Abstract
The COVID-19 pandemic has compelled teachers to adapt to numerous changes both before and during the transition back to in-person learning, leading to reduced attention on their well-being. This study employed a qualitative phenomenological approach to explore the lived experiences of university teachers in Pampanga, Philippines, specifically focusing on their personal perspectives, challenges, and coping mechanisms for maintaining well-being in the New Normal. The study utilized the University of Maryland's eight dimensions of well-being and Dunn's Wheel of Wellness as models. Through purposive sampling, teachers experiencing high stress and low to moderate well-being were identified using the Perceived Stress Scale (PSS-10) and the BBC-Wellbeing Scale. Seven participants underwent in-depth interviews, with qualitative data collected, organized, and analyzed through thematic analysis. To ensure data integrity, validation was obtained from participants and experts. The findings revealed that teachers had positive perceptions of their vocational, emotional, spiritual, social, intellectual, and environmental well-being, but negative perceptions of their financial and physical well-being. External challenges were noted in vocational and environmental aspects, while other dimensions faced internal challenges. Interestingly, teachers used problem-solving coping mechanisms for all well-being challenges except emotional well-being. Challenges were categorized into five areas for improvement: Career Development, Financial Literacy, Positive Emotions, Meaningful Connections, and Physical Health and Safety. These areas formed the basis for proposed Psychosocial Support Services for teachers. The study's results and findings offer valuable insights for the practice of Guidance and Counseling for school professionals.
