Teachers’ Evaluation of a Well-Being Support Program at Jaime Cardinal Sin Learning Center
Keywords:
Mixed-method evaluation, Program evaluation, Teacher support, Teacher well-being, Workplace well-beingAbstract
This study reviewed the implementation of the Kumustahan Program, a teacher well-being support initiative at Jaime Cardinal Sin Learning Center, using Stake’s Responsive Evaluation Framework. Using a qualitative-dominant convergence mixed-method design, data were collected from 20 teacher-respondents through a digital survey and evaluation. Results showed that teacher-respondents generally perceived the program positively in terms of engagement (M = 4.36), facilitation (M = 4.27), impact (M = 4.05), and strategies (M = 3.98), while scheduling (M = 3.34) ranked as the lowest of all program dimensions. Qualitative findings indicated that participants viewed the program as a supportive space for fostering unity, empathy, and compassion, while scheduling, the absence of established norms, new-teacher discomfort, and repetitive activities were concerns. Participants recommended improving scheduling, established norms, varied activities, and staggered or tiered sessions. These findings informed the development of an enhanced Kumustahan Program aligned with the 2026-2027 school calendar.
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