Emotional Resilience Among Filipino Public School Leaders: Development of Culturally Integrated Scale
DOI:
https://doi.org/10.69569/jip.2026.137Keywords:
Educational leadership, Emotional resilience, Filipino psychology, Scale development, Structural Equation ModelingAbstract
Public school leaders in the Philippines operate under compounding occupational, relational, and institutional demands that existing resilience measures—developed primarily in Western, well-resourced educational systems—are ill-equipped to capture with adequate construct validity. This study developed and validated the Emotional Resilience Scale for Filipino Public School Leaders (ERS-FPSL) within an etic–emic integration framework that positions Filipino indigenous constructs as structural dimensions of resilience rather than cultural supplements. A census sample of 569 public school leaders from the Division of Northern Samar was randomly allocated to independent exploratory (n = 310) and confirmatory (n = 259) subsamples. Exploratory factor analysis with parallel analysis retention yielded a five-factor solution accounting for 66.80% of total variance: Coping Flexibility, Emotion Regulation Capacity, Emotional Recovery, Social Support, and Organizational Support, with 26 items retained for confirmatory testing. A hierarchical confirmatory factor analysis tested a three level model in which five first-order subscales converged onto a second-order Internal Emotional Processes factor, which, together with Social Support and Organizational Support, defined the third-order Emotional Resilience construct. The model demonstrated excellent fit (CFI = .999, TLI = .998, RMSEA = .051 [.043, .059], SRMR = .047), with all standardized loadings significant (β = .781–.979), McDonald's ω = .865–.946, and Average Variance Extracted = .787–.914. These findings validate a culturally integrated, hierarchically organized model of resilience with direct implications for leadership development and human resource policy within Philippine public education.
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