Abstract
Teaching is globally recognized as a high-stress, demanding profession in which teachers’ well-being critically determines instructional quality and student outcomes. In the Philippine context, educators face persistent challenges, including curricular instability, administrative overload, and constrained professional growth, which compound workplace demands (Agyapong et al., 2022). However, research on teachers’ well-being, particularly in secondary school settings and its relationship to job satisfaction, remains limited. To address this gap, this study assessed occupational well-being across affective, social, professional, cognitive, and psychosomatic dimensions, and job satisfaction across work environment, fringe benefits, and job responsibilities among secondary school teachers in a medium-sized school division in Central Philippines during the school year 2025–2026. The study employed a descriptive-correlational design and collected data through a validated questionnaire from 155 respondents, predominantly education graduates specializing in humanities, evenly distributed between junior and senior high school levels. Results indicate that secondary school teachers’ occupational well-being and job satisfaction are both high across all areas. The findings reveal significant differences in well-being and satisfaction when teachers are grouped by course taken, specialization, and grade level category. Moreover, Spearman’s correlation analyses confirm a strong positive relationship between occupational well-being and job satisfaction (rho = 0.745, p = 0.000). Hence, school administrators and policymakers are strongly recommended to implement targeted professional development programs and support systems tailored to teachers’ specific specializations and grade levels, as this approach can further enhance their already high levels of well-being and satisfaction.
Keywords: Occupational well-being, secondary school teachers, job satisfaction