The Mediating Effect of Quality of Work-Life on the Relationship Between Career Self-Management and Well-Being of Public-School Teachers

This study determined the mediating effect of quality of work-life (QWL) on the relationship between career self-management and the well-being of public-school teachers in Carmen District, Davao del Norte, Philippines. A positive work environment fosters active participation in career self-management, ultimately leading to greater teacher well-being. Employing a quantitative descriptive-correlation design, the study surveyed 300 public elementary and high school teachers. Findings revealed high levels of career self-management, well-being, and QWL among teachers. Seeking advice emerged as the strongest indicator of career self-management, highlighting a collaborative learning culture. While teachers reported high work satisfaction and a strong sense of purpose, there is room for improvement in promoting teacher visibility within the professional community. Significant positive relationships were found between all three variables. This suggests that teachers who actively manage their careers experience greater well-being and perceive a higher quality of work life. Additionally, a positive work environment contributes to teachers’ overall well-being. The study further revealed a mediating effect of QWL, indicating that teachers’ proactive career management strategies partially influence their well-being through the quality of their work environment. With this, educational leaders can cultivate a supportive work environment by promoting teacher visibility, fostering a positive organizational culture, and providing adequate resources. By addressing these factors, educational institutions can enhance teacher well-being, ultimately leading to a thriving educational community and improved outcomes for all stakeholders.