| Abstract |
Teacher芒聙聶s well-being has shown close association with resilience, job commitment, teaching satisfaction, positive identities and relationship with others, effective teaching and teacher retention. Despite the increasing literature investigating teachers芒聙聶 well-being and its related constructs, a number of limitations can be observed. The focus of these studies are limited to: (1) negative constructs of well- being, (2) unidimensional or one-factor model of well-being, and (3) antecedents and consequences of well-being sample from high-income countries. There is a dearth of studies examining teacher芒聙聶s well- being in low middle income countries marked by poorly functioning educational delivery system, poor working conditions, lack of resources, low salaries, and poor management. Thus, the primary goal of this study is to examine teacher芒聙聶s well-being based on Seligman芒聙聶s PERMA model (positive emotions, engagement, relationship, meaning, and accomplishments) and how it mediates the direct influence and relationship of teachers芒聙聶 implicit beliefs of their ability and teachers芒聙聶 embeddedness to teaching profession. A sample of 547 public elementary and secondary school teachers answered a series of questionnaires that includes Implicit Theory of Intelligence Scale, Positive and Negative Affect Schedule, Utrecht Work Engagement Scale, Organizational Virtuousness Scale, Personal Growth Initiative Scale 芒聙聯 II, and Job Embeddedness Scale. Using mediational analysis, results showed that Engagement, Relationships, and Accomplishments are the most significant mediators between incremental belief of teaching ability and job embeddedness, while Accomplishment is the only significant mediator between Entity belief (Fixed) of teaching ability and teachers芒聙聶 job embeddedness. This implies that teachers who believe that their teaching abilities are changeable through effort and learning are more likely to be engaged in their work and activities, develop healthy relationships at workplace and form affiliation to the school and community, and develop a sense of competence significantly influencing the decision to stay and embed in the teaching profession. On the other hand, teachers who hold entity belief believe in unchangeable ability show persistence, determination, capability in doing daily school activities. The results are relevant particularly in the incorporation of programs and interventions focusing on developing novice and long-term professional teachers in developing their well-being and job embeddedness. |
Mindanao State
University - Iligan Institute of Technology