Abstract
This study examined the well-being and resilience of public school teachers in the Schools Division of Bulacan, focusing on their perspectives, self-management, support systems, sense of meaningfulness, and professional competencies. Grounded in the Aligning Well-being and Resilience in Education (AWaRE) model, the conceptual framework drove the analysis by examining the intricate dynamics between individual resilience and systemic well-being factors during education emergencies. To achieve this purpose, the researchers conducted mixed-methods research employing an explanatory sequential design, in which quantitative data were collected first, followed by qualitative data collection and analysis. To understand the lived experiences, quantitative and qualitative data were triangulated. The findings revealed that, although teachers' workplace culture, self-management, and congruence of personal and institutional values are high, areas requiring improvement include decision-making, influence, and resources for professional development. Descriptive analysis showed that Self-Care was the highest well-being dimension (M = 3.865, Highly Satisfied), while Support recorded the lowest mean (M = 3.436, Highly Satisfied). Among resilience dimensions, Interrelationship scored highest (M = 3.833, Highly Resilient) and Intrarelationship scored lowest (M = 3.636, Highly Resilient). Throughout the data collection and analysis processes, the interdependence of different dimensions was emphasized by significant and tangible correlation coefficients between specific variable dimensions and enhancement indicators. Significant positive correlations (p < .05) were confirmed between most well-being and resilience dimensions, with the exception of Self-Care and Self-Reliance (p = .379) and Self-Management and Interrelationship (p = .329), which were non-significant. Additionally, changes to several beliefs about the role of emotional support networks and reflective practices highlighted their importance. Guided by the AWaRE model's focus on both individual and systemic capacities, these analytical insights directly informed the proposed Human Resource Development (HRD) program. A comprehensive HRD program was suggested, which provided for mental support, peer mentoring, and constructive changes to workload management, enabling teachers to be more resilient. Consequently, enhancing teacher well-being and resilience is pivotal in maintaining the quality of education during crisis periods. Recommended measures involve the creation and implementation of targeted support systems that focus on the structures and relationships within the workplace.