness to new ideas and concepts;
and organization, which involves effective planning to
maintain alignment with.
uncover and record research question-related patterns or were integrated to complement and clarify conclusions, with
themes. qualitative insights verifying or opposing quantitative results.
This data gathering procedure involves scheduling interviews
To clarify survey results, the sequential-explanatory and FGDs at participants' convenience and recording with
mixed methods study confirmed quantitative data with consent. Six steps of thematic analysis led to a full
qualitative conclusions. Quantitative data gave factual interpretation, discussions, consequences, and
evidence, while qualitative data added depth. Both data sets recommendations.
III. RESULTS AND DISCUSSIONS achieved a mean rating of 4.23, characterized as very
extensive and consistently observed. This indicates that
A. Behavioral Flexibility of Teachers in Talomo-A District, educators have a robust confidence in their abilities, which
Davao City affects their capacity to manage challenges. This finding
Table 1 demonstrates that teachers' behavioral flexibility supports Doney's (2012) assertion that elevated resilience
was evaluated as extensive, with a category mean of 3.52, levels are essential for teachers to confidently navigate
interpreted as frequently observed. The average ratings for professional challenges. Furthermore, it aligns with the
specific items varied between 3.16 and 4.23. The statement findings of Holzberger et al. (2014), who contend that self-
"Being confident in my ability to face and overcome difficult assurance, self-esteem, and self-efficacy are essential
challenges" obtained a mean rating of 3.16, classified as components of teacher motivation, well-being, and personal
moderately extensive. In contrast, "Believing that I have the achievements.
knowledge, skills, and abilities to deal with almost anything"
Table 2 reveals that teachers’ behavioral flexibility extensive and oftentimes observed. This suggests that
regarding personal vision received an extensive category personal commitments in the workplace are influenced by
mean rating of 3.67, indicating that this aspect of their well- factors such as family, spirituality, physical well-being,
being is oftentimes observed. Mean ratings for specific items leisure, and work, which are sometimes recognized. This
ranged from 3.24 to 4.11. The item "Knowing what’s aligns with Fischer's (2014) assertion that personal vision is
important to me in my life" had a mean rating of 3.24, nurtured by support from others, fostering cohesion and trust.
described as moderately extensive and sometimes observed, Additionally, it supports Helms' (2012) view that a strong
while "Having a pretty good idea of what I want to personal vision allows individuals to envision the future and
accomplish in my work and life" scored 4.11, categorized as inspire others toward shared aspirations.
Teachers’ behavioral flexibility, in terms of adaptability, received a mean rating of 3.02, indicating a moderate extent
received a category mean of 3.26, classified as moderately of occurrence. In contrast, "Approaching new situations with
extensive, suggesting that this trait is occasionally observed an open mind" achieved a score of 3.46, reflecting an
among them. The average ratings for particular items varied extensive and frequent observation. This indicates that
between 3.02 and 3.46. The item "Willing and able to make respondents occasionally demonstrate receptiveness to novel
adjustments to my goals and plans when situations change" concepts, the capability to operate autonomously or in
collaboration as required, and the proficiency to handle adaptability are crucial qualities for teachers, as plans can
multiple projects under varying circumstances. This finding change quickly and unexpectedly.
supports Arendale's (2018) assertion that flexibility and
Teachers' behavioral flexibility regarding organization and occasional observation. The item "Finding a way to create
received a category mean of 3.23, classified as moderately systems or structures that provide useful control during major
extensive, suggesting that this trait is occasionally observed changes" received a score of 3.36, indicating a moderate
among teachers in Davao City. The mean ratings for specific extent of observation and occurrence. This indicates that
items varied between 3.08 and 3.36. The item "Trying to write although educators strive to structure their ideas and develop
out my thoughts when confused about what to do" received a effective systems, these practices are not uniformly
mean rating of 3.08, indicating a moderate level of frequency implemented.
This suggests that the organizational skills of elementary extensive, indicating that this characteristic is frequently
public school teachers in their planning are occasionally observed. Mean ratings for particular items varied between
noted. This finding supports Leahy's (2012) assertion that 2.08 and 4.26. The item "Trying to identify the relationships
teaching is a profession characterized by stress and conflict, between the problem I am solving and other issues" received a
while teachers are nonetheless expected to maintain high score of 2.08, indicating it is less extensive and infrequently
levels of efficiency. This also corroborates Rodie's (2011) observed. Conversely, the item "Spending time defining the
assertion that educators must skillfully navigate diverse problem before making a decision" received a mean rating of
situations while preserving their effectiveness. 4.26, indicating it is categorized as very extensive and
consistently observed. This indicates that although teachers
In terms of problem-solving, teachers exhibited a are thorough in identifying problems, they may find it
behavioral flexibility mean score of 3.53, classified as challenging to relate these issues to wider contexts.
This shows that teachers can fix classroom issues by averaged 3.14–4.11. "Finding it easy to empathize with
seeking help or working alone. This supports Polat and others" scored 3.14, indicating moderate extent and occasional
Iskender (2018)'s claim that adaptation and problem-solving observation. "Being able to maintain effective relationships in
boost resilience. A teacher's efficacy depends on their stressful situations" earned a mean value of 4.11, indicating
capacity to succeed, handle stress, address school issues, be broad and frequent observation. This suggests that Governor
responsible and consistent, and self-develop. Generoso, Davao Oriental instructors value human relations
and social interactions for professional success. This supports
In interpersonal competence, instructors' behavioral Gemora (2014)'s claim that interpersonally skilled people can
flexibility obtained a category mean value of 3.66, suggesting form supporting networks during stressful occasions.
that this quality is often noticed. Specific item ratings
Teacher behavioral flexibility in being socially with friends" got a mean grade of 4.42, indicating extensive
connected obtained an extensive category mean grade of 3.74, and constant observation. This suggests teachers feel linked to
indicating that this attribute is widely encountered. Specific their school community. These supports Spilt et al. (2011),
item ratings averaged 3.15 to 4.42. The item "Having a who argue that teachers need to connect with their students
diverse group of people whom I consider good friends" scored and that excellent teacher-student connections boost
3.15, indicating moderate extent and occasional observation. professional and personal self-esteem.
In contrast, "Participating in non-work-related group activities
Teachers' proactive behavioral flexibility obtained an biggest difference" got a mean value of 4.02—extensive and
extensive category mean grade of 3.55, indicating this quality regularly noted. This suggests that Talomo A District
is regularly encountered. Specific item ratings averaged 3.11– instructors often overcome difficulty and grow. According to
4.02. The item "Tending to focus my energy on how I can Luthans et al. (2011), individual resilience is the ability to
make the best of a situation" scored 3.11, indicating modest absorb strain and maintain or improve functioning during
extent and occasional observation. However, "Believing that obstacles.
my own decisions and actions during a change will make the
Table 9 shows that teachers' behavioral flexibility is shows that teachers regularly overcome obstacles. This
regularly seen, with a mean score of 3.52. The domain supports Luthans et al. (2011), who believe resilience
"socially connected" had the greatest mean score at 3.74, improves performance during major changes, and Brouskeli et
indicating extensive, while "organized" had the lowest at 3.23, al. (2018), who believe resilience increases protective and
indicating moderately extensive and sometimes noticed. This coping skills during stressful experiences.
Table 10 Standpoints of the Participants on the Quantitative Results Regarding the Extent of Behavioral
Flexibility of Teachers in Talomo a District, Davao City
The conclusion suggests that reciprocity in the teacher- B. Commitment of the Teachers in Talomo-A District, Davao
student interaction is increasingly linked to teacher resilience. City
This supports Kyriacou (2011)'s claim that resilience Table 11 shows that Talomo A District, Davao City,
motivates teachers to enhance mental health, classroom teachers' school dedication is regularly seen with a category
safety, and resilience in their pupils. The study also supports mean of 3.56. Different things average 3.12 to 4.13 ratings. In
Spilt et al. (2011)'s findings that teachers need to feel particular, "Finding it easy to agree with the school's policies
connected to their pupils and that teacher-student connections on important matters" had a mean value of 3.12, suggesting
might affect teachers' professional and personal self-esteem. somewhat substantial use. Conversely, "Feeling obliged to
mediate among the rival groups of students" scored 4.13,
indicating instructor commitment. This shows that teachers
generally support the school's goals and beliefs, resulting in
active participation in school events and a willingness to go
above and beyond.
The fairly extended category mean of 3.09 in Table 12 this commitment is generally met. While teachers may be
indicates that teachers' dedication to pupils is sometimes driven to help students through personal crises and develop
shown. Item evaluations average 2.55 to 3.45. Note that them, they may not always be committed to student
"Feeling obliged to mediate among rival student groups" had participation. According to Adunola (2011), devoted teachers
a mean value of 2.55, indicating an uncommon and limited use varied instructional tactics to meet their students'
occurrence. However, "Ensuring good social relations among multifaceted requirements.
my students as my responsibility" scored 3.45, showing that
Table 13 shows that the mean score for teachers' indicates that teachers typically exhibit a high level of
commitment to teaching is 3.62, categorized as extensive, commitment to teaching, thereby increasing their involvement
suggesting it is frequently demonstrated. The average ratings in the teaching-learning process. This finding is consistent
for different items vary between 3.35 and 3.89. The item with Moolenaar et al. (2012), who observed that individuals
"Perceiving myself as more committed as a teacher" received with high work commitment exhibit more positive emotions
a mean rating of 3.35, indicating that this perception is regarding their occupation, as evidenced by their readiness to
sometimes evident. Conversely, the item "Enjoying teaching" invest effort, enthusiasm, and additional time for their
received a score of 3.89, suggesting that this commitment is students.
frequently evident among teachers in Davao City. This
Table 14 indicates that teachers' commitment to their achieved a score of 3.45, suggesting that this commitment is
profession has a category mean of 3.19, suggesting that it is frequently observed. This indicates that educators are
occasionally demonstrated. The average ratings for different sometimes driven to improve their profession. This finding is
items vary between 2.85 and 3.45. The item "Feeling that I am consistent with Anttila (2014), who highlighted that
proud that I ever entered the teaching profession" received a commitment to the teaching profession entails an emotional
mean rating of 2.85, categorized as moderately extensive. In connection associated with personal satisfaction and
contrast, "Reflecting that if I could do it all over again, I identification as a teacher, which is essential for cultivating
would still choose to work in the teaching profession" the skills and relationships required for a successful career.
Table 15 illustrates the overall commitment of teachers This indicates that teachers sometimes exhibit a strong
in Talomo A District, Davao City, with a mean score of 3.37, commitment to the organization’s goals and values. The
suggesting that it is occasionally exhibited. Among the findings are consistent with Richards (2014), who observed
various dimensions of commitment, Commitment to Teaching that commitment encompasses employees' dedication to
received the highest score of 3.62, characterized as extensive achieving organizational objectives and engaging proactively.
and frequently observed, whereas Commitment to Students This aligns with the perspectives of Kiral and Kacar (2016)
obtained the lowest score of 3.09, classified as moderately regarding teacher commitment, which involves the acceptance
extensive and occasionally observed. and internalization of school objectives, prompting teachers to
engage actively and remain within the organization while
considering the costs related to turnover.
Table 15 The Summary on the Extent of Commitment of Teachers in Talomo A District, Davao City
Qualitative Results. Table 16 presents participants' views educator. My patience allows me to work effectively with even
on the moderately extensive rating of teacher commitment in the most challenging students.” (IDI # T_008)
Talomo A District, Davao City. This rating was derived from
responses in Individual Deep Interviews (IDI) and Focus “I rendered teaching services beyond office hours when
Group Discussions (FGD). Five key themes emerged, necessary.” (IDI # T_004)
reflecting core ideas about teacher commitment: development
of students’ self-esteem, efficiency in work and “I conduct extensive and constant follow up to my
responsibilities, creation of a conducive learning environment, students academic status during this new normal set up of
focus on learning goals, and maintaining a positive attitude. education. I conduct frequent communication to parents to
As shared by the participants: ensure the submission of students’ modules.” (IDI # T_009)
“I work beyond office hours and bring my work at home. “I set time and goals in completing school tasks.
I used personal money to defray expenses for classroom However, I sometimes extend my work at home when
improvement. Also, I enrolled in graduate school for necessity calls. I always consider my students as my top
professional development.” (IDI # T_001) priority when I am in school rather than paper works.” (FGD
# T_006)
“I set time and goals in completing school tasks.
However, I sometimes extend my work at home when The results suggest that teacher commitment motivates
necessity calls. I always consider my students as my top educators to fully embrace school goals and strive to achieve
priority when I am in school rather than paper works.” (IDI # them. This aligns with Brown's (2011) view that highly
T_006) committed teachers actively support school objectives.
Additionally, Richards (2014) states that commitment
“I give individualized attention to my student. I am adept involves dedication to fulfilling an organization's purposes.
at identifying and maximizing the strengths of each student Ideally, a committed employee is self-motivated and
and learning their weaknesses so that I can be a better help contributes valuable innovation and efficiency without
each individual child excel to his or her potential and I am needing supervision.
also patient, which is a trait that is a must-have for any
Table 16 Standpoints of the Participants on the Quantitative Results Regarding the Extent of
Commitment of Teachers in Talomo A District, Davao City
Participants in this study reported their punctuality and “These experiences shape my beliefs by embracing the
readiness to work beyond standard office hours. This finding reality and indulging the new normal, appealing the positivity
supports Pantic's (2011) assertion that teachers' commitment and strengthening the commitment as teacher and
to their profession motivates innovation and adaptation, empowering as good leader and best follower. To be more
promoting critical, evidence-based attitudes that address effective and produce quality education, we must be
student outcomes. Steinert et al. (2015) highlight that competent enough and committed to our profession.” (FGD #
commitment represents the manner in which teachers T_004)
incorporate their responsibilities, knowledge, and skills within
a collegial context, conforming to professional standards that This finding supports Tanang and Abu's (2014)
include understanding, values, and insights pertinent to conclusion that teachers who participate in professional
teaching. development are more likely to adopt new instructional
methods and integrate technology compared to those who do
The high levels of commitment among teachers arise not. Additionally, it aligns with Jones and Dexter's (2016)
from their efforts to perform effectively, as they remain perspective that effective professional development should
informed about new teaching trends to enhance student connect learning to student achievement, offer hands-on
success. With conviction, the participants narrated the experiences, challenge teachers' beliefs and practices,
following: facilitate collaboration, and include mentoring and coaching,
while being timely and relevant.
“During pandemic, attending those numerous webinars
and trainings help me become more effective in my class. I C. Relationship between Relationship between Behavioral
used messenger, Facebook, and other means to still continue Flexibility and Commitment of Teachers in Talomo A
teaching that’s why my pupils are already readers.” (IDI # District, Davao City
T_001) The results of the analysis on the relationship between
behavioral flexibility and commitment of teachers in Talomo
“I keep on working on works that is doable at home. And A District, Davao City are presented. Bivariate correlation
I keep my self updated with the new technology in teachings.” analysis using Pearson Product Moment Correlation was
(IDI # T_002) utilized to determine the relationship between the variables
mentioned. Table 17 shows the relationships between
“These experience makes me realize and awaken me that behavioral flexibility and commitment of the teachers. It
I must be thankful that I am teacher my responsibility greatly shows that teaching resilience has a significant positive
contribute to the society in shaping the backbone of our relationship with the commitment of the teachers with a p-
community.” (FGD # T_001) value of .000 that is less than .05 level of significance (two-
tailed) (r = .882, p < 0.05). It means that as the extent of the
behavioral flexibility changes, commitment of teachers also
significantly changes.
Table 17 Relationship between Behavioral Flexibility and Commitment of Teachers in Talomo A District, Davao City
The finding is in consonance with the view of Polat and job withdrawal and absenteeism decrease. The result is also in
Iskender (2012) that teachers with higher levels of resilience agreement with Paul et al. (2016) that resilience predicts
will internalize the rules of the organization and their commitment suggests that measures of resilience could be
responsibilities within the school, and will want to contribute incorporated into recruitment and selection procedures so as
to their organizations more than other members of it. As to get resilient individuals on board.
teacher commitment increases, job performance increases, and
D. Influence of Teaching Behavioral Flexibility on the The analysis indicates that self-assurance, organization,
Commitment of the Teachers and interpersonal competence significantly affect teacher
The impact of behavioral flexibility on teacher commitment. Each unit increase in these domains is
commitment was examined through multiple linear regression associated with an increase in the odds of commitment by
analysis. Table 16 demonstrates the model's significance, 0.648, 0.240, and 0.214, respectively. Thus, the null
evidenced by an F-value of 343.711 and a p-value less than hypothesis, which posits that none of the domains of
0.05, indicating that behavioral flexibility serves as a predictor behavioral flexibility significantly affect teacher commitment,
of teacher commitment. The adjusted R² value of 0.630 can be rejected.
indicates that behavioral flexibility explains 63% of the
variability in teacher commitment, with the remaining 37%
attributable to other factors not considered in the study.
This supports Bobek (2002)'s Resilience Theory that “As committed teacher, my experienced involving
instructors must be resilient due to the challenges of teaching. professional development resilience and leadership self-
Teachers with resilience can identify problems, choose coping efficacy of my school head has a big help as pillar to grow me
strategies, and implement them. He noted that teachers might professionally, emotionally, mentally and spiritually. I want to
build resilience by forming productive relationships with explore or know more or more in holistic manner.” (IDI #
people who understand teaching challenges and can offer T_008)
advice on how to handle diverse scenarios.
“The engagement and collaboration of everyone
Qualitative Result. Given the standpoints of the especially with the people around makes a happy feeling and
participants from the in-depth interview and focus group inspired teacher to pursue teaching. Being more dedicated to
discussion, the participants confirmed the signiifcance on the face life’s challenges.” (IDI # T_010)
influence of behavioral flexibility on the commitment of
teachers in Talomo A in Davao City. The following are the “I think teachers must evaluate themselves from time to
shared views of the participants: time this is the check and balance of our self regarding on our
attitude because attitude is the key factor to have a smooth
“Teachers play vital role in the community. So we relationship with the coworker.” (FGD # T_001)
should always keep our integrity in highest standards because
we play significant role in values formation of the students.” The result shows that teachers are crucial to student
(IDI # T_002) learning. Teacher resilience is built by managing job demands
and time. This supports Rodie (2011)'s notion that teaching is
a profession where teachers must handle various situations
and operate efficiently.
Table 19 Standpoints of the Participants on the Quantitative Results Regarding the Influence of Behavioral Flexibility on
Commitment of Teachers in Talomo A District, Davao City
Adding more, the finding agrees with the idea of Kelly display of key quantitative and qualitative results, including
(2020) are expected to fill many different roles, which is why aspects such as points of comparison, quantitative findings,
teaching can be a challenging profession, hence, the key to qualitative findings, and the nature of integration. The
success in the field is a teacher's ability to organize herself, qualitative findings column outlines responses that either
her classroom, and her learners. confirm or disconfirm the quantitative results. The nature of
data integration column indicates the type of mixing used,
E. Data Integration on the Salient Quantitative and highlighting how qualitative findings provide explanations for
Qualitative Findings the quantitative results.
The fourth research question examines the integration of
quantitative and qualitative findings. Table 20 presents a joint
Table 20 shows self-confidence behavioral flexibility, account for 63% of commitment variability. The qualitative
with "Being confident in my ability to face and overcome findings supported the quantitative data, demonstrating a
difficult challenges" scoring 3.16. This matches qualitative shared understanding of district teacher commitment
findings in Table 10 showing a "increase in self-efficacy" determinants.
about resilience. The item "Finding that I am able to meet
both my needs and the needs of others in a changing B. Conclusions
environment" had a high grade of 3.43, confirming qualitative This study suggests numerous conclusions. Talomo A
findings that stressed "adapting to new environments." This District, Davao City, teachers showed great behavioral
shows that teachers' openness to novel settings improves flexibility in self-confidence, personal vision, adaptability,
organizational responsibility. Collie and Martin (2016) organization, problem-solving, interpersonal competence,
believe that teachers must be cognitive, behavioral, and social connectedness, and proactivity. Quantitative and
emotional adaptable when teaching novel subjects, requiring qualitative findings support the hypothesis that instructors
regulated ideas, behaviors, and emotions. often exhibit behavioral flexibility. The district's instructors
were somewhat committed to school, students, teaching, and
In organizational behavioral flexibility, "Finding a way profession. This suggests teachers' devotion is occasionally
to create systems or structures that provide control during visible, with qualitative study supporting the quantitative
major changes" earned a relatively comprehensive mean findings.
rating of 3.36, agreeing with qualitative insights on proactive
problem-solving. Leisure activities strengthen resilience, as The study found a strong positive correlation between
shown by the item "Participating in non-work-related group behavioral flexibility and instructor commitment. Self-
activities"'s high mean rating of 4.42. These studies show how confidence, organization, and interpersonal ability greatly
personal and professional goals and social activities help affected teacher commitment. The quantitative results and
teachers overcome hurdles. Fischer (2014) says shared qualitative data showed a cohesive understanding of how
personal visions build trust and coherence, whereas Helms these aspects are related. Comparable quantitative and
(2012) says powerful personal visions motivate others. qualitative data supported the study's conclusions.