Linking School Climate, Mental Wellbeing, and Job Satisfaction of Public Elementary School Teachers: Basis for District-Based Learning Action Cell

AUTHOR(S)

GEOZYBEL C. TURTOGA JESELYN S. ESTILLORE ELVIRA A. ARCANA RAQUEL A. BAURA

ABSTRACT

—— This study examined the relationship between school climate, mental wellbeing, and job satisfaction of public elementary school teachers, aiming to provide a basis for a district-based Learning Action Cell professional development program. The descriptive-correlational research design was employed, involving a stratified random sample of 124 teachers from four public elementary schools. Data were gathered using structured questionnaires measuring perceived school climate, mental wellbeing using the PERMA model, and job satisfaction in terms of work environment, professional growth, interpersonal relationships, and recognition. Descriptive statistics, Pearson correlation, and normality testing were utilized to analyze the data. Results revealed that teachers generally perceived a positive school climate, characterized by physical safety, discipline, strong peer cohesion, and attachment to the school, while verbal aggression and antisocial norms were minimal. Teacher mental wellbeing was rated high across the PERMA dimensions, indicating frequent positive emotions, strong engagement, meaningful work, supportive relationships, and a sense of accomplishment. Job satisfaction was also positively perceived, particularly in interpersonal relationships, recognition, and motivation. Significant relationships were found between the profile of respondents—particularly their educational attainment and years of teaching experience—and their perceptions of school climate, mental wellbeing, and job satisfaction. Moreover, a strong positive relationship was identified among school climate, teacher mental wellbeing, and job satisfaction, suggesting that a supportive and safe environment contributes to overall professional satisfaction. Based on these findings, a professional development program focusing on classroom management, mental wellbeing, collaboration, professional growth, and recognition was proposed to strengthen teacher competencies and enhance workplace satisfaction. Implementation of such interventions through a Learning Action Cell is expected to sustain teacher motivation, promote positive school climate, and ultimately improve student outcomes. Keywords — School Climate, Teacher Mental Wellbeing, Job Satisfaction, Professional Development, Learning Action Cell