Professional Well-Being of Public School Teachers and Their School Organizational Health: Input for Mindfulness-Based Interventions Program

Autor/inn/en	Samosa, Resty; Blanquisco, Mark Jezreel P.; Mangansat, Nancy Joy
Titel	Professional Well-Being of Public School Teachers and Their School Organizational Health: Input for Mindfulness-Based Interventions Program
Quelle	7 (2023) 5, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2643-9123
Schlagwörter	Public School Teachers; Well Being; Organizational Climate; Teacher Morale; Teacher Administrator Relationship; Self Management; Daily Living Skills; Mental Health; Teacher Competencies; Teacher Attitudes; Foreign Countries; Secondary School Teachers; Metacognition; Intervention; Philippines + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Organisationsklima; Teacher; Teachers; Morale; Lehrer; Lehrerin; Lehrende; Moral; Selbstmanagement; Alltagsfertigkeit; Psychohygiene; Lehrkunst; Lehrerverhalten; Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Philippinen
Abstract	This descriptive-correlational study was aimed to describe and analyze the well-being of public-school teachers in relation to their school organizational health. A total of 150 public school teachers were recruited for this study. An organizational health inventory survey for secondary by Hoy and Feldman was administered to respondents along with a professional well-being self-assessment tool. Results showed that teachers' professional well-being in terms of perspective, self-management, supports, meaningfulness, self-care, practice competence and, and professional development showed that are indeed satisfied. More so, the school organizational health in terms of institutional integrity, teacher morale, academic emphasis, principal influence, consideration, initiating structure, and resource support was observed often occurs. The professional well-being of public-school teachers was significantly and high positive relationship related to their school organizational health. This study provided scientific bases for the development of mindfulness-based interventions program that improve the professional well-being of teachers and school organizational health. This piece of research concluded with thorough evidence that there is a need for further and stronger investment in public policies for the reform towards teachers' well- being and to improve the school organizational health. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01