Professional Well-being as Influenced by Moral Dilemmas and Stress Coping Proficiency

This study aimed to investigate the impact of moral dilemmas and stress coping proficiency on teachers' professional well-being in selected private schools in Davao City. A non-experimental quantitative design with a descriptive-correlation approach was used, involving 197 teachers chosen through stratified random sampling. Data were collected using adapted and enhanced survey questionnaires that were pilot-tested for reliability and internal consistency. The findings revealed that teachers encountered moral dilemmas at a moderately extensive level, with confidentiality versus responsibility to disclose being the most evident. Stress coping proficiency was also rated as moderately extensive, with emotional regulation being the most practiced skill. Teachers' professional well-being was generally rated as extensive, with adaptability to changes as the most evident aspect. A strong positive relationship was found between moral dilemmas and professional well-being, as well as between stress coping proficiency and professional well-being. Furthermore, moral dilemmas and stress coping proficiency significantly influenced teachers' professional well-being, supporting the Transactional Model of Stress and Coping by Lazarus and Folkman (1984) and Kohlberg’s Stages of Moral Development (1981). The study recommends targeted training on ethical decision-making and stress management to enhance teachers' well-being.