Resilience and Work Ethic Among Teacher Interns in BTLED and BSIE Tracks: Navigating the Demands of Multi-Competency Learnin

This mixed-methods study investigates the relationship between resilience and work ethic among teacher interns enrolled in the Bachelor of Technology and Livelihood Education (BTLED) and Bachelor of Science in Industrial Education (BSIE) programs in the Philippines. Grounded in Resilience Theory, Self-Determination Theory, and the Competency-Based Education Framework, the research explores how psychosocial traits influence internship performance in multi-competency learning environments. Quantitative data from 57 interns and 27 raters were collected using validated instruments: the Work Ethic Questionnaire (WEQ), Individual Psychological Resilience Scale (IPRS), and Internship Performance Rating Scale. Results revealed high levels of resilience and work ethic, with a strong positive correlation (r = 0.72, p < 0.01) between the two constructs. Qualitative interviews with interns and supervisors surfaced five key themes: coping with competency overload, mentorship, time prioritization, emotional resilience, and institutional support. These findings affirm that resilience and work ethic are critical to employability and instructional effectiveness, and suggest that targeted interventions—such as mentorship programs, reflective practice, and resilience-building modules—can enhance internship outcomes. The study contributes to the discourse on vocational teacher education by offering empirical insights for curriculum design, institutional support, and policy development aligned with CHED and PQF Level 6 standards.