In the Midst of Demands: A Descriptive Inquiry into the Occupational Well-Being of Private School Special Education Teachers

Teacher occupational well-being has become an important concern because increasing workplace demands may adversely affect teachers' professional effectiveness, job satisfaction, and commitment. This qualitative descriptive study explored the occupational well-being of private school special education teachers through the lens of the Job Demands–Resources framework. Specifically, the study examined teachers' perceptions of their occupational well-being, the job demands that challenge their professional practice, and the job resources that support their continued engagement in teaching. Five special education teachers employed in private schools in Davao City during the School Year 2025–2026 were selected through purposive sampling. Data were collected using semi-structured interviews and analyzed using Braun and Clarke's thematic analysis. The findings revealed that teachers experienced occupational well-being as both fulfilling and challenging. Major job demands included excessive workload, extensive documentation, learner behavioral concerns, demanding parental interactions, limited administrative support, institutional constraints, and inadequate instructional resources. Participants frequently compensated for these limitations through personal initiative, creativity, and financial investment. Despite these challenges, collegial relationships, collaborative teamwork, learner progress, professional commitment, and personal resilience emerged as significant job resources that sustained teachers' occupational well-being. The findings support the Job Demands–Resources framework by demonstrating that occupational well-being is shaped by the interaction between workplace demands and available organizational resources. The study highlights the need for schools to strengthen administrative support, improve resource allocation, foster collaborative professional environments, and implement comprehensive teacher well-being initiatives that recognize the unique demands of special education teaching. These findings contribute to the growing literature on teacher occupational well-being and provide practical implications for educational leaders, policymakers, and future researchers.