Relationship of Teachers Well-being on Professional Development:

Foundation for Effective Decision Making

A Research Submitted in Partial Fulfillment of the Requirements for the Degree of

Master of Arts in Education major in Administration and Supervision

Nerizza B. Manapat

Dr. Gloria D.Lacson Foundation Colleges Inc.

March 2024
 Chapter 1

The Problem and Its Background

Introduction

The field of education is always changing, influenced by how teachers’ well-being and

professional development efforts interact. The core of this evolution revolves around the

connection, between teacher well-being and their involvement in growth activities. As schools

work towards meeting the needs of their students and communities understanding and enhancing

this connection becomes crucial. This introduction establishes the framework for examining the

link between teacher well-being and professional development focusing on areas such as

leadership, technology integration, cultural competency, and social emotional learning.

In times discussions about development, in education have expanded beyond just acquiring

skills to include broader aspects of educator well-being. The comprehensive growth of teachers is

now seen as crucial for promoting decision making in environments (Aquino et al. 2023).

Therefore, this study aims to explore the facets of teacher well-being. How they intersect with

areas of professional growth shedding light on ways to create supportive environments that nurture

both personal and professional satisfaction.

Within this examination lies an understanding of the challenges and opportunities that

educators face as they strive to balance their duties with personal contentment. As teacher parents

strive to balance work and family life they also face the challenges of education priorities.

Educators are influenced by factors that impact their well-being and career paths according to

Abulencia et al. (2015). Miraj et al. (2018). By understanding these issues within the context of
cultures and community partnerships valuable insights can be gained for creating interventions

that support teachers’ success, which, in turn benefits students.

This study aims to on improved outcomes by focusing on an approach to teacher

development. By exploring how teacher well-being and professional growth interact valuable

information can be provided to leaders and policymakers for developing evidence-based strategies

that promote a culture of support within schools (Mandolado & Ancho 2023). Through targeted

efforts to enhance teacher resilience, job satisfaction and effectiveness schools can cultivate

environments that attract and retain educators committed to enhancing student learning

experiences.

The significance of this research extends beyond exploration of the link between teacher

well-being and professional progress; it also offers implications, for educational practices and

policies. This study strives to connect research, with real world practice to provide insights that

empower those involved in education to create environments that help teachers succeed and

students excel (Padillo et al. 2021). By focusing on the welfare and growth of teacher’s educational

institutions can establish a groundwork, for making decisions that improve the quality of education

and support the holistic development of learners in various settings.

Review of Related Studies

The literature review provides insights, into aspects of teacher development, multicultural

education, school community partnerships and teacher morale all contributing to a comprehensive

understanding of the educational landscape in the Philippines.

 A study conducted by Aquino, Culajara and Culajara (2023) delves into the work life

balance of teacher parents in a secondary school environment using an approach. The research

highlights the challenges educators face in juggling their roles as teachers and parents emphasizing

the significance of time management, prioritization, and productivity impact. The researchers

recommend targeted training programs and administrative changes to help teachers achieve a work

life harmony.

In another study by Abulencia, Palces and Reyes (2015) they explore the priorities and

obstacles related to education in teacher training institutions. Their findings shed light on issues of

insensitivity and discrimination especially regarding religion and gender. The research

underscores the necessity for enhanced programs that promote gender sensitivity to create an

inclusive educational setting.

Mandolado and Ancho (2023) delve into the implementation of the Brigada Eskwela (BE)

program, in the Philippines highlighting the crucial role of school community partnerships in

improving program efficacy. In spite of the efforts made by performing schools persistent

challenges, like managing time effectively and dealing with limited resources underscore the

ongoing need for support and capacity building initiatives.

In a study conducted by Schonert Reichl (2017) on high school teachers in the Philippines

the examination of development practices, challenges and perceived impact sheds light on how

crucial ongoing training is to meet students changing needs and improve the education system.

However, obstacles related to access, costs and instructional oversight remain hurdles that require

comprehensive action plans to nurture teacher development and job satisfaction.

 Furthermore Schonert Reichl (2017) emphasizes the importance of integrating emotional

learning (SEL) into teacher training programs to enhance educators’ emotional intelligence and

encourage SEL practices in K–12 education. Including SEL in preservice teacher education can

help create supportive classroom environments that promote student success.

Yilmaz (2021) delves into how technology integration affects teachers critical thinking

skills multidimensional 21st century competencies and academic performance. The research

underscores the value of gradual technology integration and active participation in improving

abilities well as emotional and behavioral outcomes.

Padillo et al. (2021) stress the importance of quality teaching methods and ongoing

professional development activities, in boosting teacher effectiveness. Strategic planning,

execution and assessment of development initiatives are suggested to meet the needs of teachers

and aid in their development.

In their study, Miraj, Reba and Din (2018) delve into the morale of teachers, in both private

schools in Peshawar. They emphasize the influence of factors like satisfaction with teaching and

teacher principal relationships on teacher professionalism and dedication. The research highlights

the significance of fostering a collaborative school environment to boost teacher morale and

performance.

Together these studies offer an insight into the obstacles and possibilities encountered by

educators, in the Philippines. They emphasize the importance of targeted interventions

encouraging school atmospheres and ongoing professional growth to enhance teacher well-being

and student achievement.

Synthesis

The analysis of the literature review emphasizes how crucial it is to support teachers, in

balancing work and personal life while continuously enhancing their abilities. Methods like time

management training setting priorities and incorporating learning into teacher training programs

can improve both teacher satisfaction and classroom performance. Furthermore, promoting

education and inclusivity in environments is essential for fostering a diverse and respectful school

atmosphere requiring specific initiatives and awareness campaigns to address cultural insensitivity

and bias. Moreover, building relationships between schools and communities is key for program

execution as demonstrated by the importance of clear communication, strategic planning and

resource allocation to overcome obstacles like limited time and resources. In essence these

discoveries emphasize how various elements impact practices interconnectedly highlighting the

significance of approaches to teacher growth and program execution, in the Philippines.

Significance of the Study

The importance of this research extends to groups involved in the field of education;

School Administrators. The results of this study are extremely valuable, for school

administrators as they work on improving their management practices within settings. By grasping

the implications of the study, administrators can make informed decisions that positively influence

school operations and workplace relationships.

Teachers. Teachers, who play a role in students’ academic, technical, and personal growth

can benefit greatly from the insights provided by this study. The findings can assist them in
professional growth and well-being tailored to enhance students’ academic abilities leading to their

development and success.

Teacher Parents. Individuals who wear hats as teachers and parents can gain knowledge

from this research on how to balance their professional and personal responsibilities.

Understanding the challenges and strategies highlighted in the study may help them manage their

roles at both work and home effectively ultimately enhancing their quality of life.

Teacher Education Institutions. Institutions dedicated to training educators can improve

their programs by incorporating the discoveries from this study. By integrating learnings on time

management work life balance and effective teaching methods into their training curricula these

institutions can better equip aspiring educators, for the demands they may encounter in their

careers.

Parent-Teacher Associations (PTAs). Parent Teacher Associations (PTAs) play a role,

in enhancing cooperation between parents and educators to benefit students. The insights from this

research can guide PTA efforts to assist teachers in their growth and enhance communication

between home and school.

For Future Researchers. This study lays the groundwork for research especially in fields

concerning teacher effectiveness work life harmony and school administration strategies.

Researchers can expand on these discoveries to delve into approaches for enhancing achievements

and creating a nurturing atmosphere, for teachers.

Theoretical/Conceptual Framework

This paper was theoretically anchored on Role Theory that people play roles in society

with its expectations and responsibilities (Biddle, 1979). This research, teacher juggle the roles of

educator and family member that requires time, effort, and dedication. This theory helps us

understand how individuals handle roles and the potential conflicts that may arise.

Self Determination Theory delves into motivation and behavior by highlighting autonomy,

competence, and relatedness as crucial for motivation (Deci & Ryan, 2000). When applied to thus

research, this theory can shed light on what drives teacher parents’ involvement, contentment and

well-being in both their professional lives. For instance, supportive practices from school leaders

and nurturing relationships within the family could positively influence teacher parents balance,

between work and personal life.

By combining these viewpoints, the researcher aimed to investigate how teachers navigate

their roles effectively amidst conflicting demands while finding fulfillment in both aspects of their

lives.

PROFESSIONAL GROWTH
• Leadership WELL-BEING
• Technology Integration • Work-Life Balance Strategies
• Cultural Competence and • Financial Stability and
Diversity Planning
• Social-Emotional Learning • Physical and Mental Wellness
Practices
• Community Engagement
• Professional Networking and • Job Satisfaction
Collaboration • Community Engagement and
Support
• Research and Innovation

Conceptual Model of the Study

Statement of the Problem

The study aimed to identify the relationship between theTeacher Well-being and

Professional Development for foundation of effective decision making in the Schools Division of

City Meycauayan, Bulacan.

Specifically, the study sought to answer the following questions:

1. How may the well-being of teacher-respondents be described in terms of:

1.1. Leadership

1.2. Technology Integration

1.3. Cultural Competence and Diversity

1.4. Social-Emotional Learning

1.5. Community Engagement

1.6. Professional Networking and Collaboration

1.7. Research and Innovation

2. How may the professional development of the teacher-respondents be measured in

terms of:

2.1. Work-Life Balance Strategies

2.2. Financial Stability and Planning

2.3. Physical and Mental Wellness Practices

2.4. Job Satisfaction

2.5. Community Engagement and Support

3. Is there a significant relationship between Teacher Well-being and

Professional Development?

4. Based on the results of the study, what implication and decisions may be proposed?
Hypothesis of the Study

The following hypothesis will be tested at a 0.05 level of significance:

“No significant relationship exists between Teacher Well-being and Professional

Development of teachers.”

Definition of Terms

The following terms were hereby defined technically and operationally within the context

of this study:

Community Engagement. Involving community members in programs and decision-

making processes.

Financial Stability and Planning. Ensuring the upkeep of assets. Crafting strategic

financial strategies to align with educational objectives.

Job Satisfaction: The level of satisfaction and sense of fulfillment that teachers feel in

their careers.

Leadership. Guidance and direction provided by individuals in positions of authority to

facilitate organizational success and growth.

Physical and Mental Wellness Practices. Implementing plans in engaging in initiatives

to support the well-being of teachers and students both physically and mentally.

Professional Development. Engaging in learning and skill development to enhance

teaching quality and foster professional development.

Professional Networking and Collaboration. Nurturing connections with colleagues and

experts to exchange ideas, resources, and assistance.

 Research and Innovation. Exploration of new ideas, methods, and technologies to

enhance teaching and learning outcomes.

School Administrator. An administrator, in charge of overseeing and managing the day-

to-day activities of a school.

Social-Emotional Learning. Developing abilities and capabilities, in understanding

oneself, managing emotions recognizing cues fostering relationships and making choices.

Teacher Parents. Educators who juggle their teaching duties alongside the demands of

being parents.

Technology Integration. Integration of tools and resources, in teaching methodologies to

enrich the journey.

Well-being. The general condition of one’s mental and emotional well-being and

contentment.

Work-Life Balance Strategies. Methods used to balance work obligations with personal

life responsibilities.

Scope and Delimitation

This research focuses on investigating how teacher in the Schools Division of Meycauayan

Bulacan manage their work life balance and professional development. It delves into the obstacles,

tactics, and personal encounters of teacher as they juggle their roles as both educators and family

members in this setting. The study investigates factors that impact work life equilibrium, including

time management setting priorities and the support networks accessible within the division.
 The study is specifically centered on teacher working in the Schools Division of

Meycauayan, Bulacan. It does not encompass teacher beyond this area. Additionally, it excludes

establishments or divisions, within Bulacan province. Moreover, the research does not address

work life balance issues among teaching personnel or administrators within the educational

division.
 Chapter 2

Methodology of the Study

This part of the research paper discusses the methodology used, the study's respondents,

the instruments employed to gather data, the data collection procedure, and the statistical

treatment.

Methods and Techniques Used

This study will integrate the use of a descriptive-correlational approach to explore the work

life balance of teachers, in the Schools Division of the City of Meycauayan, Bulacan. Surveys and

structured questionnaires will be distributed to collect data on aspects related to work life balance,

including practices of time management perceived job satisfaction and the effects of professional

development activities. The questionnaire was crafted based on established scales and will be

validated tools relevant to the study objectives. Participants will be requested to assess their

agreement with statements using Likert type scales allowing for the quantification of responses.

Data gathered from the surveys will be analyzed using methods like statistics and

inferential analysis to identify patterns, correlations, and significant relationships among variables.

The quantitative approach will facilitate an exploration of factors influencing work life balance

and their impact on teacher well-being and professional growth within the specified setting.
Respondents of the Study

The participants came from the Schools Division of the City of Meycauayan, Bulacan. The

researcher will write a letter of request to the Schools Division of City of Meycauayan for the data

of the number of teachers. The researcher will use Slovin’s formula to determine the number of

respondents and will use random stratified sampling across four (4) cluster.

Instrument of the Study

The instrument that will be used in this study aimed to assess two key variables:

Professional Growth and Well-being, professional growth comprising seven sub-variables with

corresponding indicators while well-being comprising five sub-variables. Teachers will rate their

agreement with statements related to these variables and sub-variables using a five-point Likert

scale ranging from 5 for "Strongly Agree" to 1 for "Strongly Disagree." For the Professional

Growth variable, indicators included Leadership, Technology Integration, Cultural Competence

and Diversity, Social-Emotional Learning, Community Engagement, Professional Networking and

Collaboration, and Research and Innovation.The Well-being variable encompassed indicators such

as Work-Life Balance Strategies, Financial Stability and Planning, Physical and Mental Wellness

Practices, Job Satisfaction, and Community Engagement and Support. To ensure the reliability of

the instrument, respondent-level internal consistency will be assessed using Cronbach’s alpha,

with a benchmark of 0.70 considered acceptable for internal consistency reliability. This rigorous

approach to instrument validation aimed to capture teachers' perceptions accurately regarding their

professional growth and well-being factors within the educational context under investigation.
Data Gathering Procedure

The following procedures were followed during the conduct of the study:

1. Prior to the proposal defense, the researcher will secure a letter of permission from the

schools’ superintendent of the Division of City of Meycauayan to use data from the

districts for research purposes;

2. The researcher will sign a confidentiality agreement with the concerned DepEd official

handling the data of the schools;

3. After the approval of the topic, the researcher will use the instrument via google

forms to assess the teachers’ well-being and professional growth; and

4. The researcher will collate all the data before handing them out to the statistician.

Data Processing and Statistical Treatment

After the data-gathering procedure, the researcher will seek help from a statistician to

properly handle the data. To start, the data will be classified, starting from the variables that

needed descriptive analysis down to the variables that needed inferential analysis.

Furthermore, Statistical Packages for Social Sciences (SPSS) will be used as the main

statistical software that aided the researcher throughout the study.

Descriptive analysis will be used in analyzing the well-being and professional growth

of the study, as well as for the computations of the weighted means of the components. Lastly,

a correlation procedure will be done to determine the relationship between the well-being and

professional growth of teachers for effective decision making.

 Below is the scale that was used in the interpretation of the teachers well-being and

professional growth.

Weighted Mean Descriptive Evaluation

Value Scale Adjectival Rating
Range
5 4.51 – 5.00 Strongly Agree Highly Important in
Promoting Teacher
Well-being

4 3.51 – 4.50 Agree Important in Promoting

Teacher Well-being

3 2.51 – 3.50 Undecided Moderately Important in

Promoting Teacher
Well-being

2 1.51 – 2.50 Disagree Less Important in

Promoting Teacher
Well-being

1 1.00 – 1.79 Strongly Disagree Not Important in Promoting

Teacher Well-being
Weighted Mean Descriptive Evaluation
Value Scale Adjectival Rating
Range
5 4.51 – 5.00 Strongly Agree Highly Important in
Fostering Professional
Growth

4 3.51 – 4.50 Agree Important in Fostering

Professional Growth

3 2.51 – 3.50 Undecided Moderately Important in

Fostering Professional
Growth

2 1.51 – 2.50 Disagree Less Important in Fostering

Professional Growth

1 1.00 – 1.79 Strongly Disagree Not Important in Fostering

Professional Growth

To organize the answers, computer software will be used, such as SPSS. Tabulation of

responses will be applied.

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