THE MEDIATING EFFECT OF PROFESSIONAL DEVELOPMENT ON THE RELATIONSHIP BETWEEN WELL-BEING AND ENGAGED TEACHERS
Abstract
The primary aim of the study is to find out the significance of the mediating effect of professional development on the relationship between well-being and engaged teachers. Utilizing a correlational technique as well as a quantitative non-experimental and mediation research design, data were obtained from 300 public elementary school teachers working in Baganga North and South districts, Davao Oriental. The researcher used a universal sampling technique and the statistical tools mean, Pearson r, and path analysis. From the results of the study, it was found that there are very high levels of well-being, engaged teachers, and professional development. In addition, there are significant relationships between well-being and engaged teachers, well-being and professional development, and professional development and engaged teachers. Lastly, professional development has a partial mediating effect on the relationship between well-being and engaged teachers. The findings of this study contribute to the existing body of knowledge on well-being, engaged teachers, and professional development in education.
SDG #4: Quality Education
Keywords
Full Text:
PDFReferences
Abdelaziz, F. B., Chen, Y. T., & Dey, P. K. (2024). Supply chain resilience, organizational well-being, and sustainable performance: A comparison between the UK and France. Journal of Cleaner Production, 444. Retrieved from https://www.sciencedirect.com/science/article/abs/pii/S0959652624006620
Angelini, G., Mamprin, C., Borrelli, I., Santoro, P. E., Gualano, M. R., Moscato, U., & Fiorilli, C. (2024). Engaged teachers and well-being: the mediating role of burnout dimensions. Health Psychology and Behavioral Medicine, 12(1), 2404507. Retrieved from https://www.tandfonline.com/doi/full/10.1080/21642850.2024.2404507#abstract
Avron, H., Kapralov, M., Musco, C., Musco, C., Velingker, A., & Zandieh, A. (2019). A universal sampling method for reconstructing signals with simple Fourier transforms. In Proceedings of the 51st Annual ACM SIGACT Symposium on Theory of Computing (pp. 1051-1063). https://doi.org/10.1145/3313276.3316363
Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173. https://doi.org/10.1037//0022-3514.51.6.1173
Basak, R., & Basu, S. K. (2024). Teachers’ engagement in the academic motivation of school students. International Journal on Biological Sciences 15(1). Retrieved from https://www.researchgate.net/publication/383313058_TEACHERS_ENGAGEMENT_IN_ACADEMIC_MOTIVATION_OF_SCHOOL_STUDENTS
Bergdahl, N., & Hietajärvi, L. (2022). Social engagement in distance-, remote-, and hybrid learning. Journal of Online Learning Research, 8(3), 315-342. Retrieved from https://www.learntechlib.org/p/221444/
Chaitanya, G., & Tevari, P. (2024). Path analysis: An overview and its application in social sciences. International Journal of Extension Education and Social Development. Retrieved from https://www.academia.edu/118620555/Path_analysis_An_overview_and_its_application_in_social_sciences
Chow, C. (2022). Professional development program addressing teachers’ well-being: A natured-based intervention approach. Northwestern College. Retrieved from https://nwcommons.nwciowa.edu/cgi/viewcontent.cgi?article=1437&context=education_masters
Cliffs Notes. (2013). Descriptive/correlational research. Companion Website for Educational Research. Retrieved from https://www.cliffsnotes.com/study-guides/psychology/psychology/research-methods-in-psychology/descriptivecorrelational-research
Collie, R. J. (2014). Teacher well-being. Building Better Schools with Evidence-Based Policy, 169. Retrieved from https://www.aeuvic.asn.au/sites/default/files/2023-10/PV_2021_14.2_Complete.pdf#page=30
Dang, T. T. D., Scull, J., & Chowdhury, R. (2022). Engagement with a sequence of feedback-correction: A case study of secondary school students in Vietnam. International Journal of Instruction, 15(1), 1025-1044. Retrieved from https://www.e-iji.net/dosyalar/iji_2022_1_58.pdf
Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands–resources model of burnout. J. Appl. Psychol. 86, 499–512. https://pubmed.ncbi.nlm.nih.gov/11419809/
Farhah, I., Saleh, A. Y., & Safitri, S. (2021). The role of student-teacher relationship to teacher subjective well-being as moderated by teaching experience. Journal of Education and Learning (EDULEARN), 15(2), 267-274. Retrieved from https://edulearn.intelektual.org/index.php/EduLearn/article/view/18330
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: the broaden-and-build-theory of positive emotions. Am. Psychol. 56, 218–226. https://doi.org/10.1037//0003-066x.56.3.218
García-Álvarez, D., Soler, M. J., Cobo-Rendón, R., & Hernández-Lalinde, J. (2023). Teacher professional development, character education, and well-being: multicomponent intervention based on positive psychology. Sustainability, 15(13), 9852. Retrieved from https://www.mdpi.com/2071-1050/15/13/9852
Guattari, F. (2000). The three ecologies. Trans. Ian Pindar & Paul Sutton, London & New Brunwick, NJ: The Athlone Press. Retrieved from https://books.google.ro/books/about/The_Three_Ecologies.html?id=RGXUAwAAQBAJ&redir_esc=y
Gülsen, F. U., & Çelik, Ö. (2021). Secondary school teachers' effective school perception: The role of school culture and teacher empowerment. International Journal of Progressive Education, 17(5), 332-344. Retrieved from https://eric.ed.gov/?id=EJ1318844
Hellbusch, J. (2022). Engagement is everything: Principals' perceptions of their role in teacher engagement. Retrieved from https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1360&context=cehsedaddiss
Hişmanoğlu, M., & Hişmanoğlu, S. (2010). English language teachers’perceptions of educational supervision in relation to their professional development: A case study of Northern Cyprus. Novitas-ROYAL (Research on Youth and Language), 4(1), 16-34. Retrieved from https://www.ajindex.com/dosyalar/makale/acarindex-1423909847.pdf
Holles, C. E. (2023). Faculty-student interaction and well-being: The call for care in higher education. International Journal of TESOL Studies, 5(3). Retrieved from https://www.tesolunion.org/attachments/files/4NTFIEYTFICNMVL6NJAX1MJLKAM2Q5EMTMXEMWNI5MGY56ZTQ29MDQ06YTI26ZTNM1ZTY05ODU5FOTM31ODUW1NZQ1ELJE54NDEW2MJGZ6LJYZ.pdf
Ilgan, A., Aktan, O., & Akram, M. (2023). Professional development measuring the relationship among professional development activities, teacher leadership, and life satisfaction: Professional development activities. Journal of Education and Educational Development, 10(1), 26-49. https://files.eric.ed.gov/fulltext/EJ1396846.pdf
Islami, R. A. Z., Anantanukulwong, R., & Faikhamta, C. (2022). Trends of teacher professional development strategies: A systematic review. Shanlax International Journal of Education, 10(2), 1-8. Retrieved from https://files.eric.ed.gov/fulltext/EJ1328203.pdf
Ji, Y. (2023). Factors affecting teachers’ engagement in continuing professional development. European Proceedings of International Conference on Education and Educational Psychology. Retrieved from https://www.europeanproceedings.com/article/10.15405/epiceepsy.23124.1
Kahn, W. A. (1990). Psychological conditions of personal engagement and disengagement at work. Acad. Manag. J. 33, 692–724. https://doi.org/10.2307/256287
Kelly, C. L., Brock, L. L., Swanson, J. D., & Russell, L. W. (2022). Teacher engagement scale for professional development. Journal of Educational Issues, 8(1), 261-278. Retrieved from https://www.researchgate.net/publication/360079909_Teacher_Engagement_Scale_for_Professional_Development
Klassen, R. M., Yerdelen, S., & Durksen, T. L. (2013). Measuring teacher engagement: development of the engaged teachers scale (ETS). Frontline Learning Research, 1(2), 33-52. Retrieved from https://eric.ed.gov/?id=EJ1090832
McMillan, J. (2010). Non-experimental quantitative research. 4th Edition. Retrieved from https://books.google.ro/books/about/Understanding_and_Evaluating_Educational.html?id=o-NPPgAACAAJ&redir_esc=y
Lozano, J. L. H., Calanza, M. K. S., Ramos, J. B. M., Baladsikan, H. A., Sinoy, K. G. B., Tagem, M. B., & Decena III, J. T. (2024). Workplace well-being and work engagement of carenderias employees in Brgy. New Isabela Tacurong City. https://www.researchgate.net/publication/381158550_WORKPLACE_WELL-BEING_AND_WORK_ENGAGEMENT_OF_CARENDERIAS_EMPLOYEES_IN_BRGY_NEW_ISABELA_TACURONG_CITY
MacKinnon, D. P. (2008). Introduction to Statistical Mediation Analysis. New York: Erlbaum. Retrieved from https://doi.org/10.4324/9780203809556
McMillan, J., & Wergin, J. (2010). Understanding and evaluating educational research, 4th Edition. Upper Saddle River: Pearson Prentice Hall. Retrieved from https://books.google.ro/books/about/Understanding_and_Evaluating_Educational.html?id=o-NPPgAACAAJ&redir_esc=y
Morrow, M. K. (2021). Measuring Employee Engagement. Retrieved from https://ziptraining.com/employee-engagement/measuring-employee-engagement.html
Mousavi, O., Taleb, Z., & Kalantari, M. (2022). Predicting organizational well-being based on leadership style: A structural model study. Iranian Evolutionary Educational Psychology Journal, 4(4), 42-50. Retrieved from https://ieepj.hormozgan.ac.ir/article-1-630-en.pdf
Nguyen, D. & Ng, D. (2020). Teacher collaboration for change: Sharing, improving and spreading. Professional Development in Education, 46(4), 638-651. Retrieved from https://www.tandfonline.com/doi/full/10.1080/19415257.2020.1787206
Ornaghi, V., Conte, E., & Cavioni, V. (2024). Supporting teachers' professional growth and wellbeing in the field of social and emotional learning. Policy recommendations for decision-makers and stakeholders. Teaching To Be. Retrieved from https://www.researchgate.net/publication/380930189_Supporting_Teachers'_Professional_Growth_and_Wellbeing_in_the_Field_of_Social_and_Emotional_Learning_Policy_Recommendations_for_Decision-makers_and_Stakeholders
Oroye-Okpoudhu, R. Z. (2025). Teachers’ engagement in professional development and its impact on students’ academic performance in public secondary schools in Delta State, Nigeria. International Journal of Academic Multidisciplinary Research (IJAMR), Vol. 9 Issue 8. http://ijeais.org/wp-content/uploads/2025/8/IJAMR250805.pdf
Patidar, J. (2013). Non-experimental research design. Retrieved from http://www.slideshare.net/drjayesshpatidar/nonexperimental-research-design
Pimploi, T., Patsara, S., Li, H., & Aongart, A. (2020). The influence of work-related supports on employee engagement in the pharmaceutical industry in Thailand. Systematic Review Pharmacy, 11(2), 576-585. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=09758453&AN=144470620&h=yAvadvIlDiPxqmdY9AePIsn%2FgIYcB7q5zTUewyAayFfbqDim44zwVIzg2KhG5IakLL4w92jRuScPnw4vUmWBBg%3D%3D&crl=c
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68. https://doi.org/10.1037//0003-066x.55.1.68
Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and Teacher Education, 101, 103305. Retrieved from https://www.sciencedirect.com/science/article/abs/pii/S0742051X21000299
Saucier, D. A., Miller, S. S., Jones, T. L., & Martens, A. L. (2022). Trickle down engagement: Effects of perceived teacher and student engagement on learning outcomes. International Journal of Teaching and Learning in Higher Education, 33(2), 168-179. Retrieved from https://isetl.org/ijtlhe/pdf/IJTLHE3984.pdf
St. Olaf College (2024). Sample size. Institutional Effectiveness and Assessment. Retrieved from https://wp.stolaf.edu/iea/samplesize/#:~:text=For%20populations%20under%201%2C000%2C%20a,ensure%20representativeness%20of%20the%20sample
Sudibjo, N., & Riantini, M. G. D. (2023). Factors affecting teachers’ work engagement: The case of private school teachers in Jakarta Metropolitan, Indonesia. REICE: Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 21(1), 119-138. Retrieved from https://dialnet.unirioja.es/servlet/articulo?codigo=8833457
Tarraya, H. O. (2023). Teachers' workload policy: Its impact on Philippine public school teachers (Public policy analysis and review). Online Submission. Retrieved from https://files.eric.ed.gov/fulltext/ED629465.pdf
Trolian, T. L., Archibald, G. C., & Jach, E. A. (2022). Well-being and student–faculty interactions in higher education. Higher Education Research & Development, 41(2), 562-576. Retrieved from https://www.researchgate.net/publication/346692949_Well-being_and_student-faculty_interactions_in_higher_education
United Nations. (2024). Sustainable development goals. Department of Economic and Social Affairs. Retrieved from https://sdgs.un.org/goals/goal4
Wang, J., Zhang, X., & Zhang, L. J. (2022). Effects of teacher engagement on students’ achievement in an online English as a foreign language classroom: The mediating role of autonomous motivation and positive emotions. Frontiers in Psychology, 13. Retrieved from https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.950652/full
Zakaria, Z., Don, Y., & Yaakob, M. F. M. (2021). Teachers' well-being from the social psychological perspective. International Journal of Evaluation and Research in Education, 10(2), 641-647. Retrieved from https://files.eric.ed.gov/fulltext/EJ1299271.pdf
Zhao, Q. (2022). On the role of teachers’ professional identity and well-being in their professional development. Frontiers in Psychology, 13. Retrieved from https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.913708/full
Zhong, Y., & Li, S. (2020). The influence of online teachers’ teaching engagement on students’ learning performance: From the perspectives of teachers and students. Open Educ. Res., 26, 99–110. Retrieved from https://journals.sagepub.com/doi/abs/10.1177/10567879241276851
DOI: http://dx.doi.org/10.46827/ejes.v13i7.6802
Refbacks
- There are currently no refbacks.
Copyright (c) 2026 Marlyn B. Cago, Rinante L. Genuba
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2015-2026. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
