Thesis Final With Questionnaire

CENTRAL PHILIPPINES STATE UNIVERSITY
Graduate School-Cauayan Campus

Poblacion, Cauayan, Negros Occidental
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CHAPTER 1
INTRODUCTION
Background of the Study
The landscape of Philippine education underwent a
transformation with the enactment of Republic Act 10533,
commonly referred to as the K-12 law or the Enhanced Basic
Education Act of 2013. This law brought about significant
changes in educational programs, teacher preparation, and
curricula, creating a need for an intricate interplay of
instructional experiences, self-care practices, and
professional development initiatives.
As the new curriculum took shape, educators found
themselves navigating a complex environment. From delivering
six hours of daily instruction to shouldering
administrative, managerial, and support responsibilities,
teachers are increasingly burdened with comprehensive roles.
This multiplicity of duties often hides the fundamental
metrics of their experiences.
One crucial element frequently overlooked in the
relentless pursuit of educational excellence is teacher
self-care. While educators dedicate tremendous effort to
their work, the toll on their mental well-being often
remains unaddressed. Research by Thomas and Morris (2017)

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underscores the concerning reality—more than 40% of teachers
grapple with daily stress intensified by resource
constraints, student behavior challenges, and the demands of
standardized exams. Mismanagement of this stress can lead to
burnout and contribute to the high turnover rate in the
education sector.
Despite the critical role that teaching experiences,
self-care practices, and teaching performance play in
shaping the lives and careers of educators, there exists a
substantial gap in the researcher’s understanding of the
complex relationships among these factors. To bridge this
gap, the present study seeks to explore the complex
interplay of teaching experiences, self-care practices, and
performance among public elementary school teachers in the
District of Cauayan. In this unique educational context, the
objective is to provide the groundwork for a comprehensive
intervention plan tailored to the specific needs of
educators, aiming to enhance their well-being, professional
development, and the quality of education imparted to future
generations.
Statement of the Problem
This study aimed to ascertain the relationship
between teaching experiences, self-care practices, and
career stages among teachers in the district of Cauayan

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Cluster 1 in the school year 2022-2023.
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Specifically, this study aimed to answer the following
questions:
1. What is the level of respondent’s teaching experiences
as a whole and in terms of the following categries:
1.1. Professional development;
1.2. Teacher appraisal and feedback;
1.3. Teaching experiences, beliefs and attitudes; and
1.4. School management?
2. What is the level of respondent’s self-care practices
as a whole and in terms of the following categories:
2.1. Mindful relaxation;
2.2. Physical care;
2.3. Self-compassion and purpose;
2.4. Supportive relationships;
2.5. Supportive structure; and
2.6. Mindful awareness?
3. What is the level of respondent’s performance as a
whole and in terms of the following categories:
3.1. Content knowledge and pedagogy;
3.2. Learning Environment & Diversity of Learners;
3.3. Curriculum Planning;
3.4. Assessment and Reporting; and
3.5. Personal Growth and Professional Development?

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4. Is there a significant relationship between

respondent’s
teaching experiences and self-care practices?
5. Is there a significant relationship between teaching
experiences and performnce?
6. Is there a significant relationship between self-care
practices and performance?
7. Based on the findings, what intervention plan can be
suggested?
Hypotheses
Based on the foregoing research questions, the
following hypotheses were drawn:
1. There is no significant relationship between
respondent’s teaching experiences and self-care
practices.
2. There is no significant relationship between teaching
experiences and performance.
3. There is no significant relationship between self-care
practices and performance.

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Theoretical Framework
The foundation of this research was anchored on three
different theories: Experiential Learning Theory of David
Kolb developed in 1984, Goal-setting Theory developed by
Edwin Locke and Gary Latham in 1968, and Self-care Deficit
Theory developed by Dorothea Orem in 1980. These theories
will be used to explain the manifested perceptions of
teachers towards the teaching experiences, performance, and
self-care practices in the midst of doing their functions as
navigators of child development in educational setting.
Kolb Experiential Learning Theory
The theoretical foundation of this research is firmly
grounded in David Kolb's Experiential Learning Theory, which
was developed in 1984. This theory is utilized to explain
teachers' perceptions regarding their teaching experiences,
performance, and self-care practices as they navigate the
realm of child development within educational settings.
David Kolb's Experiential Learning Theory posits that
knowledge is created through the transformation of
experiences. It emphasizes how experiences, comprising
cognitive, environmental, and emotional elements, profoundly
influence the learning process. The theory suggests that
learning is a result of the integration of grasping and
transforming experiences. In the context of this study, it

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is applied to establish that teachers' experiences in the
classroom significantly impact their transformation and
learning processes. This theory underscores how teachers'
knowledge can be reshaped through experiences, observation,
and reflection, particularly among adults seeking to make
meaningful changes in their educational practices.
The use of the Experiential Learning Theory provides a
strong foundation for understanding how teachers' teaching
experiences impact their development as educators. This
theory is well-suited to elucidate the transformative nature
of teaching experiences and their influence on the
professional growth of teachers, aligning with the study's
objectives.
By concentrating on the Experiential Learning Theory,
this research can offer a more in-depth analysis and
interpretation of the interplay between teaching
experiences, self-care practices, and performance among
teachers. It provides a robust theoretical lens through
which to examine the complex relationship between these
elements in the Philippine educational context.

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Conceptual Framework
The conceptual framework of this study explores the
intricate relationship between teaching experiences, self-
care practices, and performance, ultimately leading to the
development of an intervention plan. The dependent variables
include four dimensions of teaching experiences:
professional development, teacher appraisal and feedback,
teaching experiences, beliefs, and attitudes, and school
management. These dimensions examine the growth, evaluation,
beliefs, and management's role in teachers' professional
journeys. Self-care practices consist of six subdimensions:
mindful relaxation, physical care, self-compassion and
purpose, supportive relationships, supportive structure, and
mindful awareness, focusing on teacher well-being.
The independent variable, performance, comprises five
components: content knowledge and pedagogy, learning
environment and diversity of learners, curriculum planning,
assessment and reporting, and personal growth and
development, gauging teacher effectiveness and contributions
to student learning outcomes. The output of this study is an
intervention plan, a practical roadmap to enhance specific
areas within teaching experiences, self-care practices, and
performance, improving teacher well-being and effectiveness,
ultimately benefiting educators and students, and advancing

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the Philippine educational landscape.
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Schematic Diagram
DV IV OUTPUT
PERFORMANCE
Figure 1. Paradigm of the variables of the study

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Scope and Limitation of the Study
This study focused on the relationship of teaching
experiences, self-care practices and performance of teachers
in the District of Cauayan Cluster 1 in the School Year
2022-2023. Employing a correlational research design with a
survey method, the study included the entire population of
elementary school teachers in the district, demonstrating a
total enumeration approach to ensure comprehensive coverage
of participants.
To measure the variables under investigation, the study
utilized three key instruments. The Teacher Questionnaire,
adapted from the Organization for Economic Cooperation and
Development (OECD) Teaching and Learning International
Survey (TALIS) (2017), allowed for an in-depth exploration
of teachers' experiences within school and classroom
settings. The Mindful Self-care Scale, adapted from Cook-
Cottone and Guyker (2018), facilitated the quantification of
self-care practices among teachers. Additionally, the
Positive Goal Discrepancy Scale, adapted from Akmal et al.
(2021), was employed to assess teachers' career goals.
It is important to recognize the limitations of this
study. The findings and conclusions drawn from this research
are specific to the elementary school teachers in the
District of Cauayan, Cluster 1, for the academic year 2022-
2023. The generalizability of the results is constrained to

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this group of respondents, and this defined time frame.
However, these findings can serve as a valuable basis for
future studies conducted at different times and in other
school districts and municipalities. This is particularly
significant as it opens the possibility of identifying
patterns of similarity in the relationships between teaching
experiences, performance, and self-care practices of
teachers, enhancing the body of knowledge in the field.
Significance of the Study
This study was noteworthy to the following:
Schools Division Superintendent. This study will be
significant to the Schools Division Superintendent to design
and promote programs providing a safe and quality school
environment that advocates adequate health and safety
policies, strong communication and management practices,
professional support, adopt initiative and regularly promote
mental wellbeing for teachers.
Education Program Specialists. This study is equally
significant to the Education Program Specialists to give
opportunities to teachers to gain practical teaching
experience and professional gains for a career in education.
Public School District Supervisor. This study is also
important to Public School District Supervisors to oversee

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the implementation of the programs providing a safe and
quality school environment that advocates adequate health
and safety policies, strong communication and management
practices, professional support, adopt initiative and
regularly promote mental wellbeing for teachers.
School Heads. This study is also equally important to
school heads to implement programs providing a safe and
quality school environment that advocates adequate health
and safety policies, strong communication and management
practices, professional support, adopt initiative and
regularly promote mental wellbeing for teachers.
Teachers. This study is equally important to teachers
to support the mental health of all students in the
classroom and school, not just individual students who may
exhibit behavioral issues by educating staff, parents, and
students on symptoms of and help for mental health problems;
promote social and emotional competency and build
resilience; help ensure a positive, safe school environment;
teach and reinforce positive behaviors and decision-making;
encourage helping others; encourage good physical health;
and help ensure access to school-based mental health
supports.
Researchers. Future researchers may conduct similar
studies on the relationship between teaching

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experiences, career goals, and self-care practices of
teachers in the future.
Definition of Terms
The following conceptual and operational definitions of
the terminology used in this study have been provided for
your convenience.
Career stage. Career stage refers to the classification
of teachers into distinct phases – Beginning, Proficient,
Highly Proficient, and Distinguished – based on specific
criteria and indicators established by the Professional
Standards for Teachers and aligned with Department Order No.
42, issued in 2017. These stages provide a conceptual
framework for assessing teachers' professional growth,
expertise, and their contributions to the education sector
(Department of Education, 2017).
Operationally, the career stage is determined by
evaluating teachers' performance and professional
development against the criteria and indicators outlined in
the Professional Standards for Teachers and Department Order
No. 42. Teachers' progression from one career stage to
another is based on their demonstrated competence,
effectiveness, and their ability to meet the established
standards and guidelines for each stage.

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Mindful awareness. According to the US Veterans Affairs
in 2023, mindful awareness is the practice of paying
attention in a certain way—on purpose, in the here and now,
and without passing judgment—which makes it easier to be
aware of thoughts and feelings.
Operationally, mindful awareness pertains to the
cognitive and emotional state in which individuals,
particularly teachers, consciously focus on their thoughts,
emotions, bodily sensations, and the immediate environment.
It involves practicing non-judgmental observation of one's
experiences and maintaining full attention on the present
moment. Operational indicators for mindful awareness may
include self-reported measures of mindfulness, engagement in
mindfulness practices, and the ability to remain fully
conscious and non-reactive to internal and external stimuli.
This term is central to assessing the self-care practices of
teachers in the study.
Mindful relaxation. Mindful relaxation is a type of
meditation in which you focus on being intensely aware of
what you're sensing and feeling in the moment, without
interpretation or judgment (Mayo Clinic, 2023).
In this study, it denotes the practice of consciously
engaging in relaxation techniques, such as deep breathing
exercises, progressive muscle relaxation, or guided
meditation, while maintaining a mindful and non-judgmental

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awareness of the experience. Mindful relaxation may involve
self-reported measures of how frequently individuals engage
in relaxation practices with mindfulness, their ability to
stay present during relaxation exercises, and perceived
levels of relaxation and stress reduction achieved through
these practices. This term is pivotal in assessing the self-
care practices of teachers in the study.
Physical care. Physical care includes basic nutrition,
hydration, and exercise practices. A healthy body responds
to the unavoidable stress in life better than an unhealthy
body (Beydoun, 2014).
In this study, this refers to the specific behaviors
and practices that individuals undertake to attend to their
physical health. Operational indicators for physical care
may include dietary habits, exercise routines, the amount of
sleep obtained, engagement in preventive healthcare measures
(e.g., vaccinations, regular check-ups), and the management
of physical discomfort or ailments. These indicators are
vital for assessing the self-care practices of teachers in
relation to their physical well-being.
Professional Development. Professional development is
any type of continuing education effort for educators which
can improve their skills and, in turn, boost student
outcomes (Prieur, 2023).

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In this study, professional development relates to the
activities and initiatives undertaken by teachers to enhance
their professional skills and knowledge. Operational
indicators of professional development may encompass
participation in training programs, workshops, courses,
certifications, attendance at educational conferences,
engagement in collaborative learning with peers, and self-
directed learning endeavors aimed at improving teaching
performance and adapting to the educational environment's
changing requirements.
School Management. School Management is a field which
is concerned with the operation of educational organizations
which entails the process of planning, organizing and
directing activities in a school, effectively utilizing
human and material resources, in order to accomplish the
school’s objectives (Areadne, 2023).
In this study, this term refers to the procedures and
activities undertaken by school administrators, teachers,
and staff to ensure the smooth operation of the educational
institution. Operational indicators of school management may
encompass curriculum planning and implementation, budget
allocation and financial administration, human resource
management, facilities maintenance and safety protocols,
student support services, and adherence to educational
policies and regulations.

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Self-care. Self-care means taking the time to do things
that help a person live well and improve both physical
health and mental health which can help manage stress, lower
risk of illness, and increase energy (National Institute of
Mental Health, 2023).
In this study, this term refers to the perceived self-
care practices of the respondents as measured using the
Mindful Self-care Scale.
Self-compassion. Self-compassion involves acting the
same way towards yourself when you are having a difficult
time, fail, or notice something you don't like about
yourself (Neff, 2023).
In this study, this term refers to the self-compassion
as perceived by the respondents as reflected in the Mindful
Self-care Questionnaire.
Supportive relationship. Supportive relationship is a
relationship which brings mutual benefit to both parties
helping them to cope with the tough times and maximize the
good times (Cook-Cottone, 2015). Simply put, a supportive
relationship enables you to achieve more than you ever could
on your own.
In this study, a supportive relationship pertains to
the interactions and dynamics within an educational setting,
specifically among teachers and students or among colleagues.

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Operationally, it encompasses behaviors such as
offering guidance, collaborating on tasks, showing empathy,
providing emotional support, and creating an atmosphere
where individuals feel valued, respected, and encouraged to
reach their educational and personal objectives. Indicators
of supportive relationships may include constructive
feedback, mutual respect, mentoring, and promoting
inclusivity.
Supportive structure. Supportive structure refers to
structure or policy at an organizational level which
creates a safe and supportive working environment for all
employees (Camilleri, 2020).
Operationally, supportive structure includes the
concrete aspects and mechanisms within an educational
institution that enable and enhance the teaching and
learning process. This may include physical facilities like
classrooms, libraries, laboratories, and technology
resources. It also encompasses administrative support in
terms of policies and procedures, academic and
extracurricular programs, and the availability of materials
and tools necessary for teaching and research. In this
study, supportive structure is assessed by examining the
adequacy and effectiveness of these resources and
institutional arrangements in promoting the educational
objectives of teachers and students.

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Teacher appraisal and feedback. Appraisal and
feedback systems can also help to build better school
organization by allowing teachers to progress in their
career and to take on new roles and responsibilities based
on a solid evaluation of their performance and gives an
opportunity for recognizing and rewarding effective
teaching. In this study, this term refers to the
appraisal and feedback as perceived by the respondents as
reflected in the Teaching and Learning International Survey
(OECD, 2018).
Teaching experience. Teaching experience is the
culmination of skills, exposure or training acquired over
time that enables you to perform an existing job better or
prepare you for a teaching position (Indeed Editorial Team,
2021).
In this study, this term refers to the teaching
experiences of the respondents to be measured using the
Teaching Experience Scale.

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CHAPTER 2
REVIEW OF THE RELATED LITERATURE
This review presents the related concepts, theories
from various literature, and readings from the internet
which were thematically arranged to create a textual
representation of the study.
Teaching experiences
Teaching experience is a critical factor in educators'
professional development and overall effectiveness
(Ingersoll & Strong, 2021). The length and diversity of
teaching experiences influence teachers' expertise and their
ability to create meaningful learning environments (Stronge
et al., 2018). It is widely acknowledged that teaching
experience is an asset for educators, and research indicates
that more experienced teachers often exhibit greater
competence in the classroom.
In the 2016 review of 30 studies that looked at how
teaching experience affects student outcomes in the United
States and were published within the previous 15 years, Kini
and Podolsky found a positive correlation between teaching
experience and increases in student achievement over the
course of a teacher's career. However, teachers continue to
improve significantly as they approach their second and even
third decades of teaching. The initial teaching years are

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when these improvements are the greatest.
Student’s better performance. As teachers gain
experience, Kini and Podolsky (2016) found that kids learn
more as seen by standardized tests and are also more likely
to perform better on other success markers, such as
attendance at school. Teachers' efficacy increases more
quickly when they work in a supportive, cooperative setting
and gain experience in the same grade level, subject, or
district.
Teacher’s efficacy. According to research, a teacher's
early teaching experiences have the biggest impact on how
effective they are. Boyd et al. (2010) claim that teachers
improve in the first four to five years, but they also point
out that this is merely an average, and some less experienced
teachers develop far more quickly than others. Jacob (2012)
asserts that the first year of teaching is when most teachers
do poorly, that they then marginally improve in the second
and third years before never improving further. According to
convincing data, teacher effectiveness skyrockets during the
first few years of employment (Fantilli & McDougall, 2009).
These findings demonstrate that fieldwork experiences of
teachers do not actually make them better.
In the Philippines, the justifications for these
assessments become glaringly clear. Given the current
condition of education in the Philippines, where teachers

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are not fairly compensated and the caliber of instruction
may be readily improved.
This is far from being the toughest challenge that a
teacher must overcome, as it is hampered by limited
facilities and resources (Deyro, 2019). This poll also
demonstrated that some teachers choose to live in an
environment without basic amenities like power, comfortable
beds, or clean bathrooms. This is in addition to juggling a
career and teaching while navigating cultural barriers and
communication limitations.
Challenging experiences of Filipino Teachers. According to
Teach for the Philippines (2022), the teaching profession in
the Philippines has likewise never been straightforward.
Teachers in rural areas must work especially hard to carry
out their duties because of the inadequate infrastructure,
antiquated social mores, a lack of resources, and the low
value placed on education in many rural communities. Rural
schools with small budgets, classrooms that aren't
maintained because parents in those areas can't always
afford repairs or upkeep, and rural schools that have to pay
for the delivery and transport of supplies and materials to
their school are other obvious challenges. Additionally,
disasters are more likely to strike rural areas, increasing
the risk of loses in resources, opportunities, and time.
The Philippines' Department of Education must address

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these challenges (DepEd). The Department of Education is now
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implementing the school-based management model, which gives
School Heads direct authority to create, develop, and carry
out policies that enhance educational outcomes (DepEd,
2015). It may be wise to read over that policy again and
consider how different contexts, such as urban vs. rural,
affect resource allocation and capacity-building strategies
for attaining learning and school community goals. A clearer
picture and more nuanced insights about the realities that
face teachers and children may be painted by more hyper-
local study into the socioeconomic state of individuals in
rural communities, in addition to recognizing contextual
variations between urban and rural school communities.
DepEd Order No. 59 s was published in 2019. This year
is also recognized as the year that the policy "Reaching Out
and Bridging the Gap: Prioritizing the Development of Last
Mile Schools in SY 2020– 2021" was implemented. Hopefully
lessons learned and significant insights gained from the
application of this strategy will help to clarify how
collaborations between important players inside and outside
the DepEd lead to increased access and quality of last mile
schools. The entire government must work together to
prioritize education. To successfully improve the standard
of education in the Philippines' rural areas, the Department
of Education needs
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cooperation from numerous agencies. Being alone is not an
option.
Individual Performance Commitment Review Form (IPCRF).
For use by Filipino teachers, the Individual Performance
Commitment Review Form (IPCRF) was given to DepEd in 2015.
It is a broad plan of work that needs to be developed before
classes begin, implemented before the school year, and
assessed at the end of the academic year. It is a tool for
evaluating performance. DepEd Order 2 states that s. The
Strategic Performance Management System (SPMS) will be
adopted by the Civil Service Commission (CSC) in the
Department of Education (DepEd) in accordance with the 2015
version, also known as the Guidelines on the Establishment
and Implementation of the Results-Based Performance
Management System (RPMS) in the Department of Education
(DepEd).
Canoma (2017) claims that the goals listed are truly the
obligations and responsibilities that each instructor has
when working. This is a tool to see if someone is
performing their tasks diligently, effectively, and on
schedule.
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Experiences of Teachers on School Management
The leadership style of their school leaders may have a
direct or indirect impact on the effectiveness of their
teachers' instruction (Posner, 2016). Since only engaged and
motivated instructors are capable of achieving educational
achievement, leadership practice is the behavior the leader
adopts to influence the performance of the teacher
(Sebastian, Huang, and Allensworth, 2017). When school
administrators influence teachers' behavior to help them
meet organizational and personal goals, they are exhibiting
authentic leadership (Malik et al., 2010).
Good management style. In order to motivate instructors
and increase their output in schools, a good management
style is necessary (Chandra, 2016). Studies have revealed
that the leadership standard causes a strange disparity
between a school's successes and failures (Mangundjaya et
al, 2015; Mette et al, 2015). School leaders set the
standard by encouraging and leading teachers and staff to
fulfil their full potential in high-efficiency educational
institutions that have broken the cycle of declining
productivity and
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performance (Gandolfi and Stone, 2016). Schools as a whole
have a substantial impact on educational achievements, and
one factor in students' success has been the school
principals' motivational techniques (Hallinger and Heck,
2010).
The degree and nature of ability groupings, the
standards of teachers, the method of leadership and teaching
practices, the size of a school, as well as the trends and
practices and characteristics of the school setting are
additional school-related considerations that should be
addressed by the school heads because they have an impact on
students' learning and educational aspirations (Yariv and
Kass, 2019).
Management reforms. As the Department of Education (DepEd)
strives to provide high-quality education, teachers in the
Philippines must undergo a number of reforms. The K-12 Basic
Education Program, also known as the Enhanced Basic
Education Act of 2013 (Republic Act No. 10533), extended the
nation's previous 10-year basic education cycle by two
years. The Philippine government views this project as an
important part of the answer to the nation's ongoing basic
education crisis.
The K-12 reform envisioned producing graduates who
possess mastery of basic competencies

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like literacy, numeracy, and problem solving (Department of
Education, 2011) but while no one would disagree with this
goal, many are skeptical about the ability of this reform to
make a difference. Previous reforms have failed to transform
education on the ground and to translate structural reforms
and programmatic changes into sustainable outcomes on a
national scale.
Role of stakeholders. Stakeholder dialogues, policy
discussions, and education summits were held as a result of
the basic education cycle shift to collect input and
feedback on the educational reform; yet, the K–12 Program
continues to be a subject of queries over its implementation
and efficacy. It repeatedly requests varied replies from a
range of people, including educators, students, parents, and
other stakeholders (Cabansag, 2014). Also, this new rule has
drawn far too many criticisms and compliments, yet many
schools around the nation must buckle down to meet the
criteria because they were already competing internationally
before the law was passed. Yet the obstacles that come with
implementing the K–12 program must be overcome by the
schools if they are to fulfill the expectations of the
global marketplace (Calderon, 2014).

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In order to determine if senior high school instructors
and higher education institutions are prepared to uphold
stability, promote and safeguard the health of the faculty
concerned, as well as other higher education professionals ,
Acosta and Acosta (2016) found that there were five predisposing
factors, namely: qualifications, hiring requirements, streamlining
of courses, management of surplus labor, and alternative programs.
School’s readiness. A positive impression was
identified by the study of Dizon, et al. (2019) that
teachers are likely to have been adequately prepared for the
implementation of the K to 12 programs in terms of teaching
skills, teaching strategies and teaching materials and there
was a considerable variation in the readiness of private and
public schools, as well as the readiness of their respective
teachers, and this, was mostly attributable to the different
settings and conditions in the two groups of schools.
Balance approach to learning. Another study Laguidong
and Buda (2017) cited that teacher believed that K to 12
program provides balance approach to learning, promotes
mastery of competencies needed in job markets, and the
graduates will be equipped of skills and competencies
recognized equivalent to the two-year college degree.

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Moreover, the teachers “agreed” to only one statement, and
the program is less expensive for the parents.
In the K to 12 programs, the DepEd official further
stated, teachers are provided guides aligned to the new
system (DepEd, 2019). But teachers can modify these modules
to fit the needs of their students. She also mentioned that
consultations were made with the local government units and
non-government organizations on the K to 12. The education
expert also pointed out that providing quality education
cannot be done by schools alone, but partnership is a must.
On the other note critics have always looked on to parents
as the primary victims of the K-12 education system. Given
the additional two years in high school, they insist that
this program will bring no good and only additional
financial burden for poor Filipino families.
Experiences on workloads. The findings of the study by
Jamaludin and You (2019) demonstrated that both sexes with
Bachelor's, Master's, and PhD degrees were feeling emotional
weariness, independent of the number of years of experience.
This implied that those with diplomas were not affected by
such weariness. This suggests inadvertently that teaching is
a difficult occupation that need for emotional fortitude.
Less than five years of experience and bachelor's degree

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holders in education experienced depersonalization. This
suggests that less experienced teachers are less receptive
to their pupils' needs than more seasoned ones.
According to Jamaludin and You (2019), this could be
because of a lack of prior teaching and student-management
expertise. Women with master's degrees and six to ten years
of work experience seem to have fewer personal successes.
Hence, it can be inferred that the educators' poor teaching
abilities will cause their career performance to decline.
This tendency can be stopped if administrators and school
officials offer professional development opportunities for
teachers to boost their self-esteem. Negative repercussions
on the educational system will arise from burnout among
educators. This will subsequently result in a bad learning
environment.
Experiences on ICT Skills. Mahdi and Saad Al-Dera
(2013) concluded that there are no significant differences
in ICT use regarding teachers' age and teaching experience.
There is a significant difference between male and female
teachers in the use of ICT in language teaching and
learning. The results showed a lack of ICT training for most
of the teachers who participated in the study. The authors
suggest that female teachers need to receive more support
and be trained to use

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ICT in their instruction. In addition, seminars and
workshops by female ICT experts should be provided for in-
service female teachers. It is plausible that a number of
limitations could have influenced the results obtained.
Teacher’s Self-care Practices
The value and advantages of self-care also apply to any job;
for teachers in particular, it can be a terrific strategy to
prevent or manage stress. Throughout the academic year, more
than 40% of teachers say they experience the highest level
of stress of any profession on a daily basis (McNutt and
Watson, 2016). According to MindPeace (n.d.), Burnout and
high teacher turnover rates are both outcomes of teacher
stress, but self-care is a way to mitigate both of these
effects.
The National Alliance on Mental Illness states that a
teacher's mental health includes taking care of oneself.
However, for teachers, self-care means so much more than
having breakfast in bed or treating themselves to a spa day.
It's typical for educators to criticize the self-care
movement as "selfish" or "superficial." Taking care of one's
health will enable one to be the greatest teacher possible
for both oneself and the students.
Importance of self-care for teachers. Every profession
recognizes the value and advantages of self-care, although some

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professions stigmatize it more than others. People who
provide care for others, such as teachers, frequently find
it easier to advise people to take care of their health than
it is for them to take care of it themselves (Coaston,
2017). Teachers must practice self-care in order to preserve
excellent mental health because they are urged to put so
much of their attention into helping others and so little
into taking care of themselves.
Self-care in particular can be a fantastic technique to
reduce or eliminate teacher stress. The greatest stress rate
of any profession is shared by teaching and nursing, with
over 40% of teachers reporting experiencing high stress on a
daily basis during the academic year (McNutt and Watson,
2017). Lack of resources, classroom behavioral issues, and
pressure related to standardized test expectations are just
a few examples of stressors, but they all have the same
effects on people's physical and mental well-being (Yang et
al., 2009). Insufficient management of teacher stress can
result in burnout and raise the industry's high turnover
rate. However, self-care can change this and prevent
teachers from burning out (Mind Peace, n.d.).
This demonstrates that taking care of yourself is beneficial for
both you personally and for your coworkers and students. Self-care
can help you achieve in the classroom by eating well, getting
enough
35
sleep, exercising, and finding other methods to look after
yourself (Wei, n. d.). This will also help your students
succeed.
Self-care ideas for teachers. Self-care practices might vary
from person to person due to differences in schedules and
requirements. The following suggestions for self-care
activities for teachers could be included: find ways to work
on and improve self-image (National Alliance on Mental
Illness); bring a self-care "emergency pack" to school with
things you enjoy so you can de-stress during your break if
needed (Minority Mental Health Association, n.d.); schedule
at least 10 or 20 minutes each day where you can take a
break and decompress by yourself. Teaching can be socially
overwhelming.
Mindful relaxation. Mindfulness is a practice founded
in the Buddhist tradition dating back 2,500 years and is
referred to as “cultivating awareness of the mind and body
living in the here and now” (Stahl and Goldstein, 2010).
Mindfulness is often referred to as attending to the
present moment with
non-judgment and self-regulation of attention toward one’s
experiences (Moore and Malinowski, 2008).

36
Meditation is the process of directing attention at
will. The two forms of meditation practiced are Focused
Attention (FA) meditation where the attention is directed
toward the breath or bodily sensations and Open Monitoring
(OM) where attention is directed toward observing the
thoughts that occur in the mind (Jindal et al., 2013).
Mindfulness meditation has been linked to improvements in
cognitive flexibility (Chiesa et al., 2011), attentional
stability (Hölzel et al., 2011), self-regulation and meta-
awareness (Gard et al., 2014).
Yoga has been shown to improve one’s ability to be
mindful. Attention is directed to moment-by-moment awareness
of the body and consideration of thoughts that arise (Salmon
et al., 2009). In addition, yoga assists with physical
health and psychological balance by enhancing the activation
of the parasympathetic nervous system through slow movement
and diaphragmatic breathing which stimulates the vagus
nerve. Additional physiological mechanisms of mindful
movement include reduced metabolic functioning, improved
respiratory and neuromuscular function (Pascoe et al.,
2017).
37
Manual on RPMS Tools for Teachers
This Manual on RPMS Tools for Teachers was created as a
result of the development of new results-based assessment
tools as a result of the alignment of the RPMS with the
Philippine Professional Standards for Teachers. Teachers and
school administrators will find knowledge and direction in
this manual in the performance assessment process. For
Teachers, the Manual guides them through the basics in
preparing and completing RPMS documents. It outlines the
various assessment processes for teachers and the suitable
techniques to evaluate performance. It also introduces the
concept of annotations to guide teachers through critical
reflection of their practices for their continuous improvement.
The RPMS designed specific tools to measure teachers’
performance. RPMS Tools are assessment instruments used to
ensure quality teacher performance at different career
stages. They describe the duties and responsibilities of
teachers across career stages; the Key Result Areas (KRAs)
for the realization of those duties and the specific
objectives to attain the KRAs. They also present in detail
the various Means of Verification (MOV) that serve as proof
of the attainment of specific objectives alongside

38
performance indicators, from outstanding to poor
performance, to help both Ratees and Raters in the
assessment process.
Key Result Areas. The Key Result Areas (KRA), which are listed
in the Individual Performance Commitment and Review Form
(IPCRF), provide an overview of the outputs and outcomes of
a teacher's performance.
The IPCRF consists of five (5) KRAs: Content Knowledge
and Pedagogy, Diversity of Learners, Assessment and
Reporting, Curriculum and Planning, Community Linkages and
Professional Engagement, Personal Growth and Professional
Development, and the Plus Factor.
Teachers use the RPMS Tools to focus on thirteen (13)
objectives in order to achieve the five (5) KRAs. The
indicators of the Philippine Professional Standards for
Teachers (PPST) are in line with these aims.
One of the initiatives that helps the Department of
Education (DepEd) realize its vision and mission is the
Results-Based Performance Management System (RPMS). Its
objective is to increase basic education access so that more
functional, literate Filipinos with 21st-century skills may
be produced.
This is being done in accordance with the Strategic
Performance Management System of the Civil Service
Commission
39
which aims to ensure that both teaching and non-teaching
personnel
40
focus their work efforts on achieving the DepEd's vision,
mission and values, and strategic priorities.
RPMS promotes performance evaluation based on pieces of
evidence or means of verification. Every accomplishment or
achievement declared by the ratees is counterchecked by the
rater to ensure the veracity of the claims. Therefore,
performance management is based on a rational and factual
basis for performance targets and measures.
Given the above concern, performance management should
be an important step in the organization's human resource
management system as it can influence employees' performance
and the organization's performance as a whole. Thus,
performance management and appraisal system are
indispensable in achieving productivity. After all, the end
goal of this performance management system is to make an
impact on the teachers and administrators by building an
avenue where everyone has the chance to excel and become
productive.
Classroom Observation. Under DepEd Order (DO) No. 2 s.
2015, in accordance with Section 5 of DO 42, established the
Department of Education's (DepEd) Guidelines on the
Establishment and Implementation of the Results-Based
Performance Management System (RPMS). This Department
remains committed to integrating and embedding the PPST into
the
41
RPMS for teachers in accordance with the 2017 on the
National Adoption and Implementation of the Philippine
Professional Standards for Teachers (PPST), which requires
that all performance evaluations for teachers shall be based
on this set of standards.
Focused on professional growth, competency-based
performance management, and career advancement, the 37
indicators of the PPST will be used in the PPST-based RPMS
for teachers, which will span three school years (SYs): SY
2022–2023, SY 2023–2024, and SY 2024–2025. This
DepEd Memorandum No. 8s. The document 2023, titled Multi-
Year Guidelines on the Results-Based Performance Management
System• Philippine Professional Standards for Teachers
(RPMS- PPST), contains all the necessary information,
including the enclosed procedures, for adopting and
implementing performance management and teacher evaluation
systems. To ensure that the measures of teacher performance
during the ensuing three academic years are adequate,
adaptable, and relevant to capture teachers' real
performance, the aforementioned tools, forms, and procedures
are created and modified and are applicable to all contexts and
scenarios faced by the schools adopting different learning
modalities.
Results-based performance and demographic attributes

42
The COVID-19 pandemic is first and foremost a health
crisis and then quickly expanded to the economic, social
life, and education sector of the global world (Thu et al.,
2020). In the education sector, children and teachers are
forced to stay at home, changing the way they learn and
teach. When the educational place is transferred to the
home, work and family processes are in the same space, which
blurs the boundary between the work and family field, and
ultimately leads to work-family conflict more easily. It has
long been a challenge for women in the workplace, such as
female teachers, especially those with children (Erdamar and
Demirel, 2014).
Stress from family and work. The dual stressors of work
and family make the work-family conflict more obvious.
According to Buonocore and Russo (2013) female teachers with
children are a special group, who shoulder the dual role of
teacher and mother. As a teacher, she has to educate other
people's young children (job demands) and as a mother, she
needs to accompany herself with their children at home
(family demands). If the two fields are not handled
properly, there will be an imbalance, and it may also bring
a series of negative consequences.
The direct and indirect associations among work
overload, parenting stress, work-family conflict, and job

43
satisfaction was established by some research. About direct
relationships, work-related and non-work-related stressors
(such as parenting stress) are associated with job
satisfaction (Scanlan and Still, 2019). Empirical studies
also found that work overload was strongly related to job
satisfaction. Low perceptions of work overload may have
contributed positively to one's assessments of their job
performance.
Family-related stress was the risk factor of
professional experience (Cao, et al., 2020). Parenting
stress may arise from a parent's appraisal of contextual
demands associated with the parenting role, such as
insufficient personal resources to meet the demands of
caring for their children. To the extent that parenting
stress is linked to one's depression and distress (Rollè et
al., 2017), it is also likely to be linked to lower job
satisfaction. If strain from the parenting role takes its
toll on the parents, parents may not be able to enjoy the
work role as much as they would if they had the energy and
time.
However, Hong, et al (2021 showed results that
parenting stress was negatively associated with job
satisfaction via a positive association with family-to-work
conflict and work - to- family conflict and that is, family-
to-work conflict and

44
work-to-family conflict co-play a serial mediation between
parenting stress and job satisfaction. Under the pandemic,
teachers are incompetent for parenting roles and experience
more parenting stress, due to having limited time and
energy. In this case, teachers' job satisfaction decreases
after work intrudes on their families which definitively
negated by the result of the current study that parenting
and work does not matter which gives teachers a very
satisfactory job performance.
Before the pandemic, teachers’ job performance and
emotional experience are often considered to be significant
factors regarding the quality of teaching processes and
pedagogical professionalism. Regarding predictors of
teachers’ job performance, existing research demonstrates
diffused insights into the relation between gender and
teachers’ job performance. Some studies indicate higher
levels of job performance for female teachers (Toropova et
al., 2021), while other studies highlight the same outcome
for male teachers (Aydin et al., 2012). Still other studies
do not report gender as a predictor for teachers’ perception
of job performance (Eliophotou Menon and Athanasoula-Reppa,
2011).
45
Diverse results have been found in research on the link
between teaching experience and job performance. Years of
teaching experience are positively correlated, according to
Eliophotou- Menon and Athanasoula-Reppa (2011) and job
performance whereas others showed that novice and expert teachers
as having higher levels of job performance than mid- experienced
teachers. In contrast, Klassen and Chiu (2010) indicated that
especially low- and high-experienced teachers tend to quit their
teaching jobs due to low job performance levels.
Teaching experience. Similar results of this current
study was noted regarding the level of teaching experience
of teachers as a predictor of job performance, and the
outcomes showed, as reported by Vu et al. (2020), that
novice teachers (less than 3 years of experience) and expert
teachers (more than 10 years of experience) reported similar
levels of job performance reaching higher levels than those
teachers who had an in-between work experience of 3–10
years, where the highest levels of job performance were
reported by higher secondary teachers, followed by primary
teachers and lower secondary teachers.
Indeed, various research were conducted globally on how
teachers performed during covid-19 imposed lockdowns. Huber

46
et al. (2020) highlighted that teacher felt burdened at the
beginning of the pandemic. The results of Lindner et al.
(2021) indicated Austrian teachers felt a high potential for
professional burden during the first lockdown of the
schools. In the study of Mikušková and Verešová (2020),
Slovakian teachers were asked among other things about their
emotional state and job satisfaction during the pandemic and
showed that primary school teachers’ positive emotions
correlated positively with their job satisfaction
operationalized by their satisfaction with institutional
support.
Alves et al. (2021) conducted a study among Portuguese
teachers asking them about their well-being before and
during the pandemic and its associated remote teaching.
Regarding their job satisfaction, interesting findings were
presented comparing their perceptions before and during the
pandemic. Prior to the pandemic, teachers with less than 10
years’ experience were more satisfied than teachers with
more years of experience. In addition, before the pandemic,
teachers at lower school levels were more satisfied with
their job and the education system than those in secondary
schools (Alves et al., 2021). Comparing these findings with
teachers’ answers regarding their job satisfaction during
the pandemic, the results draw the following picture: Being
female, having
47
a service time of less than 20 years, increasing well-being,
decreasing perceptions about teaching difficulties and
increasing positive future perspectives, contribute to the
increase in positive perceptions of professional well-
being”. From the researcher’s point of view, it is evident
that stress, performance and engagement with work are
different from the employees who are familiar about their
work fits in the overall objective of the
institutional goals from employees who are
unfamiliar. If the employees know their work contribution
for the institution goal then there is a possibility of
giving much better for the institution. There is difference
between career success and unsuccessful school teacher for
job performance and employee engagement with job as it
related to career of the individuals. With life success
stress and job performance is differed from life success and
unsuccessful schoolteacher. When there is no success in the
life individuals feel disturbed and stressed, which leads to
low performance.
48
CHAPTER 3
RESEARCH METHODOLOGY
This chapter presented the research methodology of the
study. It includes the research design, research setting,
study participants, sampling strategies and practices,
research instrument, instrument validity and reliability,
data collection process, and relevant statistical methods to
be used.
Research Design
This study used correlational research design using
survey method to determine the relationship between teaching
experiences, self-care practices, and career stages among
teachers as basis for mental health intervention program.
Correlational research, according to Stangor and Walinga
(2019), is research designed to discover relationships among
variables and to allow the prediction of future events from
present knowledge and involves the measurement of two or
more relevant variables and an assessment of the
relationship between or among those variables.
Research Locale
This study was conducted in the Public School District
of Cauayan Cluster 1 of the School’s Division of Negros
Occidental in the Municipality of Cauayan, Negros

49
Occidental.
50
The municipality is divided into three school cluster
districts, which offer complete elementary and secondary
education. It also offers non-formal education to out-of-
school youths. There are in the municipality 62 elementary
schools, 31 have complete elementary education and the
remaining 30 schools only cater to primary education. From
these 62 elementary schools, 21 are located along the
highway, some are near the seacoast, and the rest are widely
scattered in the mountainous area of the municipality.
For secondary education, there are eight main national
high schools and three private secondary schools. Among the
excelling schools are Guiljungan National High School, Tuyom
National High School, Eva J Montilla National High School,
and Camalandaan National High School, which cater quality
education. Students have competitively participated in
divisional and regional conferences from these schools and
honorarily brag awards.
Cauayan is a coastal municipality in the province of
Negros Occidental. The municipality has a land area of
520.00 square kilometers or 200.77 square miles which
constitutes 6.63% of Negros Occidental's total area. Its
population as determined by the 2020 Census was 108,480 and
is the most- populated out of the 19 municipalities in
Negros Occidental
51
(PSA, 2020). This represented 4.14% of the total population
of Negros Occidental province, or 1.36% of the overall
population of the Western Visayas region. Cauayan has 25
barangays. Cauayan is about 113 kilometers (70 mi) from the
provincial capital of Bacolod and is known for its sandy
beaches and pristine waters, limestone and dried fish
products.
Below is the map of the Municipality of Cauayan.
Figure 2. Topographic map of the Municipality of Cauayan

52
Respondents of the Study
This study was conducted in the Elementary Schools
belonging to the Public School District of Cauayan Cluster 1
of the Division of Negros Occidental. The study included 267
elementary school teachers holding permanent teaching
positions from the 23 elementary schools in the District of
Cauayan Cluster 1.
The study employed total population sampling
technique, which involves examining the entire population
with specific characteristics, in this case, all elementary
school teachers in the District of Cauayan Cluster 1. Total
population sampling was used because it allowed for the
inclusion of all relevant participants, ensuring a
comprehensive representation of the teacher population
without the need for a specific sampling procedure.
Research Instrument
This study used an adapted type of research instrument
modified to fit on the variables intended to measure. The
instrument consists of three (3) parts. The first part of
the research instrument is the Teacher Questionnaire. This
questionnaire is adapted from the Organization of Economic
Cooperation and Development (OECD) - Teaching and Learning
International Survey (TALIS) conducted in 2017. It consists
of 50 items that are measured on a four-point Likert scale,

53
ranging from "Strongly Agree" to "Strongly Disagree." The
primary focus of this section is to gauge the experiences of
teachers in both school and classroom settings. This part
aligns with the variables related to teaching experiences,
teacher appraisal and feedback, teaching practices, beliefs,
and attitudes, and school management.
The second part of the instrument is the Mindful Self-
care Scale, which is adapted from Cook-Cottone and Guyker's
work in 2018. This section consists of 33 items, also
measured on a four-point Likert scale. The purpose of this
part is to assess the self-care practices of teachers. In
the context of the study, self-care practices are an
essential variable, as they influence teachers' well-being
and, consequently, their overall performance. This part
aligns well with the self-care practices variable, as
presented in the study.
The third and final part of the instrument is designed
to assess the performance of teachers. This is a vital
aspect of the study, as it helps in understanding how
experiences, self-care practices, and other factors might
change or evolve over the course of a teacher's career.
Validity of the Data Gathering Instrument
The research instrument used in the study underwent a
validation procedure. Face validity, using the Good and

54
Scates (1972) Evaluation Criteria, was used to validate the
research instrument. Face validity referred to the extent to
which a test appeared to measure what it was intended to
measure, or whether the test items appeared, at face value,
to measure what was sought to be measured (Johnson, 2013).
In other words, face validity referred to the researchers'
subjective assessments of the presentation and relevance of
the measuring instrument as to whether the items in the
instrument appeared to be relevant, reasonable, unambiguous,
and clear (Oluwatayo, 2012 from Taherdoost, 2016).
Using the criteria developed by Carter V. Good and
Douglas B. Scates, the research instrument was evaluated on
a scale from 1 to 5 (poor to excellent). The research
instrument was deemed "valid" as it had a rating of "3".
Letters of communication were sent to the three validators,
along with a copy of the questionnaire. The chosen
validators evaluated and indicated a validity score of 4.3,
deeming the research instrument "valid."
Reliability of the Data Gathering Instrument
Likewise, an internal-consistency method was used to
determine the reliability of the research instrument. As
defined by English and Keely (2015), internal consistency
reliability referred to the degree to which separate items
on a test or scale related to each other. Internal
consistency reliability defined the consistency of the

55
results delivered in a test, ensuring that the various items
measuring different constructs delivered consistent scores
(Shuttleworth, 2018).
Thirty (30) non-study participants were given a
reliability test, and Cronbach's alpha was used to calculate
the reliability coefficient. The dependability or internal
consistency of the study was measured by Cronbach's alpha,
which Lee Cronbach created in 1951. Cronbach's alpha is a
metric used to evaluate the internal consistency of a set of
scale or test items, as explained by Goforth (2015) and
quoted by Raza (2017). In other words, the degree to which a
measurement is reliable depended on the extent to which it
was a consistent measure of a concept, and Cronbach’s alpha
was one way of measuring the strength of that consistency.
The resulting α coefficient of reliability ranged from 0 to
1 in providing an overall assessment of a measure’s
reliability. After the reliability test was conducted, the
instrument was found to be reliable, with a .892 reliability
coefficient as computed from Cronbach’s Alpha.
Data Gathering Procedure
This study employed the following data gathering
procedure:
A Letter of Consent (LOC) was sent to the Office of the
Public School’s District Supervisor of the District of

56
Cauayan Cluster 1. Soon after the LOC was approved, copy of
which was sent to the respective school heads of the schools
in the District of Cauayan Cluster 1. A letter was provided
to the relevant respondents shortly after the LOC was
approved. After which, the survey questionnaire was sent to
the respondents through their respective School Head
Offices. Moreover, an application was submitted to the
Central Philippines State University research and ethics
committee in order to obtain ethical clearance to proceed
with the study.
This was to ensure that the proposal conformed to approved
principles and conditions (Bell, 2010).
The investigation was conducted within the bounds of
ethical guidelines. An explanation of the study's goals was
included in an introduction paragraph at the start of the
surveys in order to guarantee informed consent from all
respondents. This clarified the nature and goals of the
research for the responders. The issue of respecting the
confidentiality of all participants was considered, anonymity was
guaranteed to all respondents by assuring that no individuals’
names were disclosed during the study.
Finally, during the data collection process,
respondents’ responses were recorded using a number or a
letter to substitute their name. The researcher kept the
soft copy of the questionnaires in a password protected
flash drive and the answered questionnaires were kept in a

57
lock cabinet and were to be shredded after two years.
The distributed questionnaires were expected to be
accomplished after one (1) week. Soon after all
questionnaires were retrieved, data encoding and coding
followed. The encoded and coded data were tabulated,
analyzed, and interpreted for conclusions and
recommendations.
Data Analysis
To process the data acquired for this investigation,
the following statistical techniques will be used:
The mean and standard deviation analyses were used to
determine the respondent’s level of teaching experiences,
self-care practices, and career stages. The mean is a
measure of central tendency that allow researchers to
determine the typical numerical point in a set of data
(Allen, 2017). The standard deviation measures how
concentrated the data are around the mean; the more
concentrated, the smaller the standard deviation (Rumsey,
2021).
To interpret the result, to following scale of
interpretation will be used:
Scale of Interpretation
Score Range Verbal Interpretation
58
1.00 - 1.50 not experienced/achieved/very low
1.51 - 2.50 less experienced/achieved/low
2.51 - 3.50 slightly experienced/achieved/moderate
3.51 – 4.00 highly Experienced/achieved/high
Moreover, The Spearman Rank-Order Correlation was used
to determine the significant relationship between
respondent’s level of teaching experiences, self-care
practices, and career stages. According to Laerd
Dissertation (n. d.), the Spearman's rank-order correlation
is the nonparametric version of the Pearson product-moment
correlation. Spearman’s correlation coefficient measures
the strength and direction of association between two
ranked variables. Correlation is a measure of an
association between variables. In correlated data, the
change in the magnitude of 1 variable is associated with a
change in the magnitude of another variable, either in the
same (positive correlation) or in the opposite (negative
correlation) direction (Schober et al., 2018). A
correlation coefficient is a number between -1 and 1 that
tells you the strength and direction of a relationship
between variables (Bhandari, 2023)
To interpret the result, to following scale of
interpretation will be used:

59
Scale of Interpretation
Score Range Interpretation
0.00 – 0.19 very weak
0.20 – 0.39 weak
0.40 – 0.59 moderate
0.60 – 0.79 strong

0.80 - 1.0 very strong
Lakens (2013) managed to describe the correlation’s
effect sizes in order to verbally describe the strength of
the correlation using the guide that Evans (1996) suggests
for the absolute value of r: 0.00-0.19 “very weak”, 0.20-
0.39 “weak”, 0.40-0.59 “moderate”, 0.60-0.79 “strong”, and
0.80-
1.0 “very strong. The closer the value is to 1 or –1, the
stronger the linear correlation.

60
CHAPTER 4
RESULTS AND DISCUSSION
The results and findings of the data gathered are
presented in this chapter. Presentation, analysis,
interpretation, and discussion of data is according to the
statements of the problem set in this study.
Level of Respondent’s Teaching Experiences
Table 1 provides insights into the level of teaching
experiences among the respondents, focusing on four key
dimensions: Professional Development, Teacher Appraisal and
Feedback, Teaching Practices, Beliefs, and Attitudes, and
School Management. The mean scores and standard deviations
are provided, along with an interpretation of the
respondents' level of experience in each dimension.

61
In terms of Professional Development, the mean score of
2.99 suggests that, on average, teachers have had some
exposure to professional development activities. However,
the relatively high standard deviation of 0.744 indicating
significant variability in the extent of professional
development experiences among the respondents. This
underscores the need for tailored and diverse professional
development opportunities that can cater to the varying
needs and experiences of teachers (Darling-Hammond, 2017).
For Teacher Appraisal and Feedback, the mean score of
2.64 suggests that, on average, teachers have limited
exposure to appraisal and feedback processes. Like
professional development, there is notable variability in
responses, with some teachers having had more extensive
experiences in this area. The quality of feedback is crucial
in supporting teachers' professional growth (Hattie &
Timperley, 2017).
The dimension of Teaching Practices, Beliefs, and
Attitudes has a mean score of 3.21 and a low standard
deviation of 0.333, indicating that, on average, teachers
have relatively consistent experiences in this dimension.
The interpretation suggests that teachers have moderate
experiences in this area. The consistency of responses
implies a shared understanding of teaching practices and

62
beliefs, which can contribute to a more cohesive educational
environment.
Regarding School Management, the mean score of 3.45
suggests that, on average, teachers have some exposure to
school management activities. However, there is moderate
variability in responses, indicating that experiences with
school management vary among the teachers. Effective school
management is essential for creating a conducive learning
environment (Leithwood & Jantzi, 2020).
Table 1 reveals that teachers have diverse experiences
in these key dimensions. To enhance their professional
development and teaching effectiveness, it is important to
provide customized support and training that addresses the
specific needs and experiences of teachers. This table also
underscores the importance of continuous and relevant
professional development for all teachers, regardless of
their experience levels. The quality and impact of feedback
and support in these areas are vital for improving teacher
performance and overall educational outcomes.
Table 1. Level of Respondent’s Teaching Experiences
N Mean SD Interpretation
Score
Professional 267 2.99 .744 Slightly

Development Experienced
63
Teacher 267 2.64 .616 Slightly
Appraisal and Experienced
Feedback
Teaching 267 3.21 .333 Slightly

Experienced
Practices,
Beliefs, and
Attitudes
School 267 3.45 .429 Slightly

Management Experienced
Level of Self-care Practices
Table 2 provides an overview of the respondents' self-
care practices, focusing on six key dimensions: Mindful
Relaxation, Physical Care, Self-Compassion and Purpose,
Supportive Relationships, Supportive Structure, and Mindful
Awareness. The table presents the mean scores, standard
deviations, and an interpretation of the level of self-care
practices.
The mean score of 3.24 for Mindful Relaxation
suggests that, on average, teachers demonstrate some
inclination towards practicing mindfulness and relaxation
techniques. However, the standard deviation of 0.453
indicates moderate variability among responses, highlighting
that while some teachers are more inclined towards mindful

64
relaxation practices, there is room for improvement. In the
realm of Physical Care, the mean score of 2.84 suggests
that, on average, teachers have a relatively lower level of
engagement in physical self-care practices. The substantial
standard deviation of 0.610 emphasizes the considerable
variability in responses, indicating variations in physical
care practices among teachers. Moving on to Self-Compassion
and Purpose, the mean score of 3.27 signifies that teachers,
on average, exhibit a moderate level of self-compassion and
a sense of purpose. The consistency in responses across this
dimension underscores a shared understanding of the
importance of self-compassion and purpose in their
professional lives. In the dimension of Supportive
Relationships, the mean score of 3.52, coupled with the low
standard deviation of 0.426, indicates that teachers, on
average, highly practice maintaining supportive
relationships. The findings regarding Supportive Structure,
with a mean score of 3.37 and a standard deviation of 0.506,
reveal that, on average, teachers have some inclination
towards creating supportive structures in their lives.
However, the moderate variability in responses suggests that
there is room for enhancement in this dimension. Finally,
the mean score of 3.41 for Mindful Awareness implies that,
on average, teachers slightly practice mindful awareness.
Teachers moderately practiced Mindful Relaxation aligns

65
with studies emphasizing the positive impact of mindfulness
practices on stress reduction and overall well-being
(Meiklejohn et al., 2021). The lower mean score for Physical
Care underscores the need for initiatives promoting physical
well-being among teachers to enhance their health and
performance (Trudeau & Shephard, 2018). While teachers
demonstrate moderate Self-Compassion and Purpose, research
suggests that fostering self-compassion can lead to enhanced
well-being and reduced burnout (Neff & Germer, 2022). Highly
practiced Supportive Relationships are in line with
literature emphasizing the importance of social support in
teaching, contributing to increased job satisfaction and
reduced stress (Ingersoll, 2021). The slightly practiced
Supportive Structure and Mindful Awareness dimensions
highlight areas where targeted interventions can improve
teachers' workload management, personal life balance, and
stress reduction (Borgogni et al., 2019; Chiesa et al.,
2021). These implications indicate the importance of
recognizing and promoting self-care practices to enhance
teachers' overall well-being and job satisfaction.
Table 2. Level of Respondents’ Self-care Practices
N Mean SD Interpretation
Score
Mindful relaxation 267 3.24 .453 Slightly

Practiced
Physical care 267 2.84 .610 Slightly
Practiced
66
Self-compassion and 267 3.27 .441 Slightly
purpose Practiced
Supportive 267 3.52 .426 Highly practiced

relationships
Supportive structure 267 3.37 .506 Slightly
Practiced
Mindful awareness 267 3.41 .449 Slightly
Practiced
Level of Respondents’ Performance
Table 3 summarizes the levels of performance across key
result areas, providing a comprehensive view of teachers'
achievements in various aspects of their professional roles.
Notably, in the dimensions of Content Knowledge and
Pedagogy, Learning Environment & Diversity of Learners, and
Curriculum Planning, teachers have performed at an
outstanding level, as indicated by their mean scores of
1.01, 1.02, and 1.00, respectively. These exceptional scores
align with high levels of achievement, demonstrating their
proficiency in these areas. However, in the dimension of
Assessment and Reporting, the mean score of .978 signifies a
very satisfactory performance, suggesting a slightly lower
level of achievement in this aspect. Additionally, in terms
of Personal Growth and Professional Development, the mean
score of .599 also reflects a very satisfactory performance,
indicating a marginally achieved level. It is noteworthy
that the IPCRF Rating, with a mean score of 4.62, reiterates

67
the outstanding performance, demonstrating a highly achieved
rating. This comprehensive performance assessment
illustrates the strengths and areas for growth among
teachers. The outstanding performance in certain dimensions
is commendable, while the slightly lower achievements
indicate the need for focused support and development. It is
imperative to take a holistic approach to address these
findings and provide teachers with the necessary resources
and strategies for continued growth and development.
These results are corroborated by relevant literature,
where studies on effective teaching emphasize the
significance of content knowledge, pedagogical skills, and a
supportive learning environment (Hattie, 2021). However, it
is essential to note that the results regarding Assessment
and Reporting align with research emphasizing the complexity
of assessment practices in education (Pellegrino, Chudowsky,
& Glaser, 2021). Additionally, the findings concerning
Personal Growth and Professional Development coincide with
literature highlighting the importance of ongoing teacher
development and its correlation with instructional quality
(Ingersoll & Strong, 2011). The overall IPCRF Rating
underlines the significance of well-rounded teacher
evaluation systems in recognizing outstanding performance
(Stronge et al., 2021).

68
Table 3. Level of Respondents’ Performance
Key Result Areas Mean SD Descriptive Verbal

Interpretation Interpretation
Content knowledge 1.01 .050 Outstanding Highly Achieved

and pedagogy
Learning 1.02 .068 Outstanding Highly Achieved
Environment &
Diversity of
Learners
Curriculum 1.00 .060 Outstanding Highly Achieved

Planning
Assessment and .978 .046 Very Slightly

Reporting Satisfactory Achieved
Personal Growth .599 .028 Very Slightly

and Professional Satisfactory Achieved
Development
IPCRF Rating 4.62 .172 Outstanding Highly Achieved

69
Relationship in Teaching Practices and Self-care Practices
The Spearman Rank Correlation Coefficient was run to
determine the relationship between respondents teaching
experiences and self-care practices. The result in table 4
revealed that a moderate and significant relationship exists
between professional development and the subdimensions of
self-care practices like mindful relaxation (p=.000),
physical care (p=.000), self-compassion and purpose
(p=.000), supportive relationships (p=.000), supportive
structure (p=.000), and mindful awareness (p=.000). This
result indicates the teachers who have experienced
professional development activities have better self-care
practices. Glazer (2022) supported this result explaining
that focusing on professional development and self-care can
lead to become the best self and the best self is likely a
productive, empathetic, respected team member who can do
great things in the working environment setting and beyond.
Allford (2023) also stressed out that professional
development and self-care are critical components for any
individual who is looking to excel in their career and
rowing in a career is not just about acquiring knowledge and
skills, but it is also about investing in professional and
personal growth.
70
The result in table 4 also showed moderate and
significant relationship between respondent’s teaching
practices, beliefs, and attitude to self-care practices
subdimension such as mindful relaxation (p=.005), physical
care (p=.045), self-compassion and purpose (p=.000),
supportive relationships (p=.000), supportive structure
(p=.000), and mindful awareness (p=.000). This result
indicates that teachers’ personal values such as beliefs in
their ability to effectively handle the tasks, obligations,
and challenges related to their professional activity drive
their goals and behaviors at school and plays a key role in
influencing important academic outcomes (e.g., students’
achievement and motivation) and well-being in the working
environment.
Barni et al (2019) showed that teachers’ conservation
values were positively associated to sense of self-efficacy
regardless of the type and level of motivation for teaching.
More interestingly, Barni (2019) added that the
relationships between openness to change and self-efficacy
on the one hand, and self-transcendence and self-efficacy on
the other, varied depending on teachers’ motivations. These
relations were stronger when teachers perceived less
external pressure and felt to be self-determined toward
teaching.
71
The result in table 4 further revealed moderate and
significant relationship between teacher appraisal and
feedback and self-care practices subdimensions such as
mindful relaxation (p=.017), physical care (p=.000), self-
compassion and purpose (p=.000), and supportive structure
(p=.000) but showed a very weak negative and not
significantly correlated to supportive relationships
(p=.246) and mindful awareness (p=.993). The result
indicates teacher’s appraisal and feedback do not
significantly influence the supportive relationship of
teachers in the workplace which further implies that
appraisal and feedback from peers was not perceived to be a
peer support.
The Organization for Economic Cooperation and
Development [OECD] (2020) contrasted this result and
explained that monitoring and appraising teachers is central
to improving schools and learning environments. If well
designed, OECD (2020) added that teacher appraisal and
feedback systems can be used as a tool to increase teacher
effectiveness and achieve better student learning outcomes,
help to increase the focus on teaching and teachers’
professional learning, help teachers identify how to improve
their teaching practice and, with the support of effective
school leadership, to develop schools as professional

72
learning communities. Appraisal and feedback systems can
also help to build better school organization by allowing
teachers to progress in their career and to take on new
roles and responsibilities based on a solid evaluation of
their performance and an opportunity for recognizing and
rewarding effective teaching.
Teacher appraisal and feedback also found to be very
weakly, negatively, and insignificantly correlated with
mindful awareness. Aish (2020) explained that educators have
taken advantage of the mindful practice in helping students
with emotional regulation but found the experience also
aided themselves with responding optimistically by
responding with less reactivity to the anxiety and focused
on self- efficiency. When practicing mindfulness, Aish
(2020) stressed out that teachers began to recognize how
they responded emotionally and regulated the negative
emotions so they could be more proactive in the classroom
management of challenging behaviors.
Result in table 4 also showed that school management is
moderately and significantly correlated with self-care
practices dimensions in terms of self-compassion and purpose
(p=.003), supportive relationships (p=.001), supportive
structure (p=.024), and mindful awareness (p=.001) but
weakly
73
and insignificantly correlated to mindful relaxation
(p=.153) and weakly, negatively, and insignificantly
correlated to physical care (p=.584). These results implies
that relationship of school management experiences varies
with self-care practices dimensions.
The weak and insignificant relationship of school
management and mindful relaxation was contrasted by Davies
(2023) who explained that through mindfulness in education,
administrators can be present with students and teachers,
increase productivity, free up time in a day, and lower the
perceived stress levels.
The very weak, negative, and insignificant relationship
between school management and physical care was contrasted
by the United Nation Children’s Fund [UNICEF] (n. d.) who
explained that making self-care a priority is not a luxury;
it is a necessity there is need the support and
understanding of friends, family members, colleagues and
school management, and even benefit from professional
support.
In general, teaching experiences is moderately and
significantly correlated to self-care practices. This result
indicates teachers in order to be effective classroom
facilitators of learning must have a better self-care

74
practice. In particular, practicing self-care can be a
fantastic approach to reduce or eliminate teacher stress.
According to Thomas and Morris (2017), the percentage of
teachers who report feeling highly stressed on a daily basis
during the academic year ties nursing as the profession with
the greatest stress levels.
Table 4. Relationship in Teaching Practices and Self-care

Practices
SELF-CARE Test TEACHING EXPERIENCES

PRACTICES Statistic Professional Teacher Teaching School
development Appraisal Practices, Management
and Feedback Beliefs and
Attitudes
Mindful Spearman r .445 .146 .172 .088
Relaxation p-value .000 .017 .005 .153
Decision Reject H0 Reject H0 Reject H0 Failed to
Reject H0
Conclusion Significant Significant Significant Not
Significant
Physical Care Spearman r .379 .432 .123 -.034

p-value .000 .000 .045 .584
Decision Reject H0 Reject H0 Reject H0 Failed to
Reject H0
Conclusion Significant Significant Significant Not
Significant
Self- Spearman r .552 .352 .353 .178

compassion p-value .000 .000 .000 .003
and Purpose Decision Reject H0 Reject H0 Reject H0 Reject H0
Conclusion Significant Significant Significant Significant
Supportive Spearman r .313 -.071 .324 .209

Relationships p-value .000 .246 .000 .001
Decision Reject H0 Failed to Reject H0 Reject H0
Reject H0
Conclusion Significant Not Significant Significant
Significant
Supportive Spearman r .585 .217 .369 .138

Structure p-value .000 .000 .000 .024
Decision Reject H0 Reject H0 Reject H0 Reject H0
Conclusion Significant Significant Significant Significant
Mindful Spearman r .380 -.001 .292 .199

Awareness p-value .000 .993 .000 .001
Decision Reject H0 Failed to Reject H0 Reject H0
Reject H0
Conclusion Significant Not Significant Significant
Significant
75
Relationship in Teaching Experiences and Performance
The Spearman Rank Correlation Coefficient was run to
determine the significant relationship between teaching
experiences and career stage through the Individual
Performance Commitment and Review Form (IPCRF). There were
four subdimensions that comprehensively discussed the level
of teaching experiences namely: Professional development,
Teacher appraisal and feedback, Teaching experiences,
beliefs and attitudes, and School management.
The results in table 5 showed that the career stage is
very weakly and insignificantly correlated to professional
development (r=.043, p=.489), teacher appraisal and feedback
(r=.042, p=.491), teaching experiences, beliefs and
attitudes (r=.061, p=.323) and very weakly, negatively, and
insignificantly correlated to school management (r=-.028,
p=.654).
To discuss, Padillo et al (2020) showed findings and
supported the result of insignificant relationship between
professional development and teacher’s performance. Pardillo
et al. (2020) demonstrated that teachers who participated in
professional development activities have mastered
instructional planning.
76
However, their respondents felt that professional
development programs had minimal impact for the teachers in
terms of teaching methods, subject knowledge, rapport with
students, and classroom management. In addition, Padillo et
al. (2020) discovered that there is no meaningful connection
between professional development activities and teaching
competencies.
Moreover, Elliot (2015) supported the result of insignificant
relationship of proficient teacher performance in a career stage
and teacher appraisal and feedback where the result has argued
that the key to effective appraisal is getting the balance right
between assessing performance and assisting personal development.
The result of Elliot (2015) paper highlighted the complexity of
evaluating performance appraisal and its impact on teacher
effectiveness and acknowledges a need for further research.
Bearing in mind that performance appraisal, teacher standards and
professional learning are difficult to isolate, these influences
need to be considered as “part of a wider, more complex web of
factors that impact in significant ways upon the work of teachers,
and the learning that happens in schools” (Elliot, 2015).

77
The result of insignificant relationship between
teaching performance as proficient teacher and teacher’s
beliefs, practices, and attitude were contrasted by
Alshuwaysh, Cheong, and Ismail (2021) showing that
educators’ beliefs were found to have influenced their
teaching performance and that educators’ beliefs are a
significant predictor of teaching performance. Accordingly,
Alshuwaysh, Cheong, and Ismail (2021) asserted that a change
in the educators’ beliefs resulted in an improvement in
teaching performance and further determined that beliefs can
also affect what educators see as being significant in their
teaching performance; they are likely to perform positively
when they hold positive beliefs. In other words, this result
indicated that as general educators’ beliefs became more
positive, their teaching performance tended to improve.
The result also showed very weak, negative, and
insignificant relationship between teachers’ performance in
proficient level of career stage and school management.
Abdullah and Salihu (2020) contrasted this result showing
findings that teacher job performance is highly influenced
by the nature of management-teacher relations and
recommended that guidelines for management-teacher relations
should be clearly spelt out and the guidelines should be
integrated
78
into the secondary school administrative policy to enhance
management-teacher relations that would facilitate effective
job performance among teachers.
The table below showed a more detailed result.
Table 5. Relationship in Teaching Experiences and

Performance
Teaching Individual Performance Commitment and Review Form

Experiences Spearman r p-value Decision Conclusion
Professional .043 .489 Failed to Not
development Reject H0 Significant
Teacher .042 .491 Failed to Not
Appraisal Reject H0 Significant
and Feedback
Teaching .061 .323 Failed to Not
Practices, Reject H0 Significant
Beliefs and
Attitudes
School -.028 .654 Failed to Not
Management Reject H0 Significant
Relationship between Performance and Self-care Practices
The Spearman Rank Correlation Coefficient was further
run to determine the significant relationship between
performance of proficient teachers as a career stage and
self- care practices subdimensions as mindful relaxation,
physical care, self-compassion and purpose, supportive
relationships, supportive structure, and mindful awareness.
The result showed that a very weak and insignificant
relationship exist between performance of proficient
teachers as a career stage and self-care practices
subdimensions as
79
mindful relaxation (r=.112, p=.069), physical care (r=-.018,
p=.772), self-compassion and purpose (r=.041, p=.503),
supportive relationships (r=.065, p=.290), supportive
structure (r=.106, p=.084), and mindful awareness (r=.064,
p=.294). these results indicate that self-care practices
subdimensions do not have a significant influence on
teaching performance.
In the case of insignificant relationship of teacher’s
performance to mindful relaxation, Tao (2022) expressed a
contrasting result showing that teacher mindfulness, work
engagement, and classroom emotions are all at the
intermediate level, and significantly correlated and the
effect of teacher mindfulness on classroom emotions is
partially mediated by work engagement. In addition, Tao
(2022) concluded that negative emotions partially mediate
the effect of teacher mindfulness on work engagement, while
positive emotions fully mediate it. These results highlight
the importance of fostering teacher mindfulness through
mindfulness-based intervention, developing teacher emotion
regulation competence in teacher education, and cultivating
supportive classroom and school culture for teachers to
experience more positive emotions from students and
administrators.
80
Moreover, the insignificant relationship between
performance as proficient teacher and self-care practices
was explained by Self-care Deficit Theory. This sheds to
explain how teachers see their own self-care practices in
light of the daily demands of the classroom environment. In
fact, instructors lack the self-care techniques necessary to
manage an emotionally taxing profession. Self-care fosters
resilience, which many teaching professionals frequently
lack, according to research. Interventions with mindfulness
improve a teacher's work with students' emotions by
assisting them in developing coping mechanisms (Emerson et
al., 2017). In order to promote self-care and foster
resilience, educators should employ various strategies.
Table 6. Relationship between Performance and Self-care

Practices
Self-care Individual Performance Commitment and Review Form

Practices Spearman r p-value Decision Conclusion
Mindful .112 .069 Failed to Not
relaxation Reject H0 Significant
Physical care -.018 .772 Failed to Not
Reject H0 Significant
Self- .041 .503 Failed to Not
compassion Reject H0 Significant
and purpose
Supportive .065 .290 Failed to Not
relationships Reject H0 Significant
Supportive .106 .084 Failed to Not
structure Reject H0 Significant
Mindful .064 .294 Failed to Not
awareness Reject H0 Significant
81
CHAPTER 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
The summary, findings, conclusions, and recommendations
are presented in this chapter.
Summary of Findings
The study's findings present a comprehensive view of
the teaching profession, as derived from the data results.
The study unveiled that teachers possess the same
levels of experience in different key dimensions, with
professional development, teacher appraisal and feedback,
teaching practices, beliefs, and attitudes, as well as
school management, all of which fall under the category of a
"moderate level." These findings highlight the balanced yet
not overly extensive experiences that teachers have in these
key dimensions, emphasizing the need to further explore and
understand the distinctions of these experiences for more
targeted teacher development strategies.
In terms of self-care practices, mindful relaxation,
physical care, self-compassion and purpose, supportive
structure, and mindful awareness exhibited a "moderate
level," while supportive relationships were at a "high
level." The study also explored the relationship between
teaching experiences and self-care practices, indicating

82
significant correlations. However, the link between teaching
experiences and teaching performance, as measured by IPCRF
ratings, did not prove to be significant, as teachers
consistently received "outstanding" ratings across
performance dimensions.
Finally, the connection between self-care practices and
teaching performance among proficient teachers yielded "not
significant" results for all subdimensions. These findings
emphasize the intricate interplay between teaching
experiences, self-care practices, and performance in the
teaching profession, underscoring the need for comprehensive
support structures tailored to the specific needs and
experiences of educators.
Conclusions
With the gathered results and information, the
following conclusions were drawn.
The findings highlight the importance of recognizing
and addressing the diverse experiences of teachers in the
educational system. Tailored professional development
opportunities are crucial to accommodate their varying
needs, ultimately enhancing their effectiveness as
educators.
Moreover, the promotion of self-care practices,
including mindful relaxation, physical care, self-

83
compassion, and supportive relationships, is essential to
improve teacher well-being. However, factors beyond teaching
experiences significantly influence the level of proficiency
attained by teachers in their careers. The study reveals
that self-care practices, while vital for well-being, may
not be the sole determinants of teaching performance among
proficient teachers. As such, a holistic approach to teacher
support is necessary, which includes personalized
professional development, self-care promotion, and support
structures tailored to the complexities of the teaching
profession. This comprehensive strategy is vital to
cultivate a positive and effective teaching environment,
benefiting both teachers and the students they are dedicated
to educating.
Recommendations
Based on the conclusions made, the following
recommendations were drawn:
1. Given the diverse experiences among teachers, it is
recommended that Education Program Specialists and
Schools Division Superintendents design and implement
tailored professional development programs. These
programs should cater to the specific needs and
experiences of teachers, encompassing topics related to
content knowledge, pedagogy, curriculum planning, and

84
assessment. The aim is to empower teachers to excel in
these areas, as they significantly impact teaching
performance. Additionally, schools and districts should
encourage teachers to actively engage in professional
development opportunities.
2. To support teacher well-being, Public School District
Supervisors and School Heads should promote self-care
practices, with a particular focus on mindful
relaxation and physical care. Initiatives aimed at
fostering self-compassion and purpose should also be
encouraged to address the slightly practiced level
found among teachers. This not only contributes to
individual well-being but can also have a positive
impact on teaching performance.
3. The study underscores the importance of supportive
relationships among teachers. School Heads and
district-level administrators should work to create a
supportive school culture and environment that nurtures
positive relationships among educators. This can lead
to increased job satisfaction, professional growth, and
ultimately, better teaching performance.
4. This study encourage teachers to support the mental
health of all students in the classroom and school, not
just individual students who may exhibit behavioral
issues by educating staff, parents, and students on

85
symptoms of and help for mental health problems;
promote social and emotional competency and build
resilience; help ensure a positive, safe school
environment; teach and reinforce positive behaviors and
decision-making; encourage helping others; encourage
good physical health; and help ensure access to school-
based mental health supports.
5. Future and current researchers may conduct similar
studies on the relationship between teaching
experiences, career goals, and self-care practices of
teachers on a larger scale.

86
CHAPTER VI
INTERVENTION PLAN FOR TEACHERS
I. Rationale:
The intervention plan is designed to address the varying
teaching experiences, self-care practices, and performance
levels among teachers, as highlighted in the study's findings.
It is essential to take action to support teachers'
professional growth, personal well-being, and overall
effectiveness in the classroom. The rationale behind this plan
is as follows:
1. Customized Professional Development: Teachers exhibit
diverse experiences and needs, making it imperative to
provide tailored professional development. Addressing
gaps in content knowledge, pedagogy, curriculum
planning, and assessment will lead to enhanced teaching
performance and job satisfaction.
2. Enhanced Self-Care Initiatives: To support teacher
well-being, it is crucial to focus on self-care
practices, particularly mindful relaxation, and
physical care. Fostering self-compassion and purpose
will contribute to individual well-being and can

87
positively impact teaching performance.
3. Strengthening Supportive Relationships: The study
emphasizes the significance of supportive relationships
among teachers. Creating a supportive school culture
and environment that nurtures positive relationships
can lead to increased job satisfaction and reduced
stress, ultimately enhancing teaching performance.
II. General Objectives:
The general objectives of the intervention plan are as follows:
1. Enhance Teaching Proficiency: By providing customized
professional development, the plan aims to improve
teachers' content knowledge and pedagogy, enabling them to
excel in these areas, thus enhancing teaching performance.
2. Promote Well-Being: Through self-care workshops and
initiatives, the plan seeks to promote teacher well-being
by fostering mindful relaxation, physical care, self-
compassion, and a sense of purpose. This will lead to
healthier, happier educators and positively influence
teaching performance.
3. Foster Supportive School Environments: The plan aims to
strengthen supportive relationships among teachers by
creating a school culture that encourages positive
interactions. This, stress and increase job satisfaction,
reduce stress, and enhance overall teaching performance.

88
Intervention Objective Responsible Timeline Resources

Plan Parties Required
Professional Design Education Start Training

Development and Program within materials,
implement Specialists 3 subject-
a , Schools months matter
customize Division experts,
d Superintend workshops,
professio ents and online
nal resources
developme
nt
program
focusing
on
content
knowledge
and
pedagogy
to
address
identifie
d gaps in
teaching
experienc
es.
Self-Care Organize Public Start Workshop

Workshops workshops School within facilitators,
that District 2 relaxation
promote Supervisors months resources,
self-care , School wellness
89
practices Heads experts

,
including
mindful
relaxatio
n and
physical
well-
being, to
improve
teacher
well-
being.
Self- Conduct Public Start Workshop

Compassion and workshops School within leaders,
Purpose to foster District 2 motivational
self- Supervisors months speakers,
compassio , School resources for
n, Heads personal
motivatio growth
n, and a
sense of
purpose
among
teachers.
Address
the
slightly
practiced
level
identifie
d in the
study.
Assessment and Implement Education Start Training

Reporting training Program within materials,
Training sessions Specialists 3 assessment
that , School months experts, peer
focus on Heads evaluation
improving programs
assessmen
t and
90
reporting
technique
s to
enhance
teaching
practices
and
performan
ce.
Cultivating Work on School Impleme Professional

Supportive creating Heads, nt development
Environments a school District ongoing on building
culture Administrat strateg supportive
that ors ies environments
nurtures
supportiv
e
relations
hips
among
educators
, thus
improving
job
satisfact
ion and
overall
well-
being.
91
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APPENDIX A
LETTER OF CONSENT
113
APPENDIX B
COMPLIANCE TO CONDUCT THE STUDY
114
APPENDIX C
RESEARCH INSTRUMENT
Assessing Teaching Experiences, Self-care Practices,

and Career Stages: Basis for an Intervention Plan
SURVEY QUESTIONNAIRE
Information herein provided will be used for the research study

alone and will be kept with utmost confidentiality. Do not write
your name on this questionnaire.
Part I. TEACHER QUESTIONNAIRE (OECD-TALIS, 2017)

You will be asked to read each of the statement carefully, and
then think about whether the statement applies to you or does not
apply to you. Please put a checkmark () to where it is
appropriate for you.
Scale:
4 (Strongly Agree)
3 (Agree)
2 (Disagree)
1 (Strongly Disagree)
INDICATORS 4 3 2 1
A. Professional development.
In the past 18 months, do you participate in any of the following
kinds
of professional development activities?
1. Courses/workshops (e.g. on subject matter or
methods and/or other education-related topics)
2. Education conferences or seminars (where teachers
and/or researchers present their research results
and discuss educational problems)
3. Qualification programs (e.g. a degree program)
4. Observation visits to other schools
5. Participation in a network of teachers formed
specifically for the professional development of
teachers
6. Individual or collaborative research on a topic of
interest to me professionally
7. Mentoring and/or peer observation and coaching, as
part of a formal school arrangement
B. Teacher Appraisal and Feedback
8. In my opinion, in this school the principal takes
steps to alter the monetary rewards of a
persistently underperforming teacher.
9. In my opinion, in this school the sustained poor
performance of a teacher would be tolerated by the
rest of the staff.
10. In this school, teachers will be dismissed
115
because of sustained poor performance.
11.In my opinion, in this school the principal
uses effective methods to determine whether
teachers are performing well or badly. .
12.In my opinion, in this school a development
or training plan is established for teachers to
improve their work as a teacher.
13.In my opinion, the most effective teachers in
this school receive the greatest monetary or
nonmonetary rewards.
14.If I improve the quality of my teaching at
this school, I will receive increased monetary or
15.If I am more innovative in my teaching at
this school, I will receive increased monetary or
16. In my opinion, in this school the review of
teachers’ work is largely done to fulfil
administrative requirements.
17. In my opinion, in this school the review of
teachers’ work has little impact upon the way
teachers teach in the classroom.
C. Teaching Practices, Beliefs and Attitudes
18. Effective/good teachers demonstrate the
correct way to solve a problem.
19. When referring to a “poor performance”, I
mean a performance that lies below the previous
achievement level of the student.
20. It is better when the teacher – not the
student – decides what activities are to be done.
21. My role as a teacher is to facilitate
students’ own inquiry.
22. Teachers know a lot more than students; they
shouldn’t let students develop answers that may be
incorrect when they can just explain the answers
directly.
23. Students learn best by finding solutions to
problems on their own.
24.Instruction should be built around problems
with clear, correct answers, and around ideas that
most students can grasp quickly.
25.How much students learn depends on how much
background knowledge they have – that is why
teaching facts is so necessary.
26.Students should be allowed to think of
solutions to practical problems themselves before
the teacher shows them how they are solved.
27. When referring to a “good performance”, I
mean a performance that lies above the previous
achievement level of the student.
28. A quiet classroom is generally needed for
effective learning.
29. Thinking and reasoning processes are more
116
important than specific curriculum content.
30. All in all, I am satisfied with my job.
31. I feel that I am making a significant
educational difference in the lives of my students.
32.If I try really hard, I can make progress
with even the most difficult and unmotivated
students.
33. I am successful with the students in my
class.
34. I usually know how to get through to
students.
35. Teachers in this local community are well
respected.
36. In this school, teachers and students
usually
get on well with each other.
37. Most teachers in this school believe that
students’ well-being is important.
38. Most teachers in this school are interested
in what students have to say.
39. If a student from this school needs extra
assistance, the school provides it.
D. School Management
40. In meetings, the principal discusses
educational goals with teachers.
41. The principal ensures that teachers work
according to the school’s educational goals.
42. The principal or someone else in the
management team observes teaching in classes.
43. The principal gives teachers suggestions as
to how they can improve their teaching.
44.When a teacher has problems in his/her
classroom, the principal takes the initiative to
discuss the matter.
45.The principal ensures that teachers are
informed about possibilities for updating their
knowledge and skills.
46. The principal compliments teachers for
special effort or accomplishments.
47. In this school, the principal and teachers
work on a school development plan.
48. The principal defines goals to be
accomplished by the staff of this school.
49. The principal ensures that a task-oriented
atmosphere is fostered in this school.
50.In this school, the principal and teachers
act to ensure that education quality issues are a
collective responsibility.
117
Part II. MINDFUL SELF-CARE SCALE (Cook-Cottone, C. P., & Guyker,
W. M., 2018)
This scale is intended to help individuals identify areas of
strength and weakness in mindful self-care behavior as well as
assess interventions that serve to improve self-care. You will be
asked to read each of the statement carefully, and then think
about whether the statement applies to you or does not apply to
you. Please put a checkmark () to where it is appropriate for
you.
Scale:
4 (Often)
3 (Sometimes)
2 (Rarely)
1 (Never)
INDICATORS 4 3 2 1
A. Mindful Relaxation
1. I did something intellectual (using my mind)
to help me relax (e.g., read a book, wrote).
2. I did something interpersonal to relax (e.g.,
connected with friends).
3. I did something creative to relax (e.g.,
drew, played instrument, wrote
creatively, sang,
organized).
4. I listened to relax (e.g., to music, a
podcast,
radio show, rainforest sounds).
5. I sought out images to relax (e.g., art, film,
window shopping, nature)
6. I sought out smells to relax (lotions, nature,
candles/incense, smells of baking).
B. Physical Care
7. I drank at least 6 to 8 cups of water.
8. I ate a variety of nutritious foods (e.g.,
vegetables, protein, fruits, and grains).
9. I planned my meals and snacks.
10. I exercised at least 30 to 60 minutes.
11. I took part in sports, dance or other
scheduled physical activities (e.g., sports
teams, dance classes).
12. I did not do sedentary activities (e.g.,
watched TV, worked on the computer).
13. I planned/scheduled my exercise for the
day.
14. I practiced yoga or another mind/body
practice (e.g., Tae Kwon Do, Tai Chi).
C. Self-compassion and Purpose
15. I kindly acknowledged my own challenges
118
and difficulties.
16. I engaged in supportive and comforting
self-talk (e.g., “My effort is valuable and
meaningful”).
17. I reminded myself that failure and
challenge are part of the human experience.
18. I gave myself permission to feel my
feelings (e.g., allowed myself to cry).
19. I experienced meaning and/or a larger
purpose in my work/school life (e.g., for a
cause).
20. I experienced meaning and/or a larger
purpose in my private/personal life (e.g.,
for
a cause).
D. Supportive Relationships
21. I spent time with people who are good to
me (e.g., support, encourage, and believe in
me).
22. I scheduled/planned time to be with
people who are special to me.
23. I felt supported by people in my life.
24. I felt confident that people in my life
would respect my choice if I said “no”.
25. I felt that I had someone who would
listen to me if I became upset
(e.g., friend,
counsellor, and group).
E. Supportive Structure
26. I maintained a manageable schedule.
27. I kept my work/schoolwork area organized
to support my work/school tasks.
28. I maintained balance between the demands
of others and what is important to me.
29. I maintained a comforting and pleasing
living environment.
F. Mindful Awareness
30. I had a calm awareness of my thoughts.
31. I had a calm awareness of my feelings.
32. I had a calm awareness of my body.
33. I carefully selected which of my
thoughts
and feelings I used to guide my actions.
119
Part III. CAREER STAGE
Please indicate your rating in each of the following indicators
in the Key Result Areas from your Individual Performance
Commitment and Review Form (IPCRF).
KEY RESULT AREAS Validated

Rating
1. Content knowledge and pedagogy
2. Learning Environment & Diversity of Learners
3. Curriculum Planning
4. Assessment and Reporting
5. Personal Growth and Professional Development
120
APPENDIX D
VALIDITY OF THE RESEARCH INSTRUMENT
121
122
123
124
APPENDIX E
STATISTICAL TABULATIONS
125
126
127
128
129

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CENTRAL PHILIPPINES STATE UNIVERSITY

Graduate School-Cauayan Campus

Background of the Study

The landscape of Philippine education underwent a

transformation with the enactment of Republic Act 10533,

commonly referred to as the K-12 law or the Enhanced Basic

Education Act of 2013. This law brought about significant

changes in educational programs, teacher preparation, and

curricula, creating a need for an intricate interplay of

instructional experiences, self-care practices, and

professional development initiatives.

As the new curriculum took shape, educators found

themselves navigating a complex environment. From delivering

six hours of daily instruction to shouldering

administrative, managerial, and support responsibilities,

teachers are increasingly burdened with comprehensive roles.

This multiplicity of duties often hides the fundamental

metrics of their experiences.

One crucial element frequently overlooked in the

relentless pursuit of educational excellence is teacher

self-care. While educators dedicate tremendous effort to

their work, the toll on their mental well-being often

remains unaddressed. Research by Thomas and Morris (2017)

grapple with daily stress intensified by resource

constraints, student behavior challenges, and the demands of

standardized exams. Mismanagement of this stress can lead to

burnout and contribute to the high turnover rate in the

Despite the critical role that teaching experiences,

self-care practices, and teaching performance play in

shaping the lives and careers of educators, there exists a

substantial gap in the researcher’s understanding of the

complex relationships among these factors. To bridge this

gap, the present study seeks to explore the complex

interplay of teaching experiences, self-care practices, and

performance among public elementary school teachers in the

District of Cauayan. In this unique educational context, the

objective is to provide the groundwork for a comprehensive

intervention plan tailored to the specific needs of

educators, aiming to enhance their well-being, professional

development, and the quality of education imparted to future

Statement of the Problem

This study aimed to ascertain the relationship

between teaching experiences, self-care practices, and

career stages among teachers in the district of Cauayan

1. What is the level of respondent’s teaching experiences

as a whole and in terms of the following categries:

1.1. Professional development;

1.2. Teacher appraisal and feedback;

1.3. Teaching experiences, beliefs and attitudes; and

1.4. School management?

2. What is the level of respondent’s self-care practices

as a whole and in terms of the following categories:

2.1. Mindful relaxation;

2.2. Physical care;

2.3. Self-compassion and purpose;

2.4. Supportive relationships;

2.5. Supportive structure; and

2.6. Mindful awareness?

3. What is the level of respondent’s performance as a