Published July 28, 2026 | Version v1
Journal article Open

Evaluating Teachers' Hedonic and Eudaimonic Workplace Wellbeing and Teaching Attributes Towards Teaching-Learning Outcomes

Authors/Creators

  • 1. Graduate School, Cebu Technological University-Main Campus, Cebu City, Philippines

Description

Abstract. 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.

Keywords: Elementary Teachers; Workplace Wellbeing; Teaching Attributes; Teachers’ Wellness

Files

Evaluating Teachers' Hedonic and Eudaimonic Workplace Wellbeing and Teaching Attributes Towards Teaching-Learning Outcomes.pdf

Files (578.1 kB)

Additional details

References

  • Abun, D., Magallanes, T., Foronda, G. S. L., & Encarnacion, M. J. (2020). Employees' workplace well-being and work engagement of divine word colleges' employees in Ilocos region, Philippines. International Journal of Research in Business and Social Science (2147–4478), 9(2), 70–84. https://doi.org/10.20525/ijrbs.v9i2.623
  • Allies, S. (2020). Supporting teacher wellbeing: A practical guide for primary teachers and school leaders (1st ed.). Routledge. https://doi.org/10.4324/9780429330698
  • Amanor, A., & Delariarte, C. (2024). Personality Traits as Moderating Variables for Cross-Cultural Adjustment and Psychological Well-Being. Pastoral Psychology. https://doi.org/10.1007/s11089-024-01154-7
  • Ambler, T., Sinnayah, P., & Lim, J. (2024). Exploring experience: Teacher narratives and narratives of teaching. Education Sciences, 14(12), 1375. https://doi.org/10.3390/educsci14121375
  • Antonio, G. C. (2023). Resilience and sense of self-efficacy among Filipino educators during the 2019 coronavirus pandemic. American Journal of IR 4.0 and Beyond, 2(1), 1–5. https://doi.org/10.54536/ajirb.v2i1.1457
  • Bauer, E. L. (2022). Linking perceived corporate social responsibility and employee well-being—A eudaimonia perspective. Sustainability, 14(16), 10240. https://doi.org/10.3390/su141610240
  • Belmes, M. G. D., Abellana, A. L., & Orongan, R. C. (2025). Emotional well-being and organizational commitment of teachers instructional delivery. International Journal of Research and Innovation in Social Science, IX(IIIS), 3979–4032. https://doi.org/10.47772/IJRISS.2025.903SEDU0285
  • Carroll, A., York, A., Fynes-Clinton, S., Sanders-O'Connor, E., Flynn, L., Bower, J. M., Forrest, K., & Ziaei, M. (2021). The downstream effects of teacher well-being programs: Improvements in teachers' stress, cognition, and well-being benefit their students. Frontiers in Psychology, 12, 689628. https://doi.org/10.3389/fpsyg.2021.689628
  • Cerbito, J. S. (2024). Enhancing learners' performance in grade 7 mathematics through 50-30-20 exercise. Journal of Contemporary Educational Research, 8(1), 233–245. https://doi.org/10.26689/jcer.v8i1.6049
  • Chang, H. (2022). Stress and burnout in EFL teachers: The mediator role of self-efficacy. Frontiers in Psychology, 13, 880281. https://doi.org/10.3389/fpsyg.2022.880281