This study aimed to identify the relationship between the personal resiliency and teachers’ school engagement of the lifelong learners in General Santos City. This involved 68 randomly selected active solo parents’ learners and 36 Alternative Learning System teachers. Questionnaires were used to identify personal resilience and the teachers’ school engagement. This study applied a quantitative approach, and the data were analyzed using the Statistical Package for Social Science (SPSS). "Pearson r" correlation analysis was used to identify the relationship between personal resiliency and teachers’ school engagement. The results of the study found that lifelong learners often have personal resiliency, and teachers also often have school engagement. In addition, the study found that three of the six components of teachers’ school engagement showed significant influence on the personal resiliency of lifelong learners. The six components of teachers’ school engagement are encouraging learning ownership, turning mistakes into opportunities, supplying a few go-to learning tools, allowing them to facilitate learning, finding time to play, and setting learning goals. Inferences from the study are deliberated, and supplementary research can be carried out to assess the short- and longterm impact of this study.

Keywords : Personal Resiliency, Teachers’ School Engagement, Lifelong Learners.