Challenges and Wellness Amidst the Pandemic by The Secondary School Mathematics Teachers in The First Congressional District, Division of Northern Samar

Abstract

This study explored the challenges and wellness amidst the pandemic among the secondary mathematics teachers and their relationships. A descriptive-correlational design was employed. A sample of 144 secondary school mathematics teachers in the first congressional district of Northern Samar participated in the study. Findings revealed that respondents had a moderate level of challenges (M=3.34) and a high level of wellness (M=3.77) during the pandemic.  Teacher-related challenges were negatively related to occupational (r=-.293, p<.01), physical (r=-.203, p=.015), social (r=-.267, p=.001), and psychological wellness (r=-.269, p=.001). School-related challenges were negatively related to occupational (r=-.239, p=.004) and social wellness (r=-.198, p=.018), while environment-related challenges were negatively related to occupational (r=-.165, p=.048), physical (r=-.291, p<.01), and social wellness (r=-.181, p=.030). Teacher-related challenges have a significant impact on teachers' occupational, physical, social, and psychological wellness, implying that increased challenges have a slight adverse effect on their overall well-being. Similarly, school-related challenges affect teachers' occupational and social wellness, suggesting a harmful effect on their well-being. Additionally, environment-related challenges influence teachers' occupational, physical, and social wellness, indicating a slight decline in wellness when facing workplace problems.