Abstract
This study investigates the extent of the school’s support, teachers’ commitment, and occupational well-being with the end goal of a faculty development enhancement plan. Hence, employing descriptive-correlational research design to describe the extent and relationship of schools’ support, commitment, and occupational well-being of secondary high school teachers. Based on the findings, the following conclusions are made. Teachers received adequate support from the school regarding emotional/ psychological, safety, professional, and general support. Secondary teachers were highly dedicated and engaged in performing various respective tasks and activities within the school. Likewise, secondary school teachers experienced a balance in their work and other activities. Thus, teachers had positive experiences and were satisfied with their working environment. The null hypothesis was accepted having been found that there was no significant difference in the extent of school support and teachers’ commitment. However, the highly significant result on the association between the extent of school support and teachers’ occupational well-being, and between the extent of commitment and occupational well-being of the secondary school teachers showed the rejection of the null hypothesis of no significant association between the extent of school support and teachers’ occupational well- being, and between the extent of commitment and occupational well- being.
