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Teachers confront various adversities-workload, pressure, and stress which add to the anxiety and challenges they experience. These and all life's adversities can affect their identity. Another essential concern is improving teachers' professional development, which directly impacts the teaching and learning process. School heads have a significant contribution and responsibility to develop a positive teacher's identity and ensure that teachers fulfill their duties and responsibilities to the best of their ability. This study aimed to ascertain the significant interrelationships between Adversity Quotient®, professional development, and roles of the principals in building the level of positive teacher's identity. This descriptive– correlational type of research utilized sets of questionnaires among 705 public elementary teachers in the Division of San Pablo City. Data were analyzed using frequency, percent, mean, standard deviation, Spearman's rank of correlation coefficient, and Multiple Regression. The hypotheses were tested at p |
