Abstract
This study investigates the relationship between elementary school teachers' attitudes towards e-learning and their mental wellbeing in the Division of Quezon. Based in the Technology Acceptance Model (TAM) by Fred Davis and Seligman's PERMAH theory of wellbeing, the research explores how teachers' perceptions of the usefulness, ease of use, and overall acceptance of e-learning impact their emotional and psychological states. The data for this study were collected using a descriptive-correlational method from a randomly selected sample of 346 classroom teachers. The findings of this study reveal that teachers generally have positive attitudes towards e-learning, especially regarding personalized learning and flexibility. However, concerns about accessibility and affordability still exist. The scores for mental wellbeing indicate that teachers are generally coping well, showing high levels of positive emotions, engagement, meaning, relationships, and continuous personal growth. The study also found significant positive correlations between attitudes towards e-learning and mental wellbeing, particularly in relation to personalized learning and engagement. In conclusion, this study emphasizes the need for improved accessibility and engaging resources in e-learning. It recommends projects aimed at enhancing attitudes towards e-learning, comprehensive wellness programs, and ongoing technical support for teachers. Additionally, further research on barriers to effective e-learning implementation is suggested to enhance teacher training programs. Overall, this research highlights the importance of supporting teachers in both their adoption of e-learning and their mental wellbeing. It advocates for integrated approaches that can improve educational and personal outcomes.
