The Effect of Teachers’ Wellness Practices on the Teaching Performance of Public Elementary School Teachers in the Sariaya West District, Division of Quezon: Basis for the Development of a Self-Care Management Model
DOI:
https://doi.org/10.5281/zenodo.20077582Keywords:
WELLNESS PRACTICESAbstract
This study examined the wellness practices of public elementary school teachers in the Sariaya West District, Division of Quezon, and their effects on teaching performance. Specifically, it examined teachers’ wellness practices in terms of emotional, psychological, physical, social, and spiritual aspects, their level of teaching performance, and the effect of wellness practices on teaching performance. A descriptive-correlational research design was employed, and a self-developed survey questionnaire was used to collect data from respondents. Statistical tools such as frequency, mean, and multiple linear regression were utilized to analyze the data. The findings revealed that teachers demonstrated a high level of wellness practices, particularly in emotional and psychological aspects. Similarly, teachers showed a high level of teaching performance, especially in Content Knowledge and Pedagogy and Learning Environment domains. However, results of the regression analysis showed that teachers’ wellness practices do not have a significant effect on teaching performance, as indicated by a very low coefficient of determination (R² = 0.018). Thus, the null hypothesis was accepted. Based on the findings, it is concluded that while teachers actively engage in wellness practices and demonstrate strong teaching performance, wellness practices alone are not significant predictors of teaching performance. It is recommended that future interventions consider other contributing factors such as institutional support, workload management, and professional development opportunities to further enhance teacher performance.
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