Evaluating Teachers’ Hedonic and Eudaimonic Workplace Wellbeing and Teaching Attributes Towards Teaching-Learning Outcomes
DOI:
https://doi.org/10.5281/zenodo.21627625Keywords:
Elementary Teachers, Workplace Wellbeing, Teaching Attributes, Teachers’ WellnessAbstract
Teachers’ hedonic and eudaimonic workplace wellbeing and teaching attributes shape their effectiveness, classroom quality, and improve student outcomes. This descriptive-correlational study aimed to evaluate the teachers’ hedonic and eudaimonic workplace wellbeing, their teaching attributes towards teaching-learning outcomes as basis for developing a proposed wellness plan for teachers. This study described teachers’ socio‑demographic profile and assessed their perceptions of workplace wellbeing (both hedonic and eudaimonic) as well as their views on key teaching attributes, using a quantitative descriptive survey design with a modified questionnaire administered to 35 randomly selected public elementary teachers in Bohol. It found that teacher reported high levels of both pleasure‑based (hedonic) and purpose‑driven (eudaimonic) workplace wellbeing, anchored on institutional support and strong relational experiences at school. Across all teaching attributes, they consistently perceived themselves as regularly practicing these competencies, with particular strength in innovativeness, inspirational and generative teaching, professional expertise, ethical conduct, and relational and community‑oriented practices. The study concluded that teachers achieve balanced well-being via institutional support (hedonic) and strong relationships (eudaimonic). They show high self-efficacy across attributes, especially in innovative/adaptive methods, fostering a supportive environment for effectiveness and wellness planning emphasizing relationships and creativity. The researcher recommended teachers to leverage DepEd benefits and relationships for well-being, enhance innovation through tech and reflection, and integrate the wellness plan into daily practices; school heads to foster team-building, clear policies, targeted training, and conflict resolution; and learners to engage in creative projects, build connections via clubs, and provide feedback.
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