Psychological well-being of public school teachers: Basis for a holistic development program

This study examined the psychological well-being of public secondary school teachers and assessed the factors that affect their emotional health and overall functioning. Specifically, it sought to determine the level of psychological well-being across six dimensions—autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance—and to identify significant differences when grouped according to profile variables. A mixed-method approach was employed, utilizing a standardized psychological well-being scale for quantitative analysis and open-ended interviews for qualitative insights. The respondents consisted of public school teachers from various grade levels within the division. Results revealed that teachers exhibited a moderate level of psychological well-being across all dimensions, suggesting that while they demonstrate resilience and adaptability, they remain vulnerable to occupational stress and emotional fatigue. No significant differences were found when respondents were grouped according to demographic characteristics, indicating that psychological challenges are commonly experienced across all teaching categories. The qualitative findings revealed recurring issues such as workload pressure, financial strain, family responsibilities, and limited institutional support. Despite these challenges, teachers employed coping mechanisms grounded in faith, optimism, and interpersonal support. Based on these findings, a holistic development program titled Project CARE (Cultivating Awareness, Resilience, and Empowerment) was proposed to enhance teachers’ psychological health, promote resilience, and foster a supportive organizational environment. The study emphasizes that ensuring teacher well-being is fundamental to sustaining educational quality and professional fulfillment.