Abstract
The purpose of the study is to determine the impact of learning environment and teacher effectiveness to the student well-being of mathematics education students in a local college in Davao del Norte. The study is quantitative research that utilizes a descriptive-correlational approach. A sample of 245 randomly selected mathematics education students who were identified using stratified random sampling answered the surveys on the three variables. The collected data underwent statistical analysis, and the findings were subsequently evaluated. The statistical tools used in the study included the mean, Pearson-r, and regression. Results showed that the level of learning environment and teacher effectiveness were all very high in level while student well-being was high in level. Results also revealed that there is a significant relationship between learning environment and student well-being. Likewise, there is also a significant relationship between teacher effectiveness and student well-being of the mathematics students. Moreover, results show that domain of learning environment such as structure and steer can significantly influence student well-being. Finally, it was revealed that domain of teacher effectiveness such as subject matter knowledge can significantly predict student well-being of the respondents. Results imply that the variables are significant in improving the student well-being of mathematics education students.
