PROFESSIONAL COMMITMENT, EMOTION REGULATION, AND PSYCHOLOGICAL WELLBEING OF TEACHERS: A CAUSAL MODEL ON TEACHERS’ RESILIENCE IN PUBLIC SECONDARY SCHOOLS

Almie Catherine N. Asuro, Rinante L. Genuba

Abstract


This study examined the causal relationships among professional commitment, emotion regulation, psychological well-being, and resilience among public secondary junior high school teachers in Region XI. The study employed a quantitative non-experimental predictive design, with 400 teachers involved in the study who were selected by stratified random sampling. Data were analyzed using the following: Mean, Pearson Product-Moment correlation, multiple regression and structural equation modeling. The results indicated that professional commitment, psychological well-being, and resilience were rated as very high, and emotion regulation was rated as high among teachers. There were significant correlations between professional commitment, emotion regulation and psychological well-being and resilience. Psychological well-being was the strongest and most consistent predictor of resilience, and emotion regulation and professional commitment had the least interaction. Results add to the field of teacher well-being and teacher resilience by introducing an empirically supported model that could inform policies, teacher professional development, and institutional supports designed to support teacher psychological well-being, adaptive emotion regulation, teacher commitment, and work functioning in a way that ensures their sustainability. The study provides contextually appropriate and empirically grounded explanation of teacher resilience, with psychological well-being as its core foundation. The results of this study can help education leaders design wellness initiatives, mentoring programs, leadership that supports teachers, professional development opportunities, and practices that can ensure teachers stay in school, function well, ensure continuity of instruction and support the ongoing delivery of quality education in the complex and constantly evolving context of public schools.

Keywords


education, resilience, emotion regulation, professional commitment, psychological well-being, teachers, structural equation modeling, Department of Education, Davao Region, Philippines

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