PROMOTING THE WELL-BEING OF BEGINNING TEACHERS: AN ASSESSMENT

The study aimed to determine status of well-being of beginning teachers inside the classroom in Itogon District II in their classroom management for the school year 2024-2025. Specifically, it focused on the extent of practice of teachers in promoting their well-being inside the classroom along spiritual, physical, mental and emotional well-being, the level of effectiveness of practice of teachers in promoting their well-being inside the classroom and the factors that affect in promoting the well-being of teachers. The study used the descriptive survey method of research with the questionnaire as the main tool in gathering data. The data were treated using weighted mean, t-test and ANOVA through F-test. The respondents were the beginning teachers of Itogon District II specifically with 0-2 years’ experience in teaching. Findings show that teachers always practice spiritual dimensions in promoting their well-being inside the classroom while they often practice physical, mental and emotional dimensions in promoting their well-being. Significant difference was noted in their practice in promoting their well-being when grouped according to civil status but not significant to the number of trainings attended. The effectiveness of practice of teachers in promoting their well-being inside the classroom is very effective. Significant differences were noted when grouped according to civil status and the number of trainings attended. Factors such as mental and emotional support, workload and time management and students' behavior positively affect in promoting well-being of beginning teachers. With the results, it is concluded beginning teachers place a strong emphasis on spiritual well-being, recognizing its importance in maintaining balance within the classroom. However, they engage with physical, mental, and emotional well-being practices less frequently, indicating that these areas may require further attention. Civil status plays a significant role in influencing their practices, but the number of trainings attended does not show a notable effect on their well-being practices. Additionally, the effectiveness of the practices employed by teachers in promoting their well-being is highly effective, with variations in the effectiveness linked to civil status and the number of trainings attended. Lastly, beginning teachers of Itogon District 2 benefit significantly from mental and emotional support, effective workload and time management strategies, and positive student behavior, all of which contribute positively to their overall well-being.