Wellness Status and Teachin Performance of Faculty Members in Congressional District I, Batangas Province

Abstract

Faculty members play a critical role in sustaining quality education; however, increasing workload, stress, and limited wellness support may negatively affect their wellness and teaching performance. Understanding the relationship between wellness status and teaching performance is essential in developing appropriate interventions to promote teacher effectiveness and prevent burnout.

This study aimed to assess the wellness status and teaching performance of faculty members in Congressional District I, Batangas Province, determine the relationship between wellness dimensions and teaching performance, identify challenges encountered, and propose intervention activities to strengthen wellness and sustain high teaching performance.

A descriptive-correlational research design was utilized. The respondents were 172 full-time faculty members selected through stratified random sampling from higher education institutions in Congressional District I, Batangas Province. A validated Likert-scale questionnaire was used to measure wellness status (physical, emotional, intellectual, social, spiritual, and occupational), teaching performance (planning and preparation, classroom environment, instruction, and professional responsibilities), and challenges affecting wellness and performance. Data were analyzed using weighted mean, ranking, and Pearson’s r correlation.

Findings revealed that faculty members demonstrated good to very good wellness status, with physical wellness rated as Good, emotional wellness as Good, and intellectual wellness as Good. Social wellness, spiritual wellness, and occupational wellness were rated Very Good. Teaching performance was rated High in all domains: planning and preparation, classroom environment, instruction, and professional responsibilities. Correlation analysis showed significant positive relationships between wellness dimensions and teaching performance, particularly emotional, intellectual, and social wellness. Major challenges identified were insufficient budget allocation for wellness programs, stress and emotional exhaustion, and difficulty in monitoring wellness program outcomes.

Faculty members generally demonstrate favorable wellness status and high teaching performance, and wellness is significantly associated with teaching effectiveness. Strengthening institutional wellness programs through financial support, stress management interventions, and monitoring systems is recommended to sustain performance and promote faculty well-being.