Teacher Commitment and Perceived Challenges as Predictors of Well-Being in Geographically Isolated and Disadvantaged Areas: Basis for a Teacher Well-being Support Framework
DOI:
https://doi.org/10.69569/jip.2025.787Keywords:
Teacher well-being, Teacher commitment, Perceived challenges, GIDA schools, Predictive analysis, PhilippinesAbstract
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.
Downloads
References
Agyapong, B., Obuobi-Donkor, G., Burback, L., & Wei, Y. (2022). Stress, burnout, anxiety and depression among teachers: A scoping review. International Journal of Environmental Research and Public Health, 19(17), 10706. https://doi.org/10.3390/ijerph191710706
American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). APA PsycNet. https://doi.org/10.1037/0000165-000
Bakker, A.B., & Demerouti, E. (2016). Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285. https://doi.org/10.1037/ocp0000056
Chen, J., & Lee, J. (2024). Re-conceptualising teacher well-being: Drivers, measurements, and outcomes. Teachers and Teaching, 30(6), 717–723. https://doi.org/10.1080/13540602.2024.2383355
Chin, J., Ching, G., del Castillo, F., Wen, T.-H., Huang, Y.-C., del Castillo, C., Gungon, J.L., & Trajera, S. (2022). Perspectives on the barriers to and needs of teachers’ professional development in the Philippines during COVID-19. Sustainability, 14(1), 470. https://doi.org/10.3390/su14010470
Comora, C.M., & Oco, R. (2025). Teachers’ stress and resilience. International Journal of Multidisciplinary Research and Analysis, 08(04). https://doi.org/10.47191/ijmra/v8-i04-57
Creswell, J.W. (2014). Research design: Qualitative, quantitative, and mixed methods approach (4th ed.). Sage Publications.
Creswell, J.W., & Creswell, J.D. (2018). Research design: Qualitative, quantitative, and mixed methods approach (5th ed.). Sage Publications.
Dahlan, R.M., Samsuri, N., Malihatun, E., Morisson, B., Abdurrohman, A., Basyit, A., & Madali, N. (2025). Teachers’ motivation in developing quality learning in rural schools in Indonesia. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1597989
DeVellis, R. (2017). Scale development: Theory and applications (4th ed.). Sage Publications.
Evardo, O., Jr. (2024). Breaking down the enigma of out-of-field research teaching among private senior high schools in Davao City, Philippines: A transcendental phenomenological inquiry. Davao Research Journal, 15(1). https://doi.org/10.59120/drj.v15i1.156
Fabrigas, E.J., & Paglinawan, J. (2025). Beyond the classroom: Challenges and resilience of teachers in remote schools. International Journal of Research and Innovation in Social Science, IX(IV), 6421–6429. https://doi.org/10.47772/ijriss.2025.90400464
Galut, M.N. (2025). Surviving in the trails: Teachers’ lived experiences in remote areas. Frontiers in Sociology, 10. https://doi.org/10.3389/fsoc.2025.1456269
Israel, M., & Hay, I. (2006). Research ethics for social scientists: Between ethical conduct and regulatory compliance. Sage Publications.
Kurrle, L.M., & Warwas, J. (2025). Teacher well-being—A conceptual systematic review (2020–2023). Education Sciences, 15(6), 766. https://doi.org/10.3390/educsci15060766
Meyer, J., & Allen, N. (1991). A three-component conceptualization of organizational commitment. Human Resource Management Review, 1(1), 61–89. https://doi.org/10.1016/1053-4822(91)90011-Z
Mo, S. (2024). Teacher well-being: A literature review. Lecture Notes in Education Psychology and Public Media, 54(1), 326–337. https://doi.org/10.54254/2753-7048/54/20241620
Organisation for Economic Co-operation and Development. (2021). Teachers’ well-being: Findings from international surveys. OECD Publishing. https://tinyurl.com/ye27ahaf
Orines, R., Dequitos, M.J., De Leon, A., Garganera, L.M., Lim, R.S.N., Macabato, J., & Ordonio, M.L. (2023). Work-related burnout on psychological well-being among public school teachers: Resilience as moderating factor. European Journal of Psychology and Educational Research, 6(3), 157–163. https://doi.org/10.12973/ejper.6.3.157
Ortan, F., Simut, C., & Simut, R. (2021). Self-efficacy, job satisfaction and teacher well-being in the K-12 educational system. International Journal of Environmental Research and Public Health, 18(23), 12763. https://doi.org/10.3390/ijerph182312763
Salazar, E., & Plaza, C. (2025). Voices of far-flung areas: Experiences of the teacher. Randwick International of Education and Linguistics Science Journal, 6(2), 461–478. https://doi.org/10.47175/rielsj.v6i2.1177
Siswanto, D.H., Hanama, A., & Apriwulan, H.F. (2025). Teacher well-being and its influence on school effectiveness: A quantitative study. Journal of Educational Research and Practice, 3(2), 213–224. https://doi.org/10.70376/jerp.v3i2.348
Taherdoost, H. (2019). Validity and reliability of the research instrument; How to test the validation of a questionnaire/survey in research. International Journal of Academic Research in Management, 8(1), 28–36. https://doi.org/10.2139/ssrn.3205040
Werang, B.R., Asaloei, S.I., Leba, S.M.R., Uspayanti, R., & Angelianawati, D. (2020). Teacher teaching commitment and performance and its impact on student academic performance: A survey study. Journal of Educational Research and Evaluation, 5(2), 45–58.
Xu, L., Guo, J., Zheng, L., & Zhang, Q. (2023). Teacher well-being in Chinese universities: Examining the relationship between challenge—hindrance stressors, job satisfaction, and teaching engagement. International Journal of Environmental Research and Public Health, 20(2), 1523. https://doi.org/10.3390/ijerph20021523
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Journal of Interdisciplinary Perspectives
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
