Title: Professional Well-Being Of Public School Teachers Amidst Pandemic: Basis For Psycho-Social Support Program
Authors: John Florentino E. Echon EdD
Volume: 9
Issue: 1
Pages: 275-285
Publication Date: 2025/01/28
Abstract:
The study aimed to determine professional wellbeing of public-school teachers in Zambales. The study used descriptive quantitative research approach and utilized simple random sampling technique. Four hundred forty-seven (n=447) public secondary school teachers of the Schools Division Zambales were selected as respondents for this study. Results indicate that majority of the respondents are female, in their early adulthood stage, with MA units, Teacher I and with adequate years in service. In terms of the professional wellbeing of teachers, the teacher-respondents perceived their professional well-being as "Strongly Agree" that indicates high level of teachers' professional well-being. In terms of the significant difference of professional wellbeing of teachers when the respondents are grouped according to profile variables, the study revealed that there was a significant difference on the professional well-being of teachers as to Professional Development when respondents are grouped according to age and educational attainment; significant as to Positive Relation with Colleagues when grouped according to educational attainment; and significant as to Autonomy in Professional Activities when grouped according to sex. The proposed psycho-social wellness program has been developed to address the findings of the study as to teachers' professional development, professional self-esteem, positive relation with colleagues, and autonomy in professional activities of teachers. Based on the summary of findings and the conclusions arrived at, the researcher offered the following recommendations such as greater involvement of teachers in their professional development goal setting and making decisions must be harness by the school head through integration of various leadership styles and strategies. School principals are also encouraged to consistently demonstrate respect, acceptance, and care toward all teachers, especially novice teachers, regardless of their backgrounds and past or present behavior. Embedding self-care activities to improve the mental health and professional well-being activities for teachers must also be conducted such as but not limited to physical activity, catching up with co-teachers, and setting boundaries around work. Team-building activities geared towards building positive colleagues' relationship may be conducted quarterly. Short-term courses, workshops and other training opportunities be developed and implemented, as part of the continuous professional development of principals, to empower principals with the knowledge and skills regarding interpersonal relationship and the influence it has on teachers' professional well-being. Future researchers should conduct a follow-up study with in-depth and wider in scope to validate the findings obtained in the study.