Intercultural Competence and Resiliency among Filipino Teachers in the State of Alaska
DOI:
https://doi.org/10.59573/emsj.9(1).2025.12Keywords:
intercultural competence, resilienceAbstract
The intercultural competence and resilience of Filipino teachers navigate cultural differences and challenges of teaching in a diverse and remote environment in the global context. This study explored the intercultural competence and resilience of Filipino teachers working in Alaska, focusing on their ability to adapt and thrive in a culturally diverse and often challenging environment. Specifically, it answered the level of assessment on intercultural competence and teachers’ resiliency, and the significant relationship between teachers’ intercultural competence and resilience. This study employed a correlational research design with 100 teachers surveyed through random sampling. The study utilized a patterned and modified two-part instrument on intercultural competence of teachers and resilience scale instrument. The findings reveal that Filipino teachers in Alaska demonstrated a high level of intercultural competence and high level of resilience. Teachers’ intercultural competence on knowledge and attitudes had significant relationship towards resilience among all areas. However, only social resilience resulted in significant relationship between intercultural competence on skills. Teachers with high levels of intercultural competence are better equipped to manage the challenges and stressors of adapting to a new cultural environment, contributing positively to their overall resiliency. It is recommended that educational institutions and policymakers support the continued development of intercultural competence and resilience among Filipino teachers in Alaska, enhancing their effectiveness and well-being in their professional roles.
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