Cognitive Flexibility and Grit as Predictors of Adaptive Thinking Teaching Practices among Public Elementary School Teachers

Abstract

This study aimed to determine if cognitive flexibility and grit significantly predict adaptive thinking teaching practices among teachers in public secondary institutions in Baganga District, Division of Davao Oriental, Philippines. A descriptive-correlational research design was employed, involving a sample of 145 teachers from public secondary schools in Baganga District, Division of Davao Oriental. Standardized questionnaires were administered through face-to-face surveys. The mean, standard deviation (SD), Pearson product-moment correlation, and simple and multiple linear regression analyses were utilized to analyze the collected data. The findings revealed that cognitive flexibility, grit and adaptive thinking teaching practices were very high. Correlation analysis indicated significant relationships between cognitive flexibility and adaptive thinking teaching practices, as well as between grit and adaptive thinking teaching practices. Furthermore, both psychological flexibility and grit significantly predicted adaptive thinking teaching practices. It is recommended that school administrators may continue to foster cognitive flexibility and grit among teachers by promoting resilience-building programs, stress management workshops, and opportunities for professional growth. Strengthening these factors may contribute to enhancing teachers' ability to apply adaptive thinking teaching practices, thereby improving educational outcomes in public secondary institutions.