Teachers’ Well-Being and Instructional Efficacy: Basis for Professional Development Plan

This study investigates the impact of various aspects of teacher well-being on instructional efficacy, focusing on emotional aspects, work engagement, relationships with stakeholders, sense of purpose, and accomplishments. It examines how these factors influence planning and preparation, the learning environment, instructional effectiveness, and professional responsibilities. Conducted in Roosevelt County Schools, Montana, during the 2023-2024 school year, the study used a descriptive correlational approach with mixed methods, focusing on quantitative research. Data were collected via an adapted survey from 198 teachers and analyzed using statistical tools like mean, frequency, percentage, standard deviation, Spearman Correlation Test, and Kruskal-Wallis Test. The findings revealed no significant relationship between teacher well-being and demographic profiles such as age, race, years of experience, position, and grade level. However, higher educational attainment was significantly related to emotional well-being, accomplishments, and instructional efficacy in several areas. Age also influenced professional responsibilities. The study suggests that schools should prioritize well-being initiatives tailored to teachers' specific needs to enhance instructional efficacy. By promoting support systems and focusing on well-being in their planning processes, schools can create a positive and supportive learning environment that benefits both teachers and students.