Supervisory and Administrative Interventions to Promote Teacher Well-Being in Public Elementary Schools

This study examines the supervisory and administrative interventions implemented by school heads to promote teacher well-being in public elementary schools in the District of Salvador Benedicto, Negros Occidental, during the School Year 2025–2026. Employing a descriptive-correlational design, the research collected data from 91 teachers using a validated questionnaire to assess their perceptions of supervisory interventions (task management, mentoring, classroom support), administrative interventions (wellness programs, resource provision, support services), and their own level of well-being across physical, emotional, and professional dimensions. The findings revealed that teachers perceived supervisory interventions as highly implemented and reported a strong, positive, and statistically significant relationship between these interventions and their overall well-being (r = 0.968, p = 0.007). In contrast, while administrative interventions are present, they are perceived as less robust, particularly in wellness programming, and show no significant relationship with teacher’s well-being. Analysis of variance indicated no significant differences in the provision of interventions based on teachers’ age, sex, or length of service, suggesting equitable leadership practices. The study concludes that in rural upland settings, relational and instructional supervisory support is the pivotal factor in fostering teacher wellness, whereas administrative systems, although necessary, require intentional strengthening to provide holistic support. Based on these insights, this study formulates a comprehensive, evidence-based action plan aimed at enhancing mentoring programs, institutionalizing wellness initiatives, ensuring equitable resource distribution, and integrating well-being into school leadership frameworks to sustain a healthy and motivated teaching workforce.