Teachers' Well-Being as Predictor of Job Satisfaction Among DepEd Teachers

Educator job satisfaction has been identified as exceptionally vital in teachers' well-being and implementing any education transformation, including the teacher in life-lengthy learning, the value of the instructionlearning process, and general satisfaction with life. The disturbing note is that many of today's teachers are displeased with their employment. Nevertheless, there is a common feeling that teachers nowadays are not happy with their jobs. The main objective of this study was to determine which domain of teachers' well-being significantly predicts job satisfaction among DepEd teachers. This study employed a quantitative, non-experimental research design utilizing the causal-effect technique. A total of 204 elementary public teachers were surveyed. The study revealed that a very high level, both in teacher's well-being and job satisfaction, was interpreted as very much manifested. It further revealed that teachers' well-being significantly predicts job satisfaction of DepEd teachers. In addition, there is a significant relationship between the well-being of teachers and job satisfaction. Indeed, the well-being of teachers generates job satisfaction. It suggests that programs be implemented by the Department of Education that can offer additional relevant information on job satisfaction that will serve as a framework for policymaking and improvement initiatives and interventions to enhance the well-being of teachers