Published Paper Details:

The effectiveness of secondary education largely depends on the professional competence and personal disposition of teachers. This study investigates the relationship between teachers' adjustment and their attitudes towards teaching in the context of secondary education. Teachers' adjustment refers to their ability to adapt to the dynamic educational environment, manage stress, and maintain positive interpersonal relationships, while attitude encompasses their beliefs, feelings, and behavioural tendencies towards their profession. A descriptive-correlational research design was employed, involving a sample of secondary school teachers selected through stratified random sampling. Standardized tools were utilized to assess levels of adjustment and attitude. Data were analyzed using Pearson's correlation coefficient and regression analysis to determine the strength and direction of the association. The findings reveal a significant positive correlation between teachers' adjustment and their attitude, indicating that better-adjusted teachers tend to exhibit more favourable attitudes towards their professional roles. The study underscores the importance of supporting teachers' psychological and social well-being to enhance their professional outlook and performance. Recommendations are offered for policy makers and educational institutions to design targeted interventions that foster both adjustment and positive attitudes among secondary school teachers.