HEALTH HABITS AND WORK-RELATED STRESS OF SNED TEACHERS
Keywords:
SNED teachers, health habits, stress, well-being, wellness enhancement planAbstract
Special Needs Education (SNED) teachers perform complex responsibilities that include individualized instruction, behavioral support, parent coordination, and extensive documentation. These professional demands may affect their health habits, increase work-related stress, and influence their overall well-being. This study investigated the health habits, stress level, and well-being of SNED teachers in the Division of Mandaue City for School Year 2025–2026 as basis for a Teacher Wellness Enhancement Plan. This study employed a quantitative descriptive-correlational design. The participants were 31 SNED teachers from selected SPED centers in the Mandaue City Division, chosen through complete enumeration. Data were collected using a researcher-made demographic checklist and three standardized instruments: the Health Promoting Lifestyle Profile II (HPLP II), the Teacher Stress Inventory (TSI), and the WHO-5 Well-Being Index. Frequency, percentage, mean, and standard deviation were used to describe the variables, while Pearson r and mediation analysis through Jamovi were applied to determine their relationships. Findings revealed that the respondents generally manifested good health habits especially in spirituality and interpersonal relations. While physical activity and health responsibility were relatively lower. Their stress level was overall barely noticeable, although time management and workload were moderately noticeable. The respondents also showed moderately positive well-being. Correlation analysis showed a significant positive relationship between health habits and well-being and a significant negative relationship between stress and well-being. However, health habits and stress were not significantly related. Mediation analysis further showed that stress did not significantly mediate the relationship between health habits and well-being. The study concluded that positive health habits directly contribute to teachers’ well-being. Hence, a Teacher Wellness Enhancement Plan was proposed.
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