Abstract
ABSTRACT
This study employed mixed methods research specifically convergent design to determine the mediating role of coping strategies and psychological capital on the well-being of teachers. The data were gathered from selected private school institutions educators in Davao City, Philippines. Sets of validated adapted survey tools with a five–point Likert scale and interview guide were used to gather data. The statistical tools used to treat the quantitative data were mean and multiple regression analysis, while in the qualitative phase, thematic analysis was employed. In the quantitative phase, results showed that the level of psychological capital and coping strategies were rated high while well-being was rated as moderate. The results reveal that coping strategies significantly mediate the relationship between coping strategies on the relationship between psychological capital and well-being of teachers (z=2.03, p<.05). Further, the findings indicate that coping strategies play a significant role in mediating the connection between psychological capital and the well-being of teachers (z=2.03, p<.05). Additionally, when the coping strategies were included in the model, the impact of psychological capital decreased from a beta value of .300 to .204. This suggests partial mediation, indicating that coping strategies partially account for the influence of psychological capital on teachers' well-being. In terms of lived experiences of participants as regards well-being, three themes emerged which included coping with stress and busy schedules, balancing personal and professional, and teacher’s work and contribution to the institution. Finally, the nature of data integration revealed merging – converging.
,