Teachers' Well-Being and Resilience in Education Emergencies: Innovative HRD Strategies
DOI:
https://doi.org/10.67903/ijroms0390Keywords:
Academic Performance, Creating Presentation, Internet Navigation, Technological Skills, Video EditingAbstract
This study examined the well-being and resilience of public school teachers in the Schools Division of Bulacan, focusing on their perspectives, self-management, support systems, sense of meaningfulness, and professional competencies. Grounded in the Aligning Well-being and Resilience in Education (AWaRE) model, the conceptual framework drove the analysis by examining the intricate dynamics between individual resilience and systemic well-being factors during education emergencies. To achieve this purpose, the researchers conducted mixed-methods research employing an explanatory sequential design, in which quantitative data were collected first, followed by qualitative data collection and analysis. To understand the lived experiences, quantitative and qualitative data were triangulated. The findings revealed that, although teachers' workplace culture, self-management, and congruence of personal and institutional values are high, areas requiring improvement include decision-making, influence, and resources for professional development. Descriptive analysis showed that Self-Care was the highest well-being dimension (M = 3.865, Highly Satisfied), while Support recorded the lowest mean (M = 3.436, Highly Satisfied). Among resilience dimensions, Interrelationship scored highest (M = 3.833, Highly Resilient) and Intrarelationship scored lowest (M = 3.636, Highly Resilient). Throughout the data collection and analysis processes, the interdependence of different dimensions was emphasized by significant and tangible correlation coefficients between specific variable dimensions and enhancement indicators. Significant positive correlations (p < .05) were confirmed between most well-being and resilience dimensions, with the exception of Self-Care and Self-Reliance (p = .379) and Self-Management and Interrelationship (p = .329), which were non-significant. Additionally, changes to several beliefs about the role of emotional support networks and reflective practices highlighted their importance. Guided by the AWaRE model's focus on both individual and systemic capacities, these analytical insights directly informed the proposed Human Resource Development (HRD) program. A comprehensive HRD program was suggested, which provided for mental support, peer mentoring, and constructive changes to workload management, enabling teachers to be more resilient. Consequently, enhancing teacher well-being and resilience is pivotal in maintaining the quality of education during crisis periods. Recommended measures involve the creation and implementation of targeted support systems that focus on the structures and relationships within the workplace.
References
Aguilar, E. (2018). Onward: Cultivating emotional resilience in educators. Jossey-Bass. https://doi.org/10.1002/9781119441731
Al-Khouja, M., et. al. (2022). Self-expression can be authentic or inauthentic, with differential outcomes for well-being: Development of the Authentic and Inauthentic Expression Scale (AIES). Journal of Research in Personality, 97, 104191. https://doi.org/10.1016/j.jrp.2022.104191
Amuot, C. (2024). The Importance of Positive Feedback in the Workplace. EnformHR, LLC. EnformHR, LLC. https://enformhr.com/blog/positive-feedback-in-theworkplace/
APS. (2022). The Quality Time Love Language at Work. APS Payroll. https://apspayroll.com/blog/the-love-language-of-workplace-culture/
Beltman, S., Mansfield, C., & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6(3), 185–207. https://doi.org/10.1016/j.edurev.2011.09.001
Big Shine Worldwide. (2023). The importance of uninterrupted quiet time in the workplace. Linkedin.com. https://www.linkedin.com/pulse/importance-uninterrupted-quiet-timeworkplace-sdzae
Bilyk, L. V. (2021). Key components of a medical specialist’s professional competence. Pedagogical Sciences: Reality and Perspectives, (81), 34–37. https://doi.org/10.31392/NPU-nc.series5.2021.81.08
Brunzell, T., Stokes, H., & Waters, L. (2016). Trauma-informed positive education: Using positive psychology to strengthen vulnerable students. Contemporary School Psychology, 20(1), 63–83. https://doi.org/10.1007/s40688-015-0070-x
Bullo, M. M., Almiñe, I. K., & Delavin, E. A. (2023). On the phenomenon of burnout: The lived experiences of teachers during the current global pandemic. Psychology and Education: A Multidisciplinary Journal, 7, 772–778. https://doi.org/10.5281/zenodo.7750888
Can, E. (2019). Professional development of teachers: Obstacles and suggestions. Journal of Qualitative Research in Education, 7(4), 1-33.https://doi.org/10.14689/issn.2148-2624.1.7c.4s.14m
Casalini, S. (2023). The essential role of supervision: Fostering growth, excellence, and accountability. Journal of Educational Sciences Research, 13(1), 3–4. https://www.eduscires.com/articles/the-essential-role-of-supervision-fostering-growth-excellence-and-accountability-101816.html
Cavise, H.A. (2019). Strategies for managing employee self-expression in the workplace [Doctoral dissertation, Walden University]. ScholarWorks@Walden. https://scholarworks.waldenu.edu/dissertations/6312/
Chen-Carrel, A., Bass, B., Coon, D., Hirudayakanth, K., Ramos Ochoa, D., & Coleman, P. T. (2021). Social change in the office. Stanford Social Innovation Review. https://ssir.org/articles/entry/social_change_in_the_office
Chen, J., & Lee, J. C.-K. (2022). Teacher resilience matters: A buffering and boosting effect on job-driving factors and their well-being and job performance. Teachers and Teaching, 28(7), 890–907. https://doi.org/10.1080/13540602.2022.2116574
Cigala, A., Venturelli, E., & Bassetti, M. (2019). Reflective practice: A method to improve teachers’ well-being. A longitudinal training in early childhood education and care centers. Frontiers in Psychology, 10, Article 2574. https://doi.org/10.3389/fpsyg.2019.02574
Collie, R. J. (2023). Teacher well‐being and turnover intentions: Investigating the roles of job resources and job demands. British Journal of Educational Psychology, 93(3), 712–726. https://doi.org/10.1111/bjep.12587
Collie, R. J., & Martin, A. J. (2017). Teachers’ sense of adaptability: Examining links with perceived autonomy support, teachers’ psychological functioning, and students’ numeracy achievement. Learning and Individual Differences, 55, 29–39. https://doi.org/10.1016/j.lindif.2017.03.003
Coursera Staff. (2023, November 29). Workplace communication: What is it & why is it important? Coursera. https://www.coursera.org/articles/workplace-communication
Coutts, N. (2020). The importance of feeling safe in your workplace. The Learner’s Way. https://thelearnersway.net/ideas/2020/3/6/the-importance-of-feeling-safe-in-your-workplace
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.
Creswell, J. W., & Clark, V. L. P. (2007). Designing and conducting mixed methods research. sage.
Daniel, E., & Van Bergen, P. (2023). Teacher burnout during COVID-19: Associations with instructional self-efficacy but not emotion regulation. Teachers and Teaching, 29(3), 310–328. https://doi.org/10.1080/13540602.2023.2179615
Day, C., & Gu, Q. (2013). Resilient teachers, resilient schools: Building and sustaining quality in testing times. Routledge. https://doi.org/10.4324/9780203578490
Department of Education. (2022). Basic Education Development Plan 2030 (BEDP 2030) (DepEd Order No. 024, s. 2022). Department of Education, Republic of the Philippines. https://www.deped.gov.ph/wp-content/uploads/2022/05/DO_s2022_024.pdf
Fiorilli, C., Benevene, P., De Stasio, S., Buonomo, I., Romano, L., Pepe, A., & Addimando, L. (2019). Teachers’ Burnout: The Role of Trait Emotional Intelligence and Social Support. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02743
Flores, M. A. (2020). Preparing teachers to teach in complex settings: Opportunities for professional learning and development. European Journal of Teacher Education, 43(3), 297–300. https://doi.org/10.1080/02619768.2020.1771895
Forseth, N. (2024). 20 Simple Ways to Keep a Positive Attitude at Work. @Wheniwork https://wheniwork.com/blog/how-to-keep-a-positive-attitude-at-work
Gu, Q., & Day, C. (2013). Challenges to teacher resilience: Conditions count. British Educational Research Journal, 39(1), 22–44. https://doi.org/10.1080/01411926.2011.623152
Habib, S., Narine, A., Bluck, S., & Sharma, S. (2022). Older adults share challenges in their life story: Sense of purpose as a resource for resilience. Innovation in Aging, 6(Suppl 1), 575. https://doi.org/10.1093/geroni/igac059.2164
Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495–513. https://doi.org/10.1016/j.jsp.2005.11.001
Hart, R. (2020). Stress, coping, resilience and posttraumatic growth. Positive Psychology, 186-211. https://doi.org/10.4324/9781315147857-12
Hascher, T., Beltman, S., & Mansfield, C. (2021). Teacher wellbeing and resilience: Towards an integrative model. Educational Research, 63(4), 416–439. https://doi.org/10.1080/00131881.2021.1980416
Herron, A. (2024, June 4). How to promote employee self-care in the workplace. WebMD Health Services. https://www.webmdhealthservices.com/blog/how-to-promote-employee-self-care-in-the-workplace/
Indeed Editorial Team. (2025). Positive thinking in the workplace: Benefits and tips. Indeed. https://www.indeed.com/career-advice/career-development/positive-thinking-in-your-career
Indeed Editorial Team. (2021). 13 needs of employees and how to meet them. Indeed Career Guide. https://www.indeed.com/career-advice/career-development/needs-of-employees
Jung, Y., & Sohn, Y. W. (2022). Does work passion benefit or hinder employees’ career commitment? The mediating role of work–family interface and the moderating role of autonomy support. PLOS ONE, 17(6), e0269298.https://doi.org/10.1371/journal.pone.0269298
Kateri. (2021). This is how healthy employees benefit the workplace. IncentFit. https://incentfit.com/wellness-word/this-is-how-healthy-employees-benefit-the-workplace/
Leal, J., & Baniel, M. (2024). Compromisso, motivação e satisfação no trabalho na qualidade de vida dos professores (Commitment, motivation, and job satisfaction in the quality of life of teachers.)Diversitas Journal, 9(1_Special).https://doi.org/10.48017/dj.v9ispecial1.2941
Leighton, A. H. (2022). A perspective on adversity, stress, and psychopathology. Adversity, Stress, and Psychopathology, 520.https://doi.org/10.1093/oso/9780195121926.003.0029
Krueger, R. A., & Casey, M. A. (2014). Focus groups: A practical guide for applied research (5th ed.). SAGE Publications. https://sk.sagepub.com/books/focus-groups-5e
López-Angulo, Y., Mella-Norambuena, J., Sáez-Delgado, F., Portillo Peñuelas, S. A., & Reynoso González, Ó. U. (2022). Association between teachers’ resilience and emotional intelligence during the COVID-19 outbreak. Revista Latinoamericana de Psicología, 54, 51–59. https://doi.org/10.14349/rlp.2022.v54.6
Mughal, H. A. (2019). Support at Work and its Relationship with Employee Performance: Critical Insights for Early Scholars. ResearchGate. https://www.researchgate.net/publication/337057123_Support_at_Work_and_its_Relationship_with_Employee_Performance_Critical_Insights_for_Early_Scholars
Munawaroh, J. A. H., Suriansyah, A., & Aslamiah. (2021). Relationships among self-concept, emotional intelligence, organizational citizenship behavior (OCB), and stress management with the performance of high school teachers in Kapuas District. Journal of K6 Education and Management, 4(2), 136–150. https://doi.org/10.11594/jk6em.04.02.03
Najjarpour, M. (2024). Constructing a self-management competence model for EFL teachers: A perception-strategy evaluation. Acta Psychologica, 251, Article 104592. https://doi.org/10.1016/j.actpsy.2024.104592
News Desk. (2024, March 1). Feeling appreciated at work is the “top” reason employees stay in their jobs. Fair Play Talks. https://www.fairplaytalks.com/2024/03/01/feeling-appreciated-valued-at-work-is-the-top-reason-employees-stay-in-their-role-survey-finds/
Nicholson, J., & Kurtz, J. (2023). Play-based instructional strategies that support children to cope, build resilience, and heal from toxic stress and trauma. Supporting Young Children to Cope, Build Resilience, and Heal from Trauma through Play, 12- 158. https://doi.org/10.4324/9781003326113-5
Olivares-Faúndez, V. E., Gil-Monte, P. R., Mena, L., Jélvez-Wilke, C., & Figueiredo-Ferraz, H. (2014). Relationships among burnout, role ambiguity, role conflict, and employee absenteeism among health workers. Terapia psicológica, 32(2), 111–120. https://doi.org/10.4067/s0718-48082014000200004
Owens, B. P., Baker, W. E., Sumpter, D. M., & Cameron, K. S. (2016). Relational energy at work: Implications for job engagement and job performance. Journal of Applied Psychology, 101(1), 35–49. https://doi.org/10.1037/apl0000032
Paris, J. (2022). Posttraumatic stress disorder, personality disorders, and complex posttraumatic stress disorder. In Myths of trauma: Why adversity does not necessarily make us sick (pp. 107–122). Oxford University Press. https://doi.org/10.1093/med/9780197615768.003.0007.
Perfecto, M. R. G. (2012). Contextual factors in teacher decision making: Extending the Woods model. The Asia-Pacific Education Researcher, 21(3), 474–483. https://ejournals.ph/article.php?id=4504
Perrone, F. (2020). How principal leadership and teacher burnout are associated with early career teacher mobility. Exploring Principal Development and Teacher Outcomes, 168-188. https://doi.org/10.4324/9780429356247-12
Redding, C. (2022). Are Homegrown teachers who graduate from urban districts more racially diverse, more effective, and less likely to exit teaching? American Educational Research Journal, 59(5), 939–974. https://doi.org/10.3102/00028312221078018
Riasnugrahani, M., Setiawan, T., de Jong, E., & Takwin, B. (2024). A dual pathway for understanding the relation between wellbeing and resilience. Humanities and Social Sciences Communications, 11(1), 1–15. https://doi.org/10.1057/s41599-024-03440-4
Shohel, M. M. C., Mahmud, A., Urmee, M. A., Anwar, M. N., Rahman, M. M., Acharya, D. R., & Ashrafuzzaman, M. (2022). Education in emergencies, mental wellbeing and e-learning. In E-Learning and Digital Education in the Twenty-First Century. IntechOpen. https://doi.org/10.5772/intechopen.97425
Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029–1038. https://doi.org/10.1016/j.tate.2011.04.001
Sokal, L., Trudel, L. E., & Babb, J. (2021). It's OK not to be OK: Canadian teachers' management during pandemic remote teaching. Journal of Teaching and Learning, 15(2), 26–47. https://jtl.uwindsor.ca/index.php/jtl/article/view/6708
Spilt, J. L., Verschueren, K., Van Minderhout, M. B. W. M., & Koomen, H. M. Y. (2022). Practitioner Review: Dyadic teacher–child relationships: comparing theories, empirical evidence and implications for practice. Journal of Child Psychology and Psychiatry, 63(7), 724–733. https://doi.org/10.1111/jcpp.13573
Stafford-Brizard, K. B. (2021). Building educator resilience and supporting teacher well-being during systemic shocks. Chan Zuckerberg Initiative. https://chanzuckerberg.com/education/
Stewart, V. R., Snyder, D. G., & Kou, C.-Y. (2021). We hold ourselves accountable: A relational view of team accountability. Journal of Business Ethics, 183(3), 691–712. https://doi.org/10.1007/s10551-021-04969-z
The Wellbeing Thesis. (2019). The importance of taking breaks. https://thewellbeingthesis.org.uk/foundations-for-success/importance-of-taking-breaks-and-having-other-interests/
UNESCO. (2022). World Teachers' Day 2022: The transformation of education begins with teachers. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000383030
Wang, Y., & Derakhshan, A. (2023). Teacher well-being and resilience in education: Theoretical and empirical insights for institutional support. System, 115, 103063. https://doi.org/10.1016/j.system.2023.103063
Williams, A.-L. (2018). Integrating health humanities, social science, and clinical care: A guide to self-discovery, compassion, and well-being. Routledge. https://doi.org/10.4324/9781315143569
Woods, S., Sebastian, J., Herman, K. C., Huang, F. L., Reinke, W. M., & Thompson, A. M. (2023). The relationship between teacher stress and job satisfaction as moderated by coping. Psychology in the Schools, 60(7), 2237–2256. https://doi.org/10.1002/pits.22857
World Bank. (2023). Supporting teachers during education emergencies: Policy lessons and framework for human resource management. World Bank Group. https://openknowledge.worldbank.org/
Xiao, B. (2024). Goal setting, self-management skills, and the evaluation of the abilities of Chinese higher vocational college students. International Journal of Research Studies in Management, 12(4). https://doi.org/10.5861/ijrsm.2024.1037
Yan, J., Li, Y., Jia, J., & Liu, H. (2024). Self-reliance in the workplace: The curvilinear effect of workplace ostracism on subjective career success. SAGE Open, 14(1). https://doi.org/10.1177/21582440231220177
Yang, M., Oh, Y., Lim, S., & Kim, T. (2023). Teaching with collective resilience during COVID-19: Korean teachers and collaborative professionalism. Teaching and Teacher Education, 126, 104051. https://doi.org/10.1016/j.tate.2023.104051
Zhang, Y., & Henke, R.M. (2024). The Role of Fun in Workplace Health and Well-being. American Journal of Health Promotion, 38(2), 275–278. https://doi.org/10.1177/08901171231215479a
Zito, M., Cortese, C. G., & Colombo, L. (2019). The role of resources and flow at work in well-being. SAGE Open, 9(2), Article 2158244019849732. https://doi.org/10.1177/2158244019849732
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 International Journal of Research on Multidisciplinary Studies
This work is licensed under a Creative Commons Attribution 4.0 International License.
