Assessing the Effectiveness of the Adapted Adversity Quotient Program in a Special Education School

ABSTRACTThere is an assumption that certain kinds of schools such as schools for children with disabilities are challenging or problematic workplaces (Pratt cited in Nguyen, 2002). Freeman (1988) pointed out that for children with special needs, teachers have to play not only the role of a teacher, but also the role of a nurse and a mother. Due to this, special education teachers are prone to stress and burnout (Freeman, 1988). As special education teachers go through challenges, there is a need to enhance their ability to withstand adversity. Thus, there is a need to understand one's Adversity Quotient (AQ). The ability to withstand adversities is an important aspect in one's quality of life. Findings revealed that people with high AQ outperformed those with low AQ (Stoltz, 1997). An Adversity Quotient Program was developed and validated by three experts to increase the AQ of the special education teachers in a special education school in Manila. After the implementation of the developed AQ Program, the post test results significantly increased to moderately high. The Adversity Response Profile Quick Take (Stoltz, 1997) was used to measure their AQ. In the States, the Maricopa School District had an AQ Program to motivate teachers "to do more with less." The results of the present study imply that Adversity Quotient may be used as part of faculty development programs to make special education teachers more resilient and competent members of the workforce.Keywords: Adversity Quotient, special education teachers, program development, modular programINTRODUCTION:Special education teachers face a barrage of challenges in their daily life. Aside from doing their individualized education programs, administrative tasks and activities, they also have responsibilities at home as a son or daughter, brother or sister and/or as a parent. In this connection, it is important to understand one's ability to withstand adversities. Thus, this is where the role of Adversity Quotient (the ability to withstand adversities) plays an important role in one's life. Findings revealed that people with high AQ outperformed those with low AQ (Stoltz, 1997). Most studies on Adversity Quotient are conducted among sales agents and athletes (see Stoltz, 1997). This study may serve as an initial research that paves the way for researches to understand the Adversity Quotient (AQ) among Filipino special education teachers. This study sought to assess the effectiveness of the adapted Adversity Quotient Program from Dr. Stoltz.SPECIAL EDUCATION TEACHERS:The type of school has an influence on teacher stress. The majority of studies in this area have considered the effects of teaching in special education (Pratt cited in Nguyen, 2002). Litt and Turk (1985) defined teacher stress as the experience by teachers of unpleasant, negative emotions and distress that exist when the problems confronting teachers threaten their well-being, and surpass their ability to resolve these problems. Freeman (1988) pointed out that for children with special needs, teachers have to play not only the role of a teacher, but also the role of a nurse and a mother. Within the school, the teachers are clearly challenged by the pupils' special needs. In addition to that, these teachers also have difficulties with interprofessional cooperation and parental participation.Woods (1989) pointed out that a potentially stressful situation is set up when a teacher's personal interests, commitment or resources not only get out of line with one or more of the other factors, but actually pull against them. He argued that teachers experiencing stress are the ones driven to the limits of their personal resources, where they hover on the brink of breakdown. He further stated that teacher stress arises, when elements grate against each other and thus produce a special kind of difficulty which puts an excessive strain on a teacher's personal resources (cited in Nguyen, 2002). …