Exploring Teacher Wellbeing and Performance through the Job Demands–Resources Theory Lens in Philippine Basic Education

The sudden transition to flexible and remote teaching during the pandemic reshaped the work environment of educators and highlighted the complex relationship between job demands, resources, wellbeing, and performance. This study aimed to explore how these factors interact among basic education teachers in a private Philippine university, guided by the Job Demands–Resources theory. A quantitative research design was employed using an online survey administered to teachers. Data were analysed through descriptive statistics, correlation, and multiple linear regression using Jamovi. The results revealed that high workload, ambiguity, and uncertainty negatively influenced teachers’ cognitive and affective wellbeing, while remuneration, participative leadership, and collegial support enhanced their wellbeing and satisfaction. Interestingly, job demands did not significantly affect performance, suggesting that resilience, intrinsic motivation, and professional commitment sustained teaching quality despite contextual challenges. Remuneration emerged as the strongest predictor of classroom performance, underscoring the motivational power of fair compensation. The study contributes to the understanding of teacher wellbeing in flexible learning contexts and highlights the importance of supportive leadership and equitable systems in sustaining educational quality in times of transition and beyond.

DOI: https://doi.org/10.64233/YVMQ4681