Social Support Networks and Teachers Well-Being among Elementary Teachers of Monkayo West District

The aim of this study is to determine the relationship between social support networks and teachers' well-being, particularly in the context of stress, workload, and psychological challenges. It underscores the pivotal role of supportive environments in enhancing job satisfaction and coping strategies for educators. By investigating the specific challenges faced by teachers in the Monkayo West district, such as workload, financial issues, and interpersonal dynamics, it aims to evaluate the impact of social support networks on overall well-being. This study used a universal sample method, in which the complete population of elementary teachers of Monkayo west district participated. It covers the data collection procedures, data analysis methods, trustworthiness, credibility, and ethical considerations. The findings indicated that age bracket, and sex is not a determining factor in a level of social support networks and teachers well being or there is no significant difference in social support networks and teacher well-being when assessed according to age and sex. The results reveal that there is a significant relationship between social support and teacher well-being. It was established that elementary teachers in Monkayo West District have a favorable work environment, an exceptional level of social support, and extremely satisfactory teacher well-being. The strong association between social support networks and teacher well-being stressed the critical function of supportive networks in boosting teacher well-being and building a pleasant work environment conducive to job satisfaction and professional development.