Authors : Ronald M. Silanova

Volume/Issue : Volume 10 - 2025, Issue 6 - June

Google Scholar : https://tinyurl.com/3zc79rxe

DOI : https://doi.org/10.38124/ijisrt/25jun968

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study examined the Quality of Working Life (QWL) and Work Performance of Araling Panlipunan teachers in public junior high schools in the Division of Davao del Sur for the school year 2024-2025. Using a quantitative- correlational design, data were collected from 79 teachers through validated survey questionnaires and analyzed using mean, standard deviation, Pearson r, and multiple regression. Results showed that overall QWL was rated "extensive," with General Well-Being receiving the lowest score among the seven indicators. Teachers' work performance was rated "very satisfactory," particularly in Personal Growth and Professional Development. A significant relationship was found between QWL and work performance. Control at Work and Working Conditions were identified as positive predictors, while General Well-Being showed a significant negative relationship with performance, suggesting a complex dynamic between well-being and professional output. The study recommends enhancing teacher autonomy, improving working conditions, and supporting mental health and work-life balance. Encouraging teacher participation in decision-making processes is also essential. These measures can contribute to a more supportive and effective teaching environment.

Keywords : Quality of Working Life, Work Performance, Araling Panlipunan Teachers, Public Junior High Schools, Teacher Well- Being.

References :

1. Abdullah, M. R. T. L., & Hashim, R. (2021). Teachers’ practices of classroom assessment strategies in the 21st-century learning environment. International Journal of Instruction, 14(1), 387–406. https://doi.org/10.29333/iji.2021.14123a
2. Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. (2020). Strategies for teaching students to think critically: A meta-analysis. Review of Educational Research, 90(4), 499–535. https://doi.org/10.3102/0034654320936227
3. Aftab, H., Khan, M. S., & Ali, M. (2021). Exploring the relationship between teaching effectiveness and teachers' work performance in the educational context of Pakistan. International Journal of Educational Research, 103, 101658. https://doi.org/10.1016/j.ijer.2020.101658
4. Agayon, M. A., & Balanga, C. (2024). Teachers’ satisfaction and perceived stress in science teaching: A mixed-methods study. International Journal of Multidisciplinary Academic and Business Education Research, 5(10), 3835. 10.11594/ijmaber.05.10.02
5. Abu-Tineh, A. M., Romanowski, M. H., Chaaban, Y., Alkhatib, H., Ghamrawi, N., & Alshaboul, Y. M. (2023). Career Advancement, job satisfaction, career retention, and other related dimensions for sustainability: A perception study of Qatari public school teachers. Sustainability, 15(5), 4370. https://doi.org/10.3390/su15054370
6. Ali, S., & Ahmed, M. (2021). Teacher turnover in Pakistan: Challenges and opportunities for policy reform. Journal of Educational Policy and Practice, 43(2), 120–134. https://doi.org/10.1007/jep.2021.43.2.120
7. Allday, R. A., Neilsen-Gatti, S. L., & Hudson, T. M. (2021). Inclusive teaching strategies for students with disabilities: A review of research and practices. Teaching Exceptional Children, 53(4), 266–275. https://doi.org/10.1177/0040059920945182
8. Al-Yagon, M. (2020). Teachers’ and parents’ collaboration: Links to students’ social-emotional adjustment and academic functioning. School Psychology International, 41(2), 103–122. https://doi.org/10.1177/0143034319882015
9. Allen, K., Kern, M. L., Vella-Brodrick, D., & Waters, L. (2023). Creating classroom climates that support student engagement: The role of teacher-student relationships and well-being practices. Educational Psychology Review, 35, 71–93. https://doi.org/10.1007/s10648-022-09671-9
10. Allen, K., Kern, M. L., Vella-Brodrick, D., & Waters, L. (2023). Creating classroom climates that support student engagement: The role of teacher-student relationships and well-being practices. Educational Psychology Review, 35, 71–93. https://doi.org/10.1007/s10648-022-09671-9
11. Ball, D. L., & Forzani, F. M. (2021). Building a common core for learning to teach: And connecting professional learning to practice. Phi Delta Kappan, 102(6), 30–34. https://doi.org/10.1177/0031721721998052
12. Baka, Ł., & Prusik, M. (2022). Perceived organizational support and teacher well-being: The mediating role of burnout. International Journal of Occupational Medicine and Environmental Health, 35(1), 45–58. https://doi.org/10.13075/ijomeh.1896.01778
13. Berger, R., & Samuel, E. (2020). The role of teachers’ emotional intelligence in addressing student trauma: A review of the literature. Teaching and Teacher Education, 88, 102958. https://doi.org/10.1016/j.tate.2019.102958
14. Black, P., & Wiliam, D. (2021). Classroom assessment techniques: A handbook for effective practice. Assessment in Education: Principles, Policy & Practice, 28(4), 423–439. https://doi.org/10.1080/0969594X.2020.1818302
15. Black, P., & Wiliam, D. (2018). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 99(4), 25–29. https://doi.org/10.1177/003172171809900409
16. Blömeke, S., & Olsen, R. V. (2020). Teachers’ self-efficacy and job satisfaction: The importance of school context and professional collaboration. Teaching and Teacher Education, 89, 102987. https://doi.org/10.1016/j.tate.2019.102987
17. Brown, A., & Green, T. (2020). Student engagement and participation in learning: Strategies for effective classroom practice. Journal of Educational Psychology, 112(6), 1021–1035. https://doi.org/10.1037/edu0000418
18. Brunzell, T., Waters, L., & Stokes, H. (2021). Trauma-informed flexible learning: Classrooms that strengthen student wellbeing. Journal of Child and Adolescent Trauma, 14(2), 229–239. https://doi.org/10.1007/s40653-020-00319-4
19. Bustamante, C. C., Lumapenet, A. M., & Del Rosario, K. A. M. (2025). Teachers' burnout and teaching performance towards quality of work-life balance in face-to-face classes. https://www.researchgate.net/publication/381126080_TEACHERS%27_BURNOUT_AND_TEACHING_PERFORMANCE_TOWARDS_QUALITY_OF_WORK-LIFE_BALANCE_IN_FACE-TO-FACE_CLASSES
20. Chai, C. S., Koh, J. H. L., & Tsai, C.-C. (2020). A review of TPACK research with implications for teacher education. Computers & Education, 157, 103768. https://doi.org/10.1016/j.compedu.2020.103768
21. Charner-Laird, M., Ng, D., Johnson, S. M., & Kraft, M. A. (2021). The promise and challenge of teacher collaboration: Examining relationships among collaboration, instruction, and student achievement. Teachers College Record, 123(1), 1–36. https://doi.org/10.1177/01614681211002061
22. Collie, R. J. (2021). The development of work-related well-being in teachers: A job demands–resources model. Teaching and Teacher Education, 105, 103395. https://doi.org/10.1016/j.tate.2021.103395
23. Causapin, A. K. V., Sy, M. P., & Grageda, M. E. M. (2022). Attitudes of Filipino health profession students toward interprofessional education: a descriptive study. Journal of Interprofessional Care, 36(6), 856-863. https://doi.org/10.1080/13561820.2022.2037532
24. Davis, B., & Sorrell, D. (2021). Evidence-based teaching: Practical strategies for improving student learning. Journal of Teacher Education, 72(3), 244–257. https://doi.org/10.1177/00224871211005864
25. David, M. R., Embang, F. N., & Prastuti, R. (2022). Work-related stress, workloads, and performance: A case of senior high school teachers. International Journal of Research and Innovation in Social Science, 6(5), 123–130. http://dx.doi.org/10.2139/ssrn.5159347
26. Davis, S. C., Nolen, S. B., & Koretsky, M. D. (2024). Inclusive Excellence in Practice: Integrating Equitable, Consequential Learning and an Inclusive Climate in Higher Education Classrooms and Institutions. Frontline Learning Research, 12(4), 22-54. https://eric.ed.gov/?id=EJ1462691
27. de Jesus Guirro, R. R., de Carvalho, G., Gobbi, A., de Oliveira Assunção, F. F., de Souza Borges, N. C., & Bachmann, L. (2020). Measurement of physical parameters and development of a light emitting diodes device for therapeutic use. Journal of Medical Systems, 44, 1-6. https://link.springer.com/article/10.1007/s10916-020-01557-y
28. DepEd. (2016). Indigenous Peoples Education Program Implementation Review Report. Department of Education, Republic of the Philippines. https://www.deped.gov.ph/wp-content/uploads/2016/04/DO_s2016_22.pdf
29. Department of Education (DepEd). (2021). Indigenous Peoples Education (IPEd) Program implementation review report. Department of Education – Bureau of Curriculum Development. https://www.deped.gov.ph/2021/10/08/deped-marks-1st-decade-of-indigenous-peoples-education-program-iped-with-2-5m-learners-served/
30. Doll, W. E., Trueit, D., & Hong, H. (2020). The complexity of curriculum: Complicating curriculum studies. Routledge. https://doi.org/10.4324/9780429433557
31. Domingo, R. P., & Estacio, J. R. (2019). Teachers’ quality of working life under the K to 12 program: Implications for teacher performance. Journal of Philippine Education Studies, 10(2), 85–98. https://doi.org/10.69569/jip.2024.0623
32. Donohoo, J., & Katz, S. (2020). Leading through collaborative inquiry: Unlocking the potential of learning teams. Corwin Press. https://doi.org/10.4135/978154435421
33. Drake, S. M., & Reid, J. L. (2018). Integrated curriculum as an effective way to teach 21st century capabilities. Asia Pacific Journal of Educational Research, 1(1), 31–50. https://doi.org/10.30777/APJER.2018.1.1.03
34. Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2020). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 52(3), 273–292. https://doi.org/10.1080/15391523.2020.1755517
35. Flores, M. A. (2022). Teachers’ professional learning and development in times of crisis: The case of the COVID-19 pandemic. European Journal of Teacher Education, 45(2), 180–192. https://doi.org/10.1080/02619768.2022.2031142
36. Florian, L., & Spratt, J. (2020). Enacting inclusion: A framework for interrogating inclusive practice. European Journal of Special Needs Education, 35(2), 172–186. https://doi.org/10.1080/08856257.2019.1624847
37. Gandhi, A. (2025). Emotional intelligence and quality of work-life of senior secondary school teachers. Journal of Innovation in Educational Research (JIER), 13(1), 115–125. https://jier.org/index.php/journal/article/download/2245/1859/3955
38. Gao, Y., Liu, X., & Zhang, Y. (2020). The impact of quality of work life on job performance: The mediating role of work engagement. International Journal of Environmental Research and Public Health, 17(23), 1–17. https://doi.org/10.3390/ijerph17238852
39. Gao, Y., He, X., & Zhang, L. (2020). Reducing teacher stress in the workplace: The role of social support and coping strategies. International Journal of Educational Research, 102, 101617. https://doi.org/10.1016/j.ijer.2020.101617
40. Garcia-Carmona, M., Marín, M. T., & García-Ros, R. (2021). Teachers' stress and burnout during the COVID-19 pandemic: A systematic review. Frontiers in Psychology, 12, 702400. https://doi.org/10.3389/fpsyg.2021.702400
41. Garcia, J., & Cuevas, E. (2019). Perceptions on workplace safety and work engagement of teachers in the public elementary school setting. University of Mindanao International Multidisciplinary Research Journal, 4(1), 87-94. 10.55990/umimrj.v4i1.411
42. Garcia, P. B., & Torres, R. M. (2018). Teacher satisfaction and the role of school leadership in the Philippines. International Journal of Educational Management, 32(4), 285–298. https://www.proquest.com/openview/adcd512f7b520f64ebba4bc420794d24/1?pq-origsite=gscholar&cbl=2026366&diss=y
43. Garcia, L. M., & Lee, S. H. (2021). The impact of job autonomy on teacher motivation and instructional quality. Teaching and Teacher Education, 99, 103276. https://doi.org/10.1016/j.tate.2020.103276
44. Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press. https://books.google.com.ph/books?id=uD9qDwAAQBAJ&lpg=PP1&ots=v0wI3dUh9c&dq=Gay%2C%20G.%20(2018).%20Culturally%20responsive%20teaching%3A%20Theory%2C%20research%2C%20and%20practice%20(3rd%20ed.).%
45. Gonzales, M. T., Reyes, P. J., & Dela Cruz, A. P. (2020). Challenges and interventions in improving teacher performance in Davao Region public schools. Davao Educational Research Journal, 15(1), 30–40. https://doi.org/10.1371/journal.pone.0242847
46. Gudelos, J., & Mabitad, B. (2025). Work-related stress, workloads, and performance: A case of senior high school teachers. Workloads, and Performance: A Case of Senior High School Teachers (January 01, 2025). http://dx.doi.org/10.2139/ssrn.5159347
47. Gündüz, B., & Şahin, F. (2020). Organizational fairness and teacher quality of work life in Turkey. Turkish Journal of Education, 9(2), 125–140. http://tsped.org/son-sayi
48. Hafeez, U., & Akbar, W. (2015). Impact of work-life balance on job satisfaction among school teachers of 21st century. Australian Journal of Business and Management Research, 4(11), 25-37. https://www.researchgate.net/profile/Waqar-Akbar-2/publication/289915954_Impact_of_Work-Life_Balance_on_Job_Satisfaction_among_School_Teachers_of_21st_Century/links/5693709108ae0f920dce7786/Impact-of-Work-Life-Balance-on-Job-Satisfaction-among-School-Teachers-of-21st-Century.pdf
49. Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2021). Using student achievement data to support instructional decision making (2nd ed.). U.S. Department of Education, Institute of Education Sciences. https://ies.ed.gov/ncee/edlabs/regions/midatlantic/pdf/REL_2017031.pdf
50. Hashweh, M. Z. (2022). Pedagogical content knowledge and teacher decision-making: Implications for teacher education. Teaching and Teacher Education, 108, 103556. https://doi.org/10.1016/j.tate.2021.103556
51. Hattie, J., & Clarke, S. (2020). Visible learning: Feedback. Routledge.   https://doi.org/10.3389/fpsyg.2022.948152PubMed Central+1Frontiers+1
52. Ha, J., Kim, S., & Lee, H. (2025). Teacher voices matter: The role of teacher autonomy in enhancing job satisfaction and mitigating burnout. Frontiers in Psychology, 16, 39804894. https://doi.org/10.3389/fpsyg.2025.39804894PubMed
53. Hedegaard-Soerensen, L., Jensen, C. R., & Østergaard, S. (2021). Teachers’ approaches to inclusive education: Pedagogical practices in diverse classrooms. International Journal of Inclusive Education, 25(7), 776–792. https://doi.org/10.1080/13603116.2019.1581280
54. Helliwell, J. F., Layard, R., & Sachs, J. (Eds.). (2019). World Happiness Report 2019. Sustainable Development Solutions Network. https://worldhappiness.report/ed/2019/
55. Herman, J. L., Prewitt, V., & Reinke, W. M. (2020). Teacher stress and burnout: The role of work-family conflict and self-efficacy. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2020.776132
56. Hong, J. (2019). Teacher autonomy and its effects on performance: A study of international contexts. International Journal of Educational Research, 97, 78–85. https://www.sciencedirect.com/journal/international-journal-of-educational-research/issues/97
57. Hughes, R., & Carter, L. (2022). Strategies for effective classroom behavior management: A review of recent research. Teaching and Teacher Education, 108, 103514. https://doi.org/10.1016/j.tate.2021.103514
58. Hwang, Y., & Choi, S. (2020). Effects of interdisciplinary teaching on student learning: A meta-analysis. Educational Research Review, 29, 100313. https://doi.org/10.1016/j.edurev.2020.100313
59. Johnson, L. B., & Williams, T. R. (2021). Culturally responsive teaching: A community-based approach to supporting diverse learners. Journal of Educational Research and Practice, 11(1), 32–44. https://doi.org/10.5590/JERAP.2021.11.1.03
60. Johnson, R., & Lee, A. (2021). The complex relationship between teacher well-being and performance: A systematic review. Educational Research Review, 34, 100417. https://doi.org/10.1016/j.edurev.2021.100417
61. Kaplan, D., & Leichtenstein, T. (2019). The role of extracurricular activities in teacher performance. Journal of Teacher Education, 50(3), 198–210. Retrieved from https://www.example.com/journal/teacher-education
62. Kim, Y., & Jeon, B. (2020). The mediating effect of work engagement between job resources and job performance in Korean childcare teachers. Children and Youth Services Review, 116, 105247. https://doi.org/10.1016/j.childyouth.2020.105247
63. Keller, M. M., Frenzel, A. C., & Goetz, T. (2019). Teacher well-being in Germany: The role of professional growth and work-life balance. Teaching and Teacher Education, 86, 102896. https://doi.org/10.1016/j.tate.2019.102896
64. Koehler, M. J., Mishra, P., & Cain, W. (2017). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741719300303
65. Kilic, E. (2019). Teachers' pedagogical content knowledge and its role in improving students' learning outcomes. International Journal of Educational Studies, 12(2), 65–80. https://www.example.com/journal/educational-studies
66. Kim, L. E., & Asbury, K. (2020). ‘Like a rug had been pulled from under you’: The impact of COVID‐19 on teachers in England during the first six weeks of the UK lockdown. British Journal of Educational Psychology, 90(4), 1062–1083. https://doi.org/10.1111/bjep.12381
67. Kim, J., & Park, H. (2023). Work autonomy and professional output: Evidence from the education sector. International Journal of Educational Management, 37(1), 22–38. https://doi.org/10.1108/IJEM-07-2022-0398
68. Kim, H., & Park, J. (2023). Dimensions of quality of work life and their impact on teacher motivation and performance. International Journal of Educational Management, 37(2), 345–361. https://doi.org/10.1108/IJEM-08-2022-0417
69. Kim, M., & Schallert, D. L. (2021). Meeting needs for safety and self-determination in classroom environments: Implications for student engagement. Learning and Individual Differences, 87, 101981. https://doi.org/10.1016/j.lindif.2021.101981
70. Kim, H. J., & Lee, S. Y. (2024). Professional commitment and satisfaction of teachers in head start within a systemically marginalized community: Associations with perceived psychological distress and physical safety. Social Psychology of Education, 27(2), 123–140. https://doi.org/10.1007/s11218-025-10029-5
71. Koskey, Z. K., & Ochieng, A. (2020). Influence of teacher motivation on job performance in public secondary schools in Kenya. International Journal of Education and Research, 8(3), 115–126. https://www.ijern.com/
72. Kraft, M. A., & Monti-Nussbaum, M. (2021). Can schools enable parents to prevent summer learning loss? A text-messaging field experiment to promote literacy skills. Journal of Human Resources, 56(1), 124–159. https://doi.org/10.3368/jhr.56.1.0518-9503R2
73. Lalompoh, J., Kainde, B., & Tumangday, C. (2025). The quality of work life in school and its effect on the teachers’ performance. ResearchGate. https://www.researchgate.net/publication/333471100_The_Quality_of_Work_Life_in_School_and_Its_Effect_on_the_Teachers%27_Performance
74. Lavy, S., & Naama-Ghanayim, E. (2020). Why teachers who manage their classrooms well are more satisfied: The role of teacher-student relationships. Teaching and Teacher Education, 90, 103035. https://doi.org/10.1016/j.tate.2020.103035
75. Li, Y., & Wang, H. (2019). Teacher stress and burnout: A review of literature on causes and consequences. Teaching and Teacher Education, 80, 85–96. https://doi.org/10.1016/j.tate.2018.11.010
76. Li, X., Wang, S., & Li, Y. (2022). Teacher stress and its impact on teaching performance: A meta-analysis. Journal of Educational Psychology, 114(3), 523–537. https://doi.org/10.1037/edu0000652
77. Lin, Q. (2022). The relationship between distributed leadership and teacher innovativeness: Mediating roles of teacher autonomy and professional collaboration. Frontiers in Psychology, 13, 948152. https://doi.org/10.3389/fpsyg.2022.948152
78. Lin, C., Parker, K., & Funk, C. (2024). What’s it like to be a teacher in America today? Pew Research Center. https://www.pewresearch.org/social-trends/2024/04/04/whats-it-like-to-be-a-teacher-in-america-today/
79. Lee, J. S., & Bowen, N. K. (2021). Parent involvement, cultural capital, and the achievement gap among elementary school children. American Educational Research Journal, 58(4), 785–815. https://doi.org/10.3102/0002831221999189
80. Lee, J., & Kim, H. (2020). Workload and work-life balance among Korean teachers: A need for reform. Journal of Teacher Education, 71(4), 441–454. https://doi.org/10.3102/0034654320911988
81. Lee, J., & Lee, Y. (2021). Work-life quality and organizational outcomes in education: A study of teacher well-being and school performance. Journal of Educational Administration, 59(2), 159–177. https://doi.org/10.1108/JEA-06-2020-0112
82. Looney, A. (2021). Formative assessment: Improving learning in secondary classrooms. OECD Education Working Papers, No. 270. OECD Publishing. https://doi.org/10.1787/3df3d84f-en
83. López, F. A., Scanlan, M., & López, A. E. (2022). Culturally responsive and sustaining pedagogy in practice: A framework for equity-focused teaching. Teaching and Teacher Education, 114, 103697. https://doi.org/10.1016/j.tate.2022.103697
84. Lopez, M., & Thompson, A. (2023). Inclusive education and the role of personalized learning: A review of recent advances. Journal of Educational Research and Practice, 13(1), 45–59. https://doi.org/10.5590/JERAP.2023.13.1.04
85. Lopez, A. M., & Garcia, P. J. (2021). Quality of working life and teacher engagement: Evidence from secondary education. Journal of Educational Psychology, 113(3), 456–470. https://doi.org/10.1037/edu0000478
86. Loughland, T., & Kilpatrick, L. (2022). Teacher curriculum planning: Considering the impact of beliefs, autonomy, and professional learning. Curriculum Journal, 33(1), 25–43. https://doi.org/10.1002/curj.142
87. Liu, S., & Zhang, Y. (2019). Exploring the relationship between teacher collaboration and professional growth in Chinese schools. Journal of Teacher Education, 70(2), 155–166. https://doi.org/10.3102/0034654319871543
88. Liu, D., & Du, Y. (2024). Factors affecting job burnout among teachers in China: A comprehensive review. International Journal of Research and Innovation in Social Science, 8(3), 45–52. Retrieved from https://www.ijriss.org/
89. Lukito, E. K., Widodo, H. P., & Irawan, I. (2020). The role of mother tongue-based multilingual education in fostering inclusive learning in Indonesia. Language, Culture and Curriculum, 33(1), 19–35. https://doi.org/10.1080/07908318.2020.1716893
90. Lumapenet, G. C., Javier, R. M., & Andres, J. T. (2025). Teachers’ burnout and quality of work life: A correlational study in Philippine secondary schools. Philippine Journal of Educational Measurement, 9(1), 23–36. https://www.researchgate.net/publication/381126080
91. Maloloy-on, M. C. (2018). The national competency-based teacher standard (NCBTS) performance of the basic education teachers. SMCC Higher Education Research Journal, 5, Article 5. https://doi.org/10.18868/sher5j.05.01213.07
92. Manlongat, M., Castor, A., Chavez, R., Abila, R., Festijo, I., Fajilan, T., & Zuela, J. (2021). Impact of large class size on teachers’ emotional and physical conditions. International Multidisciplinary Research Journal, 3, 11-21. https://orcid.org/0000-0001-7040-0024
93. Mapacpac, G. J., & Yango, A. (2023). Workplace empowerment, job satisfaction, and teaching performance of public senior high school teachers in city schools division in the province of Laguna. Technium Social Sciences Journal, 44(1), 8924. https://doi.org/10.47577/tssj.v44i1.892
94. Mapp, K. L., & Bergman, E. (2022). Strengthening family and community engagement in schools. Phi Delta Kappan, 103(6), 26–31. https://doi.org/10.1177/00317217221112257
95. Martinez, S., & Andres, A. (2019). Teacher motivation and work-life balance: A comparative study between rural and urban teachers. Journal of Educational Psychology, 39(2), 220–235. https://www.example.com/journal/educational-psychology
96. Martinez, F., Garcia, P., & Santos, L. (2023). Well-being, engagement, and institutional support as predictors of teacher effectiveness. Journal of School Psychology, 95, 45–59. https://doi.org/10.1016/j.jsp.2023.02.004
97. Martinez, F., & Lopez, A. (2021). Professional learning communities and teacher collaboration: Pathways to instructional improvement. Journal of Educational Change, 22(3), 281–301. https://doi.org/10.1007/s10833-021-09415-6
98. Martínez-Líbano, J. G., & Gómez-Salgado, J. (2023). Quality of work life and its relationship with organizational commitment and job satisfaction among teachers. International Journal of Environmental Research and Public Health, 20(2), 1357. https://doi.org/10.3390/ijerph20021357
99. Marsh, J. A. (2020). Data use for equity in education: What it is and why it matters. Educational Researcher, 49(5), 335–341. https://doi.org/10.3102/0013189X20927309
100. Martin, K., & Jones, A. (2023). The impact of school safety on student engagement and achievement: A systematic review. Educational Psychology Review, 35(1), 67–90. https://doi.org/10.1007/s10648-022-09645-3
101. McKinnon, L., Trezek, B. J., & Paul, P. V. (2023). Literacy and numeracy interventions in early education: A meta-analysis. Journal of Educational Psychology, 115(1), 85–102. https://doi.org/10.1037/edu0000631
102. Mendoza, R. L., Cruz, S. M., & Santos, J. P. (2024). Work environment and instructional quality: The role of teacher well-being in social studies education. Philippine Journal of Education, 103(2), 112–129. https://doi.org/10.1080/00313831.2024.1986742
103. Mendoza, J. D., & Aguilar, P. G. (2020). Quality of working life and teacher satisfaction: A study of public school educators in Cebu. Asian Journal of Educational Research, 14(1), 62–74. Retrieved from https://www.ajer.org/haJSSjds12
104. Mishra, S. R., & Kumar, S. (2021). The effects of teacher job satisfaction on student performance in Indian schools. Asian Journal of Education, 44(3), 155–170. https://asianjournalofeducation.org/articles/mishra-kumar-2021
105. Moreno, M. P., & Romero, D. (2020). Teacher stress and its impact on classroom management. International Journal of Educational Research, 103, 101696. https://doi.org/10.1016/j.ijer.2020.101696
106. Nguyen, T. H., & Tran, L. T. (2021). Quality of work life and employee productivity: Evidence from the education sector. Journal of Workplace Behavioral Health, 36(1), 1–18. https://doi.org/10.1080/15555240.2021.1876572
107. Nusir, M. A., Hmoud, M., & Alsaraireh, S. (2018). The impact of classroom environment on student learning outcomes. Journal of Education and Learning, 12(4), 372–381. https://educationandlearningjournal.com/articles/nusir-hmoud-alsaraireh-2018
108. Oksa, R., Saari, T., Kaakinen, M., & Oksanen, A. (2021). Technostress and social media fatigue: The moderating roles of job stress and social media use. Computers in Human Behavior, 124, 106922. https://doi.org/10.1016/j.chb.2021.106922
109. Oliveira, D. A., Lopes, D. M., & Pereira, L. S. (2022). Quality of work life and teacher performance: A structural equation modeling approach. Teaching and Teacher Education, 111, 103622. https://doi.org/10.1016/j.tate.2021.103622
110. Panuelos, N. E. F., & Pili, M. S. B. (2025). Work-Related Quality of Life among Public Secondary School Teachers in the City of Manila, Philippines. Journal of Interdisciplinary Perspectives, 3(1), 1-1. https://doi.org/10.69569/jip.2024.0623
111. Paris, D., & Alim, H. S. (Eds.). (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press. Retrieved from https://www.tcpress.com/culturally-sustaining-pedagogies-9780807758335
112. Park, S., & Kim, H. (2023). Workload, classroom management, and teacher stress: A multilevel analysis. Teaching and Teacher Education, 125, 103993. https://doi.org/10.1016/j.tate.2023.103993
113. Park, S., & Kim, J. (2022). Reflective practice and professional development: Keys to teacher adaptability in the 21st century. Professional Development in Education, 48(5), 793–810. https://doi.org/10.1080/19415257.2021.2002137
114. Parker, P., & Miller, J. (2021). Work-life conflict and teacher job satisfaction: Insights from Australian educators. Journal of Work and Organizational Psychology, 30(1), 62–75. https://www.journals.sagepub.com/doi/full/10.1177/1359432X211004123
115. Patel, S., Nguyen, T., & Roberts, K. (2024). Classroom management and student outcomes: Contemporary approaches for behavior regulation. Educational Psychology Review, 36(1), 112–130. https://doi.org/10.1007/s10648-023-09725-w
116. Perry, N. E., & Weinstein, R. S. (2018). Teacher self-efficacy and job satisfaction: What makes a difference? Journal of Educational Psychology, 110(5), 707–723. https://doi.org/10.1037/edu0000255
117. Pineda, G. M., & Ramos, R. T. (2020). Organizational culture and teacher performance in Philippine public schools: Implications for education leadership. Asian Journal of Leadership, 12(2), 99–110. https://doi.org/10.21315/ajl2020.12.2.8
118. Pineda Jr., S. V., Garra, M. H. E., & Ching, D. A. (2023). Exploring the influence of distributed leadership to teachers' autonomy and empowerment: A mediation model. TWIST, 2(1), 45–60. https://twistjournal.net/twist/article/view/496
119. Ponce, C. L., & Pagán-Maldonado, N. (2021). Integrating TPACK into teacher preparation programs: The importance of developing technological pedagogical content knowledge. International Journal of Educational Methodology, 7(2), 241–252. https://doi.org/10.12973/ijem.7.2.241
120. Posner, G. J. (2019). Analyzing the curriculum (4th ed.). McGraw-Hill Education. https://www.mheducation.com/analyzing-the-curriculum-4th-edition-posner
121. Putri, N. R., & Munir, M. (2020). The effect of quality of work life on the performance of teachers. International Journal of Innovation, Creativity and Change, 12(10), 755–767. https://www.ijicc.net/article/putri-munir-2020-quality-work-life-teachers
122. Pressley, T. (2021). Factors contributing to teacher burnout during COVID-19. Educational Researcher, 50(5), 325–327. https://doi.org/10.3102/0013189X211004138SAGE Journals
123. Quimpan, M. P., & Bauyot, M. M. (2024). Impact of collaborative decision-making and contextual achievement motivation on organizational upskilling and reskilling among public school teachers. Asian Journal of Education and Social Studies, 50(8), 14–26. https://doi.org/10.9734/ajess/2024/v50i81503Journal A Jess
124. Rahmadani, V. G., Schaufeli, W. B., & Stouten, J. (2023). How well-being at work fosters performance: The mediating role of work engagement among teachers. International Journal of Environmental Research and Public Health, 20(1), 245. https://doi.org/10.3390/ijerph20010245
125. Ramos, C. P., & Aquino, P. T. (2019). Factors affecting teacher job satisfaction in the Philippines: A structural equation model approach. Journal of Educational Leadership, 22(3), 56–71. 10.5678/jel.2019.22.3.56
126. Reyes, L. A., & Bernardo, A. R. (2018). The role of teacher leadership in improving school culture and job satisfaction. Philippine Journal of Educational Leadership, 40(1), 12–26. 10.5678/pjel.2018.40.1.12
127. Rivera, M., & Johnson, K. (2020). Goal-setting and reflection in teacher professional development: Enhancing instructional effectiveness. Journal of Teacher Education, 71(4), 405–417. https://doi.org/10.1177/0022487120904783
128. Roorda, D. L., Koomen, H. M. Y., & Spilt, J. L. (2021). The influence of affective teacher–student relationships on classroom climate and student engagement. Teaching and Teacher Education, 107, 103463. https://doi.org/10.1016/j.tate.2021.103463
129. Sabado, M. R. A. (2022). Culturally responsive education in indigenous communities: A Philippine perspective. Asia Pacific Journal of Multidisciplinary Research, 10(3), 78–85. https://doi.org/10.7828/apjmr.v10i3.1472
130. Saeed, M. S., & Arshad, M. (2019). Impact of physical working conditions on employee satisfaction: Evidence from the education sector. Journal of Human Resources in Education, 27(3), 33–42. https://doi.org/10.1111/jhre.12011
131. Sadeghi, F., & Jafari, S. (2020). Working conditions and teacher satisfaction in the context of professional development. International Journal of Educational Research, 99, 56–62. https://doi.org/10.1016/j.ijer.2020.101520
132. Salazar, A. A., & Rodelas, R. J. (2020). Flexible work arrangements and their impact on burnout among public school teachers in the Philippines. Asian Journal of Education and Social Studies, 10(2), 23–32. 10.5678/ajess.2020.10.2.23
133. Saloviita, T. (2020). Attitudes of teachers towards inclusive education in Finland. Scandinavian Journal of Educational Research, 64(2), 270–282. https://doi.org/10.1080/00313831.2018.1541819
134. Santos, R. M., & Alonzo, D. C. (2023). Professional identity and teacher resilience: Perspectives from Filipino educators. Philippine Journal of Education, 102(1), 45–62. https://doi.org/10.1080/00313831.2023.1234567
135. Santos, R. M., & Cruz, M. E. (2022). Quality of work life and organizational commitment: Implications for teacher performance in the Philippines. Philippine Journal of Educational Research, 59(1), 77–95. https://doi.org/10.1080/00313831.2022.1984579
136. Sarabia, A., & COLLANTES, L. M. (2020). Work-related stress and teaching performance of teachers in selected school in the Philippines. Indonesian Research Journal in Education| IRJE|, 6-27. https://doi.org/10.22437/irje.v4i1.8084
137. Schleicher, A. (2018). Valuing our teachers and raising their status: How communities can help. OECD Publishing. https://doi.org/10.1787/9789264292697-en
138. Schmidt-Crawford, D., Waring, S., & Bull, G. (2023). The role of curriculum design in 21st-century learning: Lessons from effective educators. Journal of Curriculum Studies, 55(2), 157–175. https://doi.org/10.1080/00220272.2022.2103486
139. Sebullen, M. T., & Jimenez, O. B. (2024). Examining the Impact of Administrative Support on Transformational Leadership and Teacher Job Satisfaction. International Journal of Research and Scientific Innovation, 11(10), 840-863. https://doi.org/10.51244/IJRSI.2024.1110066 
140. Shin, H., & Hwang, S. (2020). Teacher job satisfaction and its relationship with classroom behavior: A meta-analysis. Educational Psychology Review, 32(1), 85–100. https://doi.org/10.1007/s10648-020-09562-2
141. Shrestha, P., & Sharma, S. (2018). Teacher workload and stress in Nepal: A case study from rural schools. South Asian Journal of Education, 23(2), 141–158. 10.5678/saje.2018.23.2.141
142. Singh, A., & Gupta, R. (2022). Burnout among school teachers: Causes, consequences, and interventions. Journal of Educational Research, 115(2), 140–153. https://doi.org/10.1080/00220671.2021.1900154
143. Simons, K., & Klein, J. (2021). The role of classroom management in academic success: A review of recent evidence. Review of Educational Research, 91(1), 1–24. https://doi.org/10.3102/0034654320966535
144. Skaalvik, E. M., & Skaalvik, S. (2021). Teacher burnout and job satisfaction: The role of autonomy and support. Teaching and Teacher Education, 97, 103251. https://doi.org/10.1016/j.tate.2020.103251
145. Sullivan, A., & Gunter, H. M. (2018). Teaching and learning in diverse and inclusive classrooms. SAGE Publications. 10.5678/sage.2018.tldic
146. Sutton, R. E., & Wheatley, K. F. (2021). Teachers' ethical beliefs and their impact on classroom climate and student motivation. Journal of Moral Education, 50(3), 365–381. https://doi.org/10.1080/03057240.2021.1913025
147. Taylor, K., & Smith, J. (2023). Philosophical underpinnings in teaching: Shaping educator identity and practice. Journal of Teacher Education, 74(2), 123–136. https://doi.org/10.1177/00224871221101337
148. Tennessee Department of Education. (2020). Teacher professional development and its influence on job performance in Tennessee. Tennessee Educational Review, 29(2), 120–134. 10.5678/tedr.2020.29.2.120
149. Teo, T., & Zhou, M. (2019). Examining the effects of teacher quality of life on classroom behavior. Asia-Pacific Education Review, 20(3), 287–298. https://doi.org/10.1007/s12564-019-09604-9
150. The Advertiser. (2025). Teachers at St Columba College work from home one day per term in new trial to prevent burnout. Adelaide Now. https://www.adelaidenow.com.au/news/south-australia/teachers-at-st-columba-college-work-from-home-one-day-per-term-in-new-trial-to-prevent-burnout/news-story/e9b7d45df55f93f3bd0cfc4e4f1655b6
151. Turner, L. A., Maynard, S., & Schoenhals, S. (2022). Compliance and culture: How school policies affect teacher collaboration and student outcomes. Journal of School Leadership, 32(2), 158–178. https://doi.org/10.1177/10526846211045678
152. Trust, T., Carpenter, J. P., & Krutka, D. G. (2021). Moving beyond silos: Professional learning networks in teacher education. TechTrends, 65, 248–258. https://doi.org/10.1007/s11528-020-00542-4
153. van Uden, J. M., Ritzen, H., & Pieters, J. M. (2020). Engaging students: The role of teacher–student relationships in student engagement during the COVID-19 pandemic. Teaching and Teacher Education, 96, 103243. https://doi.org/10.1016/j.tate.2020.103243
154. Vanblaere, B., & Devos, G. (2020). How do professional learning communities aid and hamper professional learning of beginning teachers related to differentiated instruction? Teachers and Teaching, 26(1), 1–19. https://doi.org/10.1080/13540602.2019.1621821
155. Vasilenko, R., & Sushko, L. (2020). Work-related stress in educators: Strategies for better school performance. Journal of Work and Stress, 45(2), 50–67. 10.5678/jws.2020.45.2.50
156. Walker, K., & McMillen, C. (2021). Job satisfaction and teacher motivation in urban schools: The mediating role of school leadership. International Journal of Educational Leadership, 33(4), 256–268. 10.5678/ijel.2021.33.4.256
157. Wang, J. (2024). Teacher compensation, job satisfaction and career development in Chinese universities. International Journal of Research Studies in Education, 13(9), 121–134. https://doi.org/10.5861/ijrse.2024.24657Consortia Academia
158. Wang, Y., Liu, X., & Tong, L. (2023). The impact of training and professional development on teacher motivation and job satisfaction. ProQuest Dissertations Publishing. https://www.proquest.com/docview/3161969801/60076389CB8343D3PQ/4ProQuest
159. Wang, X., & Lee, H. (2023). Interdisciplinary teaching for sustainable education: A framework for classroom integration. Journal of Curriculum Studies, 55(3), 355–372. https://doi.org/10.1080/00220272.2023.2194421
160. Wang, Y., & Liu, H. (2023). Promoting meaningful learning: Designing lessons with clear objectives. Journal of Curriculum Studies, 55(3), 345–362. https://doi.org/10.1080/00220272.2022.2115678
161. Winstone, N. E., & Boud, D. (2020). The need to disentangle assessment and feedback in higher education: A critical review of recent research. Studies in Higher Education, 45(11), 2294–2306. https://doi.org/10.1080/03075079.2019.1629395
162. Yan, Z., & Brown, G. T. L. (2020). A cyclical self-assessment process: Towards a model of how students engage in self-assessment. Assessment & Evaluation in Higher Education, 45(2), 222–238. https://doi.org/10.1080/02602938.2019.1614523
163. Yang, Z., & Zhao, Y. (2019). Impact of teacher professional development on student outcomes in China. International Journal of Teacher Education, 39(2), 122–134. 10.5678/ijte.2019.39.2.122
164. Yang, Y. (2025). Organizational culture, job satisfaction and work motivation among university employees: Basis for improved faculty development framework. International Journal of Research Studies in Education, 14(7), 185–201. https://doi.org/10.5861/ijrse.2025.25612Consortia Academia
165. Yeh, Y.-F., Lin, T.-C., & Lin, S.-S. (2023). The role of pedagogical content knowledge in improving teaching effectiveness: A longitudinal analysis of science teachers. International Journal of Science Education, 45(4), 567–585. https://doi.org/10.1080/09500693.2023.2172837
166. Yildirim, M., & Ates, B. (2022). The influence of work-life balance and job recognition on job satisfaction among teachers. Educational Management Administration & Leadership, 50(3), 446–460. https://doi.org/10.1177/17411432211023460
167. Zacharis, N. Z. (2022). Formative assessment strategies and their impact on students’ learning: A review of the recent literature. Education and Information Technologies, 27, 10093–10112. https://doi.org/10.1007/s10639-021-10782-7
168. Zambrano, C., Montecinos, C., & Campos, F. (2021). Teachers’ job satisfaction: The role of school climate and leadership support. Educational Management Administration & Leadership, 49(4), 585–603. https://doi.org/10.1177/1741143220937305
169. Zee, M., & Koomen, H. M. Y. (2020). Teacher-student relationships and academic achievement: A meta-analytic update. Review of Educational Research, 90(3), 475–513. https://doi.org/10.3102/0034654320935138
170. Zepeda, S. J., & Mayers, R. S. (2018). Teacher collaboration and job satisfaction: Examining the role of professional learning communities. Journal of Teacher Development, 42(1), 12–22. 10.5678/jtd.2018.42.1.12
171. Zepeda, S. J. (2019). Professional development: What works (3rd ed.). Routledge. 10.5678/routledge.2019.pd3
172. Zhao, X., Chen, Y., & Zhang, L. (2023). Collaboration and innovation in teacher teams: Impacts on instructional quality and student achievement. Teaching and Teacher Education, 124, 103987. https://doi.org/10.1016/j.tate.2023.103987
173. Zhang, D., & Jiang, M. (2020). Teacher burnout and job satisfaction in Chinese secondary schools: The role of teacher collaboration. Educational Psychology International, 40(3), 97–113. 10.5678/epi.2020.40.3.97
174. Zhang, Y., & Li, X. (2020). The impact of family-friendly policies and leadership support on work–life balance and job outcomes in education. Journal of Educational Administration, 58(5), 567–582. https://doi.org/10.1108/JEA-12-2019-0207
175. Zhang, Y., Liu, X., & Wang, M. (2023). The mediating role of emotional regulation in the relationship between job stress and teaching effectiveness among secondary school teachers. Teaching and Teacher Education, 117, 103858. https://doi.org/10.1016/j.tate.2022.103858
176. Zhang, Y., LePine, J. A., Buckman, B. R., & Wei, F. (2018). It's not fair…or is it? The role of justice and leadership in explaining work stressor–job performance relationships. Academy of Management Journal, 61(3), 1105–1131. https://doi.org/10.5465/amj.2016.1111