Teachers’ Well-Being and School Culture: A Mixed-Method Approach to an Action Plan

This study investigated the relationship between teacher well-being and school culture at Pulong Sta. Cruz Elementary School, a mega-school in Santa Rosa City, Laguna. Using an explanatory sequential mixed-methods design informed by Self-Determination Theory and the PERMA-H model, quantitative data were collected from 84 teachers using the PERMA-H Profiler and School Culture Triage Survey, while qualitative insights were derived from semi-structured interviews with ten purposively selected teachers. Findings revealed that overall teacher well-being and school culture were both rated highly, with meaning emerging as the highest-scoring well-being domain and physical health as the lowest. Statistical analysis indicated a strong, significant positive correlation between teacher well-being and school culture. Thematic analysis identified three superordinate themes regarding lived experiences: purposeful and resilient teaching, nurturing school culture, and teacher support systems. Additionally, three coping strategy themes emerged: progressive practices, collaborative support systems, and holistic development initiatives. Based on the integrated findings, a 12-month evidence-based educational intervention was proposed, prioritizing physical health, engagement, relationships, and culture enhancement. The study concludes that teacher well-being and school culture are mutually reinforcing, and targeted institutional interventions can strengthen retention, instructional quality, and learner outcomes. This research addresses gaps in understanding these dynamics within Philippine mega-schools by providing empirical evidence and actionable strategies.