Author

Geric Bryle B. Lascuña*
Cebu Technological University – Main Campus, Cebu City, Philippines

Abstract

This study examined Adversity Quotient (AQ) and Work Motivation in relation to Job Satisfaction among Special Needs Education (SNED) teachers during School Year 2025–2026. A quantitative, non-experimental, predictive-correlational design was employed, with 100 reported respondents from selected public elementary and integrated schools in Davao del Norte. Adapted survey instruments were used, and responses were analyzed using descriptive statistics, Pearson product–moment correlation, and multiple linear regression. The reported overall levels were Very High for AQ (M = 3.39), Work Motivation (M = 3.40), and Job Satisfaction (M = 3.31). Compensation and benefits was the only job satisfaction dimension classified as High (M = 3.16). AQ and Job Satisfaction were positively correlated (r = .555, p < .001), as were Work Motivation and Job Satisfaction (r = .636, p < .001). The multiple-regression model was statistically significant (R² = .420, F = 35.14, p < .001). However, Work Motivation was a significant unique predictor (β = .497, p < .001), whereas AQ was not significant after controlling for Work Motivation (β = .187, p = .107). These findings support prioritizing motivation-oriented institutional support while continuing resilience and well-being initiatives. The proposed output is the SNED Teachers Resilience, Motivation, and Well-Being Enhancement Program (STRMWEP).

Keywords:  SNED Teachers; adversity quotient; work motivation; job satisfaction; special and inclusive education; quantitative; predictive-correlational; Davao del Norte; Philippines.

*Corresponding author / Email: gericbrylelascuna@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05041660

Recommended citation:
Lascuña, G. B. B. (2026). A predictive model of adversity quotient and work motivation on job satisfaction among special needs education (SNED) teachers. Pantao (International Journal of the Humanities and Social Sciences) 5 (4), 1313-1331. http://doi.org/10.69651/PIJHSS05041660

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