Abstract This study explores the Adversity Quotient (AQ) of public elementary school teachers, examining their responses to challenges across four key dimensions: Reach, Endurance, Control, and Ownership. The research specifically investigates how AQ varies based on teachers' length of service and plantilla position. A quantitative analysis of data gathered from a sample of teachers reveals that while their overall ability to manage adversity is moderate, significant variations exist depending on these factors. Teachers with longer service tend to exhibit higher levels of AQ, particularly in terms of Control and Ownership, while those in more senior plantilla positions also demonstrate greater resilience. The findings highlight the specific challenges faced by public elementary school teachers and emphasize the importance of considering both professional tenure and job position when assessing their capacity to handle adversity. These insights suggest a need for targeted support and interventions aimed at enhancing AQ to improve teachers' overall well-being and effectiveness in the face of professional challenges. Keywords: Adversity Quotient, public elementary school teachers, length of service, plantilla position, Reach, Endurance, Control, Ownership