Subjective Well-Being of Teachers in the Distance LearningMode of Delivery: The Case of a Private School Institution

When teachers are faring well and feeling motivated to teach, they are more effective in their teaching. This study measures teacher well-being in terms of satisfaction of economic situation in the last year, state of mind and emotions, satisfaction with work and work performance, and satisfaction of life in general and by areas of life as perceived by teachersin a private school. Among a sample of 44 practicing teachers, the findings showed that teacher well-being was stable over time. They experienced agreeableness despite the pandemic, wherein the majority of the respondents have an overall satisfaction with the four well- being constructs of this study. A significant relationship exists between age, number of children, educational attainment, work designation, and monthly income in relation to the respondents' subjective well-being. Further, age has a significant relationship with satisfaction with work and job performance and state of mind and emotions. Moreover, a number of children also has a significant relationship with satisfaction with work and job performance. In contrast, educational attainment has a significant relationship with work and job performance satisfaction and with state of mind and emotions. Lastly, monthly income also significantly correlates with the satisfaction of life in general, satisfaction with work and job performance, and economic situation in the last year. Findings help improve our understanding of the highly important variables of teacher well-being which served as a reference for school administrators to enhance the well-being of teachers in the new normal educational setting