Foundation for Ecological Circumstances and Learners’ Well-being in Public Elementary Schools: A Teachers’ Perspectives

This study aimed to examine the significant relationship between teachers’ perspectives towards the foundation for ecological circumstances and learners’ well-being in public elementary schools. A descriptive-correlational research design was employed, with a sample of 143 public elementary school teachers in Manay District, Davao Oriental. Data were gathered through standardized questionnaires distributed via face-to-face surveys. The data were analyzed using mean, standard deviation, Pearson product-moment correlation, and multiple linear regression analyses. The findings indicated that teachers’ perspectives towards ecological circumstances and learners’ well-being were rated as very high. Correlation analysis revealed a moderate positive relationship between these variables. Additionally, the study found that various domains of ecological circumstances, such as student engagement, biodiversity, climate stability, and sustainable use of resources, significantly influenced learners’ well-being, with sustainable use of resources having the strongest influence. It is recommended that school administrators implement policies and programs that support ecological education and sustainability initiatives. Providing environmental awareness programs, hands-on sustainability projects, and community partnerships can enhance both teachers’ ecological perspectives and students’ well-being. By fostering a supportive and environmentally conscious school culture, educators can empower students to take an active role in sustainability, ultimately contributing to their overall academic, social, and emotional development.