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Alexzandro Bacayo Formentera
Abstract
This study examined the influence of administrative support on teachers’ occupational well-being during the School Year 2025–2026 as basis for a Teacher Support Development Program. Using a descriptive-correlational research design, the study involved teacher-respondents. Data were gathered through a structured questionnaire consisting of three parts: the demographic profile of the respondents, the extent of administrative support, and the level of teachers’ occupational well-being in terms of cognitive, subjective, physical and mental, and social dimensions. Frequency, percentage, weighted mean, and Pearson product–moment correlation was used for data analysis. Results revealed that administrative support was generally perceived at a moderately agreeable level, particularly in ICT use and paperwork assistance, while clerical and recordkeeping support remained limited. Teachers demonstrated an agreeable level of occupational well-being across all dimensions, reflecting positive cognitive functioning, job satisfaction, physical and mental readiness, and healthy social relationships. However, findings showed no significant relationship between the extent of administrative support and teachers’ occupational well-being across all dimensions. This suggests that while administrative support is present, it alone does not significantly determine teachers’ well-being, which may also be influenced by personal, professional, and organizational factors. Based on the findings, a Teacher Support Development Program was proposed to enhance administrative assistance, promote well-being, and foster a supportive school environment. The study provides valuable input for school administrators in developing holistic strategies to sustain teachers’ well-being and effectiveness. https://doi.org/10.6004/wjher.6.4
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Final Submission Date: 10th June 2026
Acceptance Notification Date: January 2026