VOlUME 04 ISSUE 06 JUNE 2025
1Gretchen T. Cioco, 2Delon A. Ching, EdD
1Secondary School Teacher II-JHS, Dr. Maria D. Pastrana National High School, Mauban, Quezon
2Vice President for Academic Affairs, Graduate Studies and Applied Research (GSAR), Laguna State Polytechnic University, San Pablo Campus
DOI : https://doi.org/10.58806/ijsshmr.2025.v4i6n15Google Scholar Download Pdf
ABSTRACT
The study explores the relationship between teachers’ leisure engagement, their sustainable well-being, and teaching performance. Using a quantitative-correlational design with mediation analysis, a total of 136 teacher respondents from various schools were surveyed to assess their levels of leisure engagement, categorized by both type and degree, as well as their sustainable well-being across five key dimensions. Additionally, teachers’ teaching performance was also evaluated through self-evaluations, peer evaluations, and student evaluations. A total of 369 students from various schools participated to assess their teachers’ teaching performance across the seven domains aligned with PPST. The result revealed that teachers were generally engaged in leisure activities, with the highest levels observed in passive and social forms. Sustainable well-being was rated to a great extent. Teaching performance was found to be outstanding across all domains, based on self-evaluations, peer evaluations, and student evaluations. Statistical analyses indicated significant relationships between leisure engagement and both sustainable well-being and teaching performance. Furthermore, sustainable well-being was found to mediate the relationship between leisure engagement and teaching performance significantly. These findings highlight the essential role of well-being and leisure in enhancing professional performance, suggesting that policies and programs promoting teacher wellness and balanced lifestyle are crucial for sustainable educational success.
KEYWORDS:Leisure Engagement, Sustainable Well-being, Teaching Performance, Mediation Analysis
REFERENCES
1) Andrade, H., & Du, Y. (2007). Student perspectives on rubric-referenced assessment. Assessment & Evaluation in Higher Education, 32(2), 159–181.
2) Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), 10–20.
3) Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
4) Bakker, A. B., & Demerouti, E. (2007). The job demands-resources model: State of the art. Journal of Managerial Psychology, 22(3), 309-328.
5) Bakker, A. B., & de Vries, J. D. (2021). Job Demands–Resources theory and self-regulation: New explanations and remedies for job burnout. Anxiety, Stress, & Coping, 34(5), 447–461.
6) Beane, J. A. (1997). Curriculum integration: Designing the core of democratic education. Teachers College Press.
7) Beard, J. G., & Ragheb, M. G. (1980). Measuring leisure satisfaction. Journal of Leisure Research, 12 (1), 20-33.
8) Becker, W. J., Belkin, L. Y., Tuskey, S. E., & Conroy, S. A. (2022). Surviving remotely: How job control and loneliness during a forced shift to remote work impacted employee work behaviors. Human Resource Management, 61(3), 275–290
9) Benevene, P. (2023). The role of teacher well-being in educational effectiveness: A systematic review. Frontiers in Psychology, 14, 1123456.
10) Berger, B. G., & Tobar, D. A. (2011). Exercise and quality of life. In T. L. T. Brown (Ed.), Quality of life and health. Nova Science.
11) Bernardo, A. B. I., Wong-Fernandez, B., Enteria, C. M., Macalaguing, M. D., & Magat, H. G. (2021). Perceived demand experienced by new senior high school teachers in the Philippines: A mixed methods study on micro level novel obligations of a national education reform. Journal of Research in Education Sciences, 66(2), 265–288.
12) Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.
13) Brown, H. E., & Payne, S. (2009). Barriers to physical activity in the workplace: A review of literature. Health Education Journal, 68(1), 14–28.
14) Caldwell, L. L. (2005). Leisure and health: Why is leisure therapeutic? British Journal of Guidance & Counselling, 33(1), 7–26
15) Chang, W., & Lee, H. (2021). The effects of leisure activities on self-efficacy and social adjustment. International Journal of Environmental Research and Public Health, 18(16), 8311.
16) Chen, J. C., Yeh, Y. C., Hwang, J. R., & Lin, S. W. (2020). Exploring the relationships among leisure involvement, job stress, and teaching effectiveness of university faculty. International Journal of Environmental Research and Public Health, 17(14), 5106.
17) Chen, S., Xie, Y., Li, Y., Fan, X., Xing, F., Mao, Y., Xing, N., Wang, J., Yang, J., Wang, Z., & Yuan, J. (2022). Sleep deprivation and recovery sleep affect healthy male resident’s pain sensitivity and oxidative stress markers: The medial prefrontal cortex may play a role in sleep deprivation model. Frontiers in Molecular Neuroscience.
18) Clift, S., Phillips, K., & Pritchard, S. (2021). The need for robust critique of research on social and health impacts of the arts. Cultural Trends, 30(5), 442–459.
19) Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(2), 310–357.
20) Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189–1204.
21) Coleman, D., & Iso-Ahola, S. E. (1993). Leisure and health: The role of social support and self-determination. Journal of Leisure Research, 25(2), 111–128.
22) Conner, T. S., DeYoung, C. G., & Silvia, P. J. (2018). Everyday creative activity as a path to flourishing. Journal of Positive Psychology, 13(2), 181–189.
23) Cook-Sather, A. (2006). Sound, presence, and power: “Student voice” in educational research and reform. Curriculum Inquiry, 36(4), 359–390.
24) Cruz, J.M., & Santos, M.A. (2018). Addressing diversity in the classroom. A study of public high school teachers in the Philippines. International Journal of Inclusive Education, 22 (8). 851-864.
25) Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. New York: Harper & Row.Day, C., & Gu, Q. (2010). The New Lives of Teachers. Routledge.
26) Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Multilingual Matters.
27) Cuypers, K., Krokstad, S., Holmen, T. L., Knudtsen, M. S., Bygren, L. O., & Holmen, J. (2012). Patterns of receptive and creative cultural activities and their association with perceived health, anxiety, depression and satisfaction with life among adults: The HUNT study, Norway. Journal of Epidemiology and Community Health, 66(8), 698–703.
28) Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nd ed.). ASCD.
29) Danna, K., & Griffin, R. W. (1999). Health and well-being in the workplace: A review and synthesis of the literature. Journal of Management, 25(3), 357–384.
30) Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Educational Policy Analysis Archives, 8, 1-44.
31) Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. Jossey-Bass.
32) Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2017). Educating the whole child: Improving school climate to support student success. Learning Policy Institute.
33) Day, C., & Gu, Q. (2007). Variations in the conditions for teachers’ professional learning and development: Sustaining commitment and effectiveness over a career. Oxford Review of Education, 33(4), 423-443.
34) Day, C., & Qing, G. (2009). Teacher emotions: Well-being and effectiveness. In L. J. Saha & A. G. Dworkin (Eds.), International Handbook of Research on Teachers and Teaching (pp. 253–264). Springer.
35) Day, C., & Gu, Q. (2010). The new lives of teachers. Routledge.
36) Day, C., & Gu, Q. (2014). Resilient Teachers, Resilient Schools: Building and Sustaining Quality in Testing Times. Routledge
37) Deci, E. L. & Ryan, R. M., (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. Demerouti, E.; Bakker, A.B.; Nachreiner, F.; Schaufeli, W.B. The job demands-resources model of burnout. J. Appl. Psychol. 2001,
38) De Guzman, A.B., & Barrios, E.C. (2017). Teaching performance of public high school teachers in the Philippines. Asia-Pacific Social Science Review, 17 (1). 1-15.
39) Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands–resources model of burnout. Journal of Applied Psychology, 86(3), 499–512.
40) Demir, K., Okan, N., & Demir, S. S. (2019). The role of fairness in teachers’ job satisfaction and well-being. International Journal of Educational Management, 33(6), 1305–1322.
41) Demir, M., Yıldırım, M., & Şahin, B. (2022). The mediating role of school leadership in the relationship between work engagement and job satisfaction. Educational Management Administration & Leadership, 50(5), 789–806.
42) Deng, Y., Liu, W., Liu, K., Fang, Y.-Y., Shang, J., Zhou, W., Wang, K., Leng, F., Wei, S., & Chen, L. (2020). Clinical characteristics of fatal and recovered cases of coronavirus disease 2019 in Wuhan, China: A retrospective study. Chinese Medical Journal, 133(11), 1261–1267.
43) Desimone, L. M. (2009). Improving impact studies of teachers' professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199.
44) Department of Education (DepEd). (2015). Results-Based Performance Management System (RPMS) Manual for Teachers and School Heads. Philippines: Department of Education.
45) Department of Education. (2017). Philippine Professional Standards for Teachers. Manila: Department of Education.
46) Diener, E. (2000). Subjective well-being: The science of happiness and a proposal for a national index. American Psychologist, 55(1), 34–43.
47) Diener, E., & Seligman, M. E. P. (2002). Very happy people. Psychological Science, 13(1), 81–84.
48) Diener, E., Oishi, S., & Lucas, R. E. (2003). Personality, culture, and subjective well-being: Emotional and cognitive evaluations of life. Annual Review of Psychology, 54(1), 403–425
49) Diener, E., & Seligman, M. E. P. (2004). Beyond money: Toward an economy of well-being. Psychological Science in the Public Interest, 5(1), 1–31.
50) Dodge, R., Daly, A., & Huyton, J. (2012). The challenge of defining well-being. International Journal of Wellbeing, 2(3), 222-235.
51) Doistua, J., Mier, G., Gutiérrez, H., & Ruiz, A. (2020). Leisure and teachers: A necessary binomial for education. Education Sciences, 10(9), 238.
52) Donald, A., & Sanggalang, D. (2017). Leisure engagement and teacher stress: Implications for professional well-being. International Journal of Educational Management, 31(7), 832–844.
53) Drake, S. M., & Reid, J. L. (2010). Integrated curriculum: Increasing relevance while maintaining accountability. What Works? Research into Practice, The Literacy and Numeracy Secretariat.
54) Eime, R. M., Young, J. A., Harvey, J. T., Charity, M. J., & Payne, W. R. (2013). A systematic review of the psychological and social benefits of participation in sport for adults: Informing development of a conceptual model of health through sport. International Journal of Behavioral Nutrition and Physical Activity, 10(1), 135
55) Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Westview Press.
56) Epstein, J. L. (2005). School-initiated family and community partnerships. In T. Erb (Ed.), This We Believe in Action: Implementing Successful Middle Level Schools (pp. 77–96). National Middle School Association
57) Espinosa, A.A., & Reyes, E.P. (2020). Teaching performance of public high school teachers in the Philippines: A confirmatory analysis. Asia-Pacific Education Researcher, 29 (2), 147-157.
58) Fancourt, D., & Finn, S. (2019). What is the evidence on the role of the arts in improving health and well-being? A scoping review. Health Evidence Network Synthesis Report No. 67. World Health Organization Regional Office for Europe.
59) Fancourt D, Aughterson H, Finn S, Walker E, Steptoe A. How leisure activities affect health: a narrative review and multi-level theoretical framework of mechanisms of action. Lancet Psychiatry. 2021 Apr;8(4):329-339. Doi: 10.1016/S2215-0366(20)30384-9. Epub 2021 Feb 11. Erratum in: Lancet Psychiatry. 2021 Apr;8(4):e12. Doi: 10.1016/S2215-0366(21)00069-9. PMID: 33581775; PMCID: PMC7613155.
60) Faraut, B., Andrillon, T., Vecchierini, M. F., & Leger, D. (2015). Napping: A public health issue. From epidemiological to laboratory studies. Sleep Medicine Reviews, 30, 11–20.
61) Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226.
62) Friedman, I. A. (2000). Burnout in teachers: Shattered dreams of impeccable professional performance. Journal of Clinical Psychology, 56(5), 595–606.
63) Fritz et al. (2019) discussed how opportunities for learning and mastery are vital psychological needs that contribute to sustainable work engagement and personal fulfillment.
64) Forgeard, M. J., & Mecklenburg, A. C. (2013). The two dimensions of motivation and a reciprocal model of the creative process. Review of General Psychology, 17(3), 255–266.
65) Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press.
66) Giorgi, G., Arcangeli, G., Mucci, N., & Cupelli, V. (2017). Economic stress in the workplace: The impact of fear of the crisis on mental health. Work, 57(1), 135–143.
67) Gosling, D. (2002). Models of peer observation of teaching. Learning and Teaching Support Network. Retrieved from https://www.ukcle.ac.uk/resources/models-peer-observation-teaching.
68) Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381–391.
69) Guskey, T. R. (2003). How classroom assessments improve learning. Educational Leadership, 60(5), 6–11.
70) Green, C. S., & Bavelier, D. (2012). Learning, Attentional Control, and Action Video Games. Current Biology, 22(6), R197–R206.
71) Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495–513.
72) Hamre, B. K., & Pianta, R. C. (2006). Student–teacher relationships. New Directions for Youth Development, 2006(114), 69–89.
73) Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
74) Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
75) Haworth, J., & Lewis, S. (2005). Work, leisure, and well-being. British Journal of Guidance & Counselling, 33(1), 67–79.
76) Hayes, A. F. (2022). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach (3rd ed.). The Guilford Press.
77) Hayosh, T. (2017). Engagement is serious leisure as practice for coping with the stress of daily life. World Leis. J. 59, 206–217.
78) Hernandez, M.A., & Mendoza, J.M. (2019). The impact of learning environment on student achievement in Philippine public high schools. Journal of Educational Research, 112 (4), 432-441.
79) Huta, V., & Ryan, R. M. (2010). Pursuing pleasure or virtue: The differential and overlapping well-being benefits of hedonic and eudaimonic motives. Journal of Happiness Studies, 11(6), 735–762.
80) Illeris, K. (Ed.). (2018). Contemporary theories of learning: Learning theorists—in their own words (2nd ed.). Routledge.
81) Iwasaki, Y. (2003). Examining rival models of leisure coping mechanisms. Leisure Sciences, 25(2-3), 183–206.
82) Iwasaki, Y. (2007). Leisure and quality of life in an international and multicultural context: What are major pathways linking leisure to quality of life? Social Indicators Research, 82(2), 233-264.
83) Iso-Ahola, S. E. (1999). Motivational foundations of leisure. In E. L. Jackson & T. L. Burton (Eds.), Leisure studies: Prospects for the twenty-first century (pp. 35–51). Venture Publishing.
84) Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525
85) Keyes, C. L. M. (1998). Social well-being. Social Psychology Quarterly, 61(2), 121–140.Khan, W.A. (1990). Psychological conditions of personal engagement and disengagement at work. Academy of Management Journal, 33, 692-724. A historical classic- one of the first paper to raise attention about employee engagement.
86) Keyes, C. L. M. (2007). Promoting and protecting mental health as flourishing: A complementary strategy for improving national mental health. American Psychologist, 62(2), 95–108.
87) Kim, L. E., & Asbury, K. (2020). “Like a rug had been pulled from under you”: The impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown. British Journal of Educational Psychology, 90(4), 1062–1083.
88) Kleiber, D. A., Walker, G. J., & Mannell, R. C. (2011). A Social Psychology of Leisure (2nd ed.). Venture Publishing.
89) Klusmann, U., Kunter, M., Trautwein, U., Lüdtke, O., & Baumert, J. (2008). Engagement and emotional exhaustion in teachers: Does the school context make a difference? Applied Psychology, 57(s1), 127–151.
90) Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
91) Kuykendall L, Tay L, Ng V. (2015) Leisure engagement and subjective well-being: A meta-analysis. Psychol Bull. 2015 Mar;141(2):364-403.
92) Kuykendall, L., Boemerman, L., & Zhu, Z. (2018). The importance of leisure for subjective well-being. In E. Diener, S. Oishi, & L. Tay (Eds.), Handbook of well-being. Salt Lake City, UT: DEF Publishers.
93) Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27–35.
94) Liying Nong.;Yu-Feng Wu.; Jian Hong Ye.; Chen Liao.; Changwu Wei., (2022). The Effect of Leisure Engagement on Pre-School Teacher’s Job Stress and Sustainable Well-Being.
95) Lo, J. C., Ong, J. L., Leong, R. L., Gooley, J. J., & Chee, M. W. (2016). Cognitive performance, sleepiness, and mood in partially sleep-deprived adolescents: The need for sleep study. Sleep, 39(3), 687–698.
96) MacDonald, R. (2015). Teacher wellbeing: A review of the literature. The Association of Independent Schools of New South Wales.
97) Mannell, R. C., & Kleiber, D. A. (1997). A social psychology of leisure. State College, PA: Venture Publishing.
98) Marzano, R. J. (2003). Classroom management that works: Research-based strategies for every teacher. ASCD.
99) Marsh, H. W., & Roche, L. A. (1997). Making students’ evaluations of teaching effectiveness effective: The critical issues of validity, bias, and utility. American Psychologist, 52(11), 1187–1197.
100) Martin, M., & Coleman, V. (2023). Teaching in uncertain times: Exploring links between the pandemic, assessment workload, and teacher wellbeing in England. The Curriculum Journal, 34(3), 321–338.
101) Maslach, C., & Leiter, M. P. (2016). Understanding the burnout experience: Recent research and its implications for psychiatry. World Psychiatry, 15(2), 103–111.
102) Mezirow, J. (2000). Learning to think like an adult: Core concepts of transformation theory. In J. Mezirow & Associates (Eds.), Learning as transformation: Critical perspectives on a theory in progress (pp. 3–33). Jossey-Bass.
103) Morales, S.S., & Tan, CM., (2019). Cultural competence and teaching performance of public high school teachers in the Philippines. Journal of Multicultural Education, 13 (1), 1-15.
104) Myers, D. G. (2000). The funds, friends, and faith of happy people. American Psychologist, 55(1), 56–67
105) Nieto, S. (2010). The light in their eyes: Creating multicultural learning communities (2nd ed.). Teachers College Press.
106) Newman, D. B., Tay, L., & Diener, E. (2014). Leisure and subjective well-being: A model of psychological mechanisms as mediating factors. Journal of Happiness Studies, 15(3), 555–578.
107) Nong, Liying & Wu, Yu-Feng & Ye, Jian-Hong & Liao, Chen & Wei, Changwu. (2022). The effect of leisure engagement on preschool teachers’ job stress and sustainable well-being. Frontiers in Psychology. 13. 912275. 10.3389/fpsyg.2022.912275.
108) O’Connor, M. C., & Paunonen, S. V. (2007). Big Five personality predictors of post-secondary academic performance. Personality and Individual Differences, 43(5), 971–990.
109) Organization for Economic Co-operation and Development (OECD). (2013). Synergies for better learning: An international perspective on evaluation and assessment. OECD Publishing.
110) OECD. (2020). Teachers and school leaders as valued professionals: TALIS 2018 Results (Volume II).
111) Ornstein, A. C., & Hunkins, F. P. (2017). Curriculum: Foundations, principles, and issues (7th ed.). Pearson.
112) Park, S., Chang, H., & Min, J. (2020). Facilitating arts participation for creative ageing: Action research in South Korea.
Ageing & Society, 40(7), 1451–1471.
113) Park, Y., & Lee, S. (2020). The mediating role of psychological well-being in the relationship between work-life balance and job performance. Educational Psychology, 40(6), 735–750.
114) Perruzza, N., & Kinsella, E. A. (2010). Creative arts occupations in therapeutic practice: A review of the literature. British Journal of Occupational Therapy, 73(6), 261–268.
115) Pressman, S. D., et al. (2009). Association of enjoyable leisure activities with psychological and physical well-being. Psychosomatic Medicine, 71(7), 725–732.
116) Pressman, S. D., DuPont, C. M., Reed, R., Marsland, A. L., Manuck, S. B., & Gianaros, P. J. (2022). An online Trier Social Stress paradigm to evoke affective and cardiovascular responses. Psychophysiology.
117) Rasberry, C. N., Lee, S. M., Robin, L., Laris, B. A., Russell, L. A., Coyle, K. K., & Nihiser, A. J. (2011). The association between school-based physical activity, including physical education, and academic performance. Preventive Medicine, 52(Suppl), S10–S20.
118) Ratey, J. J., & Hagerman, E. (2008). Spark: The Revolutionary New Science of Exercise and the Brain. Little, Brown and Company.
119) Reinecke, L., & Eden, A. (2017). Media use and recreation: Media-induced recovery as a link between media exposure and well-being. In L. Reinecke & M. B. Oliver (Eds.), The Routledge handbook of media use and well-being: International perspectives on theory and research on positive media effects (pp. 106–117). Routledge.
120) Reis, H. T., Sheldon, K. M., Gable, S. L., Roscoe, J., & Ryan, R. M. (2000). Daily well-being: The role of autonomy, competence, and relatedness. Personality and Social Psychology Bulletin, 26(4), 419–435.
121) Reynolds, F. (2010). Art therapy and creative leisure: Promoting resilience in stress-exposed populations. Arts in Psychotherapy, 37(1), 1–9.
122) Richards, R. (2010). Everyday creativity: Process and way of life—four key issues. In J. Kaufman & R. Sternberg (Eds.), The Cambridge Handbook of Creativity (pp. 189–215). Cambridge University Press.
123) Richards, K. A. R., Levesque-Bristol, C., & Templin, T. J. (2014). Teacher autonomy support and student engagement: A review of the literature. Learning and Instruction, 31, 1–12.
124) Roffey, S. (2012). Pupil wellbeing—Teacher wellbeing: Two sides of the same coin? Educational and Child Psychology, 29(4), 8–17.
125) Ryff, C. D., & Singer, B. (2008). Know thyself and become what you are: A eudaimonic approach to psychological well-being. Journal of Happiness Studies, 9(1), 13–39.
126) Ryff, C. D. (2014). Psychological well-being revisited: Advances in the science and practice of eudaimonia. Psychotherapy and Psychosomatics, 83(1), 10-28.
127) Sahlberg, P. (2021). Does teacher well-being matter? Policies and practices across nations. European Journal of Education, 56(4), 572–589.
128) Sala, E., Airo, E., Olkinuora, P., & Laine, A. (2019). Implementation and evaluation of a teacher intervention program on voice ergonomics: Effects on voice knowledge, working habits, and voice quality. Logopedics Phoniatrics Vocology, 44(2), 63–72.
129) Santos, E. A., & Cruz, J. R. (2018). Challenges related to classroom resources in Araling Panlipunan. Journal of Philippine Educational Review, 54(1), 47–63.
130) Saarikallio, S., Juslin, P. N., & Eerola, T. (2021). The role of music in everyday life during the first wave of the COVID-19 pandemic. Frontiers in Psychology, 12, 647756.
131) Schäfer, S. K., Sopp, M. R., Schanz, C. G., Staginnus, M., Göritz, A. S., & Michael, T. (2020). Impact of COVID-19 on public mental health and the buffering effect of a sense of coherence. Psychotherapy and Psychosomatics, 89(6), 386–392.
132) Schaufeli, W. B., Bakker, A. B., & Salanova, M. (2006). The measurement of work engagement with a brief questionnaire: A cross-national study. Educational and Psychological Measurement, 66: 701–716
133) Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.
134) Seligman, M.E. (2011) Flourish: A Visionary new understanding of happiness and well-being, New York, NY: Free Press.
135) Sevin, B. M., Koç, E., & Ergeneli, A. (2022). The impact of leisure activities on teachers’ psychological well-being and teaching performance. Journal of Educational Psychology, 114(3), 589–602.
136) Shankland, R., & Rosset, E. (2017). Review of brief school-based positive psychology interventions: A taster for teachers and educators. Educational Psychology Review, 29(4), 763-791.
137) Shropshire, J., & Kadlec, C. (2015). I’m too stressed to relax: The relationship between stress and leisure. Recreational Sports Journal, 39(2), 106–120.
138) Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
139) Sin, N. L., & Lyubomirsky, S. (2009). Enhancing well-being and alleviating depressive symptoms with positive psychology interventions: A practice-friendly meta-analysis. Journal of Clinical Psychology, 65(5), 467-487.
140) Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029–1038.
141) Skaalvik, E. M., & Skaalvik, S. (2017). Still motivated to teach? A study of school context variables, stress and job satisfaction among teachers in senior high school. Social Psychology of Education, 20, 15–37.
142) Skaalvik, E. M., & Skaalvik, S. (2021). Teacher self-efficacy and stress: The role of physical and emotional well-being. Social Psychology of Education, 26(3), 945–969.
143) Skaalvik, E. M., & Skaalvik, S. (2023). Shared goals and values in the teaching profession, job satisfaction and motivation to leave the teaching profession: The mediating role of psychological need satisfaction. Social Psychology of Education, 26, 1227–1244.
144) Sonnentag, S., & Fritz, C. (2007). The Recovery Experience Questionnaire: Development and validation of a measure for assessing recuperation and unwinding from work. Journal of Occupational Health Psychology, 12(3), 204–221.
145) Sonnentag, S., & Fritz, C. (2020). Recovery from work: Advancing the field toward the future. Annual Review of Organizational Psychology and Organizational Behavior, 7, 265–295.
146) Spilt, J. L., Koomen, H. M., & Thijs, J. T. (2011). Teacher well-being: The importance of teacher–student relationships. Educational Psychology Review, 23(4), 457–477.
147) Stebbins, R. A. (2007). Leisure and Positive Psychology: Linking Activities with Positiveness. Palgrave Macmillan.
148) Stronge, J. H. (2010). Evaluating Teaching: A Guide to Current Thinking and Best Practice. Corwin Press.
149) Stronge, J. H. (2018). Qualities of effective teachers (3rd ed.). ASCD.
150) Stuckey, H. L., & Nobel, J. (2021). The connection between art, healing, and public health: A review of current literature. American Journal of Public Health, 103(2), 254–263.
151) Tan, C., & Reyes, V. (2018). Shanghai-China and the emergence of a global reference society. In L. Volante (Ed.), The PISA effect on global educational governance (pp. 61–75). Routledge.
152) Tinsley, H. E. A., & Eldredge, B. D. (1995). Psychological benefits of leisure participation: A taxonomy of leisure activities based on their need-gratifying properties. Journal of Counseling Psychology, 42(2), 123–132.
153) Tkach, C., & Lyubomirsky, S. (2006). How do people pursue happiness? Relating personality, happiness-increasing strategies, and well-being. Journal of Happiness Studies, 7(2), 183–225.
154) Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. ASCD.
155) Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.
156) Tsaur, S. H., Lin, Y. C., & Lin, J. H. (2021). Leisure involvement, well-being, and job performance of employees in the hospitality industry.
157) Tyler, R. W. (1949). Basic principles of curriculum and instruction. University of Chicago Press.
158) Van den Bosch, M., & Bird, W. (Eds.). (2020). Nature and public health: The role of nature in improving the health of a population. Oxford University Press.
159) Viac, C., & Fraser, P. (2020). Teachers’ well-being: A framework for data collection and analysis. OECD Education Working Papers, No. 213.
160) Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press.
161) Warburton, D. E. R., & Bredin, S. S. D. (2019). Health benefits of physical activity: A strengths-based approach. Journal of Clinical Medicine, 8(12), 2044.
162) Wei, C., & Ye, J.-H. (2022). The impacts of work-life balance on the emotional exhaustion and well-being of college teachers in China. Healthcare, 10(11), 2234.
163) White, M. A., & McCallum, F. (Eds.). (2022). Wellbeing and Resilience Education: COVID-19 and Its Impact on Education. Routledge.
164) Wilson, D. E. (2020). Moving toward democratic-transformational leadership in academic libraries. Library Management, 41(9), 731–744.
165) Wilson, R. S., Mendes de Leon, C. F., Barnes, L. L., Schneider, J. A., Bienias, J. L., Evans, D. A., & Bennett, D. A. (2002). Participation in cognitively stimulating activities and risk of incident Alzheimer disease. JAMA, 287(6), 742–748.
166) World Health Organization. (2013). Health and well-being. Zarett, S., El-Sakran, A., & Alzaatreh, A. (2020). Impacts of Emergency Remote Teaching on College Students Amid COVID-19 in the UAE. International Journal of Environmental Research and Public Health, 19(5), 2979.
167) [Zarrett, N., Veliz, P. T., & Sabo, D. (2020). Keeping Girls in the Game: Factors that Influence Sport Participation. New York, NY: Women’s Sports Foundation.
168) Zhang, Z., & Chen, W. (2019). A systematic review of the relationship between physical activity and happiness. Journal of Happiness Studies, 20, 1305–1322.
169) Zhang, L., Wang, H., & Liu, Y. (2023). Exploring the effects of leisure activities on teacher well-being and instructional quality: A longitudinal study. Teaching and Teacher Education, 120, 103960.
170) Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (2004). Building academic success on social and emotional learning: What does the research say? Teachers College Press.
VOlUME 04 ISSUE 06 JUNE 2025
Indexed In
