Teacher Commitment and Perceived Challenges as Predictors of Well-Being in Geographically Isolated and Disadvantaged Areas: Basis for a Teacher Well-being Support Framework

Teacher well-being and commitment are critical factors in sustaining effective instruction, particularly in geographically isolated and disadvantaged (GIDA) schools. This study aimed to determine whether teacher commitment and perceived challenges predict the well-being of GIDA teachers, considering the demanding and resource-limited contexts in which they work. Using a descriptive-correlational design with multiple linear regression, data were collected from 37 GIDA teachers through complete enumeration. Findings revealed that GIDA teachers were predominantly young, female, and early in their careers, with modest qualifications and short tenure in remote assignments. Despite experiencing very high perceived challenges (M = 4.23, SD = 0.49), teachers reported very high levels of commitment (M = 4.23, SD = 0.64) and well-being (M = 4.52, SD = 0.50). Correlation analysis indicated a low positive relationship between teacher commitment and well-being (r = 0.124, p = 0.004) and a moderate negative relationship between perceived challenges and well-being (r = –0.362, p = 0.001). Multiple linear regression analysis showed that teacher commitment significantly predicted well-being (β = 0.313, p = 0.045), whereas perceived challenges did not remain significant when both were included simultaneously. These results suggest that commitment plays a crucial role in maintaining teacher well-being, even in the presence of significant occupational challenges. Based on these findings, structured support interventions, such as Project CARE (Community, Assistance, Resources, and Empowerment), may be implemented to enhance teacher well-being, reduce stress, and sustain professional effectiveness in remote schools. Future research may explore additional factors influencing teacher resilience and examine the long-term effects of targeted interventions on well-being and instructional quality in geographically isolated schools.