PROFESSIONAL WELL-BEING OF PUBLIC SCHOOLTEACHERS: BASIS FOR WELL-BEING DEVELOPMENT PROGRAM

This study examined the relationship between teachers’ demographic profile and their self-perceived well-being in public elementary schools in Porac West District, Division of Pampanga, during the school year 2024–2025. Employing a quantitative-descriptive and correlational research design, the study involved 185 public school teachers as respondents. Data were gathered using a structured questionnaire that assessed teachers’ profiles in terms of age, gender, highest educational attainment, position or rank, and years of teaching experience, as well as their self-perceived well-being across seven domains: perspective, self-management, supports, meaningfulness, self-care, practice competence, and professional development. Statistical treatments included frequency, percentage, weighted mean, and appropriate correlation analyses. Results revealed that most respondents were female, above 45 years old, had earned masteral units, were ranked Teacher III, and had 20 years or more of teaching experience. Overall, teachers reported a moderate level of self-perceived well-being across all domains. Findings further indicated a significant relationship between teachers’ profile variables and their self-perceived well-being, leading to the rejection of the null hypothesis. Based on the results, a well-being development program was proposed, emphasizing the promotion of a positive school culture, mental health support mechanisms, and self-care practices. The study underscores the importance of institutional support and targeted interventions to enhance teachers’ well-being, which is essential for sustaining effective teaching and a healthy school environment.