Assessing Teacher Well-Being and Support Needs in Philippine Private Schools: Recommendations for Community-Based Wellness Programs
DOI:
https://doi.org/10.69569/jip.2025.626Keywords:
Community needs assessment, Educational challenges, Mental health, Teacher support, Teacher well-beingAbstract
Teaching is a demanding profession, with educators in the Philippines facing burnout, low morale, and systemic stressors that impact both their well-being and student outcomes. This study aimed to assess the well-being and support needs of private school teachers in Silang, Cavite, to inform the development of a community-based wellness program. Using a qualitative needs assessment design, data were collected from ten teaching personnel via an online structured survey and analyzed through thematic analysis. Six major themes emerged: (1) documentation overload and burnout, (2) financial strain as a systemic barrier, (3) lack of structured wellness and mental health programs, (4) professional development needs, (5) peer and social support as protective factors, and (6) the value of recognition and empathy. These findings highlight the multifaceted challenges teachers face, which significantly affect their professional sustainability and morale. The study concludes that comprehensive interventions are urgently needed to address these issues. Recommendations include streamlining administrative tasks, providing financial support and literacy programs, implementing wellness initiatives, and enhancing professional development opportunities. Strengthening peer networks and institutionalizing recognition practices are also essential. These measures are critical for improving teacher well-being, reducing burnout, and fostering a supportive educational environment.
Downloads
References
Aziz, R., & Mangestuti, R. (2023). Profiling and action plan strategies for teachers’ mental health. Cyprus Turkish Journal of Psychiatry and Psychology, 5(2), 121–128. https://doi.org/10.35365/ctjpp.23.2.04
Barber, W., & Brown, I. (2017). Building healthy, inclusive classrooms through comprehensive school health. In J.P. Bakken (Ed.), Classrooms. Volume 2: Academic content and behavior strategy instruction for students with and without disabilities (pp. 187–204). Nova Science Publisher, Inc.
Bussmaker, C., & Denessen, E. (2024). Teacher support as a protective factor? The role of teacher support for reducing disproportionality in problematic behavior at school. Journal of Early Adolescence. 44(1), 5–40. https://doi.org/10.1177/02724316231156835
Cecconi, L., & Pintus, A. (2014). Learning needs and professional problems in teachers’ perceptions. A survey in state nursery and primary schools in Modena, Parma, and Reggio Emilia. Cadmo. https://doi.org/10.3280/cad2014-001008
Childs, T. M., Brown, E. L., Brown, N., Iachini, A. L., Phillippo, K., Galib, L., Parker, A., & Fujimoto, K. (2022). A mixed-method study of teachers’ appraisal of student wellness services and supports during COVID-19. Journal of School Health, 92(7), 637–645. https://doi.org/10.1111/josh.13186
Chin, J. M., Ching, G. S., Del Castillo, F., Wen, T., Huang, Y., Del Castillo, C. D., Gungon, J. L., & Trajera, S. M. (2022). Perspectives on the barriers to and needs of teachers’ professional development in the Philippines during COVID-19. Sustainability (Switzerland), 14(1), https://doi.org/10.3390/su14010470
Coffman, L. C., Conlon, J. J., Featherstone, C. R., Kessler, J. B., & Mixon, J. (2023). Liquidity for teachers: Evidence from teach for America and linkedin. Economics of Education Review, 97, https://doi.org/10.1016/j.econedurev.2023.102460
Da Silva, N. C., & Mello, J. A. (2023). Analysis trends of burnout syndrome among teachers: A bibliometric study. Revista Cubana de Informacion en Ciencias de la Salud, 34. https://www.scopus.com/pages/publications/85205991956#
Einav, M., Confino, D., GEva, N., & Margalit, M. (2024). Teachers’ burnout - The role of social support, gratitude, hope, entitlement, and loneliness. International Journal of Applied Positive Psychology, 9, 827–849. https://doi.org/10.1007/s41042-024-00154-5
Fleming, C. M., Calvert, H. G., & Turner, L. (2023). Burnout among school staff: A longitudinal analysis of leadership, connectedness, and psychological safety. School Mental Health, 15(3), 900–912. https://doi.org/10.1007/s12310-023-09594-x
Guider, H., Hadrya, F., Lafraxo, M. A., Madhi, Y. E., Soulaymani, A., Mokhtari, A., & Hami, H. (2024). Teaching under pressure: Assessing burnout among high school teachers. Pan African Medical Journal. 48(78). https://doi.org/10.11604/pamj.2024.48.78.42914
Hoferichter, F., Kulakow, S., & Raufelder, D. (2022). How teacher and classmate support relate to students’ stress and academic achievement. Frontiers in Psychology. 13. https://doi.org/10.3389/fpsyg.2022.992497
Hoferichter, F., & Raufelder, D. (2022). Can perceived teacher support buffer school exhaustion and stress in students? Zeitschrift fur Padagogische Psychologie, 36(1-2). https://doi.org/10.1024/1010-0652/a000322.
Hussein, R. F., Haider, A. S., & Saed, H. (2022). Needs analysis of undergraduate translation programs: Jordanian students’ perspectives. International Journal of Communication and Linguistic Studies, 21(1), 67–83. https://doi.org/10.18848/2327-0063/CGP/v21i01/67-83
Jali, N. P. (2024). The relationship between financial literacy, financial technology, and financial behaviour among high school teachers in an emerging economy. International Journal of Economics and Finance Studies, 16(2), 130–151. https://doi.org/10.34109/ijefs.202416207
Liu, Y., Yan, Y., Xia, H., & Sun, K. (2023). Analysing the longitudinal course selection panel data (2014-2020) of K-12 teachers from Zhejiang province: A comprehensive study on in-service training needs. Professional Development in Education, 1–21. https://doi.org/10.1080/19415257.2023.2241874
Maturana, G., & Nickerson, J. (2020). Real effects of workers’ financial distress: Evidence from teacher spillovers. Journal of Financial Economics, 136(1), 137–151. https://doi.org/10.1016/j.jfineco.2019.09.001
Mercado, H. A., & Morante, L. M. (2024). Experiences of senior high school mathematics teachers in out-of-field teaching. Salud, Ciencia Y Tecnologia - Serie De Conferencias, 3(2024). https://doi.org/10.56294/sctconf20241125
O’Brennan, L., Pas, E. (2017). Multilevel examination of burnout among high school staff: Importance of staff & school factors. School Psychology Review, 46(2), 165–176. https://doi.org/10.17105/SPR-2015-0019.V46-2
Osher, D., Mayer, M. J., Jagers, R. J., Kendziora, K., & Wood, L. (2019). Keeping students safe and helping them thrive: A collaborative handbook on school safety, mental health, and wellness. Volumes 1-2. Bloomsbury Publishing Plc.
Poteet, A., Nabors, L., & Rockstroh, E. (2020). Positive mental health and obesity prevention: Evidence-based programs for schools and communities. International Journal of Health, Wellness, and Society. 10(1), 1–12. https://doi.org/10.18848/2156-8960/CGP/v10i01/1-12
Ramhi, K. H. (2024). Teachers’ mental health and well-being in education: What can be improved for the education system in Indonesia? Multidisciplinary Reviews, 7(12). https://doi.org/10.31893/multirev.2024301
Reinke, W. M., Herman, K. C., Stormont, M., & Ghasemi, F. (2025). Teacher stress, coping, burnout, and plans to leave the field: A post-pandemic survey. School Mental Health, 17, 32–44. https://doi.org/10.1007/s12310-024-09738-7
Robin, D., Albermann, K., & Dratva, J. (2024). School programs to promote mental health. Mental health literacy of teachers as an important factor of implementation. Pravention und Gesundheitsförderung, 19, 59–67. https://doi.org/10.1007/s11553-022-01008-1
Rojas-Andrade, R., Aranguren Zurita, S., & Bravo, G. (2024). Teachers as school mental health professionals and their daily practices. School Mental Health, 16, 566–576. https://doi.org/10.1007/s12310-024-09664-8
Salvador, R. Q., Borromeo, C. M., Limon, M. R., Parinas, M. A., De la Cruz, L. L., & Dalere, J. M. (2022). Exploring technical-vocational education teachers’ challenges and adaptation strategies in teaching courses outside their specialization. Journal of Technical Education and Training, 14(2), 34–48. https://doi.org/10.30880/jtet.2022.14.02.004
Savariapitchai, M. (2024). The interplay of economic influences of stress and their consequences on secondary school teachers. Proceedings of the International Conference on Intelligent Technologies for Sustainable Energy Management and Control. https://doi.org/10.1063/5.0240395
Skaalvik, E. M., & Skaalvik, S. (2015). Job satisfaction, stress, and coping strategies in the teaching profession — What do teachers say?. International Education Studies, 8(3), 181-192. http://dx.doi.org/10.5539/ies.v8n3p181
Tagapulot, S. D., Macasilang, D. (2024). Financial challenges among public school teachers: Basis for proposed program. Journal of Interdisciplinary Perspectives, 2(7), 494-499. https://doi.org/10.69569/jip.2024.0194
Ulla, M. B., Barrera, K. I., & Acompanado, M. M. (2017). Philippine classroom teachers as researchers “Teachers” perceptions, motivations, and challenges. Australian Journal of Teacher Education, 42(11). https://doi.org/10.14221/ajte.2017v42n11.4
Wen, X., Chongm, Z. Y., De Alwis, J., Liu, X., & Xu, W. (2025). Daily relationships between elementary school students’ perceived teacher/peer support and school behaviors: The mediating role of negative emotions and the moderating role of mindfulness. Children and Youth Services Review, 176. https://doi.org/10.1016/j.childyouth.2025.108408
Wettstein, A., Schneider, S., Grosse Holtforth, M., La Marca, R. (2021). Teacher stress: A psychobiological approach to stressful interactions in the classroom. Frontiers in Education, 6(2021). https://doi.org/10.3389/feduc.2021.681258
Yubero, S., Ovejero, A., & Larrañaga, E. (2010). Perceived social support in school and peer victimization during adolescence. Revista de Psicologia Social, 25(3). https://doi.org/10.1174/021347410792675589
Zhu, X., Li, W., Su, C., Hu, J., & Zhao, H. (2025). Associations between teacher academic support and externalizing behaviors among Chinese adolescents: An analysis of chain mediation and moderating effects. Humanities and Social Sciences Communications. 12. https://doi.org/10.1057/s41599-025-04591-8).
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Journal of Interdisciplinary Perspectives
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
