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Resiliency and Well-Being Among Public Elementary School Teachers

Author(s) Ms. Yvonnie Rhodesa A Cena, Dr. Gina Floresca Labitad
Country Philippines
Abstract Teachers’ resiliency can shape their well-being, especially in handling daily workloads. This study examined the resiliency and well-being of public elementary school teachers in West II District, Division of Cagayan de Oro City. Specifically, it examined the respondents’ profile, resiliency, well-being, the relationship between resiliency and well-being, and differences according to profile. The respondents were one hundred fifty (150) Grades 4, 5, and 6 public elementary school teachers. The study used a descriptive-correlational design and universal sampling. Data were gathered through a validated researcher-made questionnaire. Frequency, percentage, mean, standard deviation, Pearson Product-Moment Correlation, and analysis of variance were used.
Results showed that most respondents were 21–30 years old, Teacher III, with master’s degree units, and had 0–5 years of teaching experience. Teachers had low resiliency in adaptability, as they were comfortable shifting lesson plans to fit the changing dynamics of the class. Meanwhile, respondents had low persistence and manifested low occupational well-being. Teachers’ resiliency on areas of strong relationship, reflective practices, and persistence was significantly related to overall well-being, and reflective practices being strongest. No significant differences were found in overall well-being, while age significantly differed in persistence. Teachers’ resiliency and well-being are strengthened by the combined effects of adaptability, reflection, supportive relationships, persistence, and a sense of purpose. The study recommended regular teacher support programs focused on mentoring, reflection, health, and workload management.
Keywords resiliency, well-being
Field Sociology > Education
Published In Volume 7, Issue 9, September 2026
Published On 2026-09-29
DOI https://doi.org/10.70528/IJLRP.v7.i9.2424
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