Abstract
This study explores teachers’ well-being in this new normal through an exploratory mixed-method design. The approach involves an initial qualitative phase followed by a quantitative phase. More specifically, it aimed to construct, develop and evaluate the dimensions of teachers’ well-being in this new normal scale. In the qualitative phase, there were seven teachers who participated in the in-depth interview and ten teachers participated in the focus group discussion. There were six themes that emerged from the interview that put emphasis on autonomy in work tasks, challenges with technology use, communication practices, engagement of students, personal well-being practices, and support from the organization. A 120-item new approaches of teaching scale were also constructed based from the results of the interview. In the quantitative phase, 200 questionnaire responses were analyzed for exploratory factor analysis (EFA). Results showed six underlying dimensions of teachers’ well-being in this new normal. A total of six themes on dimensions of teachers’ well-being in this new normal questionnaire was developed which are engagement of students with a total of 28 items, challenges with technology use with a total of 14 items, communication practices with a total of 8 items, autonomy in work tasks with a total of 10 items, personal well-being practices with a total of 8 items, and engagement of students with a total of 5 items support from the organization and the overall the scale has a total of 73-item questionnaire. This study recommended that a comprehensive approach to addressing teachers’ well-being in the new normal should be prioritized, encompassing various facets such as autonomy in work tasks, challenges with technology use, communication practices, engagement of students, and personal well-being practices.