Teacher Well-Being and Instructional Sustainability Among Public Secondary School Teachers
DOI:
https://doi.org/10.5281/zenodo.19722972Keywords:
Teacher well-being, instructional sustainability, work-related wellness, professional satisfaction, public secondary school teachersAbstract
This study examined the relationship between teacher well-being and instructional sustainability among public secondary school teachers in Santo Tomas, Isabela. Grounded in the view that the quality and continuity of instruction were shaped not only by professional competence but also by teachers’ emotional, social, and work-related condition, the study investigated the levels of teacher well-being and instructional sustainability and determined the predictive influence of well-being dimensions on sustained instructional practice. A cross-sectional predictive-correlational design was employed, and data were analyzed using descriptive statistics and partial least squares structural equation modeling. Findings revealed that teacher well-being and instructional sustainability were generally at a high level. However, work-related wellness and continuity of teaching practices emerged as the most vulnerable aspects, indicating that teachers remained professionally committed despite experiencing some strain in maintaining consistent instructional delivery over time. The structural model showed that emotional balance, professional satisfaction, social support, and work-related wellness significantly predicted instructional sustainability, with work-related wellness registering the strongest influence. The model further demonstrated moderate to strong predictive relevance, confirming that teacher well-being explained a substantial portion of the variance in instructional sustainability. The study concluded that sustaining classroom instruction depended not only on teachers’ commitment and skills but also on the conditions that supported their well-being. It was recommended that schools strengthen wellness-oriented interventions, collegial support systems, and workload-responsive policies to help teachers sustain quality instruction more effectively.
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