Teaching Occupational Dynamism

Abstract

The teaching profession's dynamism emanates from the level of motivation of teachers in performing their school functions to which they are called to serve (Kao & Lin, 2015). However, even if teachers are highly qualified, they are not in their optimum well-being to perform their functions if there is no adequate support. Motivated and inspired teachers are important in providing quality education (Kim, 2011), hence the conduct of the study. The descriptive-correlation research design was utilized in the study to ascertain the teaching occupational dynamism of Bauang Noth District, Bauang, La Union, and the variables affecting occupational dynamism as a basis in the formulation of a. teacher wellness program. The data were obtained primarily through an adopted and validated questionnaire then triangulated with a focus group discussion (FGD). Appropriate descriptive and inferential statistical tools were utilized to manage the gathered. The results showed that the respondents' level of school performance in all areas was highly satisfactory and highly affected by their mental health, physical health, physical health, family-related concern, social and interpersonal concern, and financial health. Additionally, the respondents considered all areas of development as a high priority, giving more emphasis to their mental health and physical health. Meanwhile, the respondents' mental health was a significant predictor of their school performances and their school performance and priority for development were significantly related to the learning environment, curriculum and planning, assessment and reporting, and plus factor. Lastly, the respondents' school performance determinants and their priority for development were correlated significantly. The findings of the study provide an overview of how teachers are motivated and affected in the discharge of their duties and responsibilities. Thus, the designed teacher wellness program is strongly recommended for adoption in Bauang North District.