SOCIAL Support and Its Relationship to Psychological Well-Being of Teachers: Basis for Faculty Development PROGRAM

Abstract

This study examined the relationship between social support and the psychological well-being of private school teachers as the basis for the faculty development program. A quantitative descriptive correlational design was employed. The researcher gathered the research data through the use of adapted questionnaires validated by the panel of experts. These questionnaires were administered to the teachers from selected private secondary schools in Davao City. The gathered data were analyzed using mean, standard deviation, and Pearson product-moment correlation coefficient. Results revealed that the levels of social support and psychological well-being of the teachers were both very high. Further, there was a positive moderate relationship between social support and teachers' psychological well-being. The findings have resulted in the formulation of the Faculty Development Program.