Influence of Work Values and Quality of Life on Self-Esteem of STEM Teachers in Public Schools
DOI:
https://doi.org/10.69569/jip.2025.532Keywords:
Quality of life, Self-esteem, STEM teachers, Work valuesAbstract
In an era where quality education is paramount, understanding the factors that empower and retain our most vital educators is crucial. This study examines the often-overlooked interplay between professional and personal well-being among STEM teachers, addressing a critical research gap: the specific influences on their well-being and retention in public schools, particularly how work values, quality of life, and self-esteem interact. This deficiency limits effective support strategies for these essential educators. This research investigated the relationship between work values, quality of life, and self-esteem among 300 permanent STEM teachers from Davao Oriental, selected through stratified random sampling. Findings revealed a very high overall level of work values (mean = 4.30), with self-esteem (4.44), self-realization (4.43), self-growth (4.40), social interaction (4.37), and security (4.36) rated highest, while health and transport (3.81) were rated lowest. These results emphasized that a supportive work environment is crucial for boosting self-esteem, aligning with Maslow's Hierarchy of Needs and Self-Determination Theory. The study concludes that fulfilling teachers' needs for autonomy, competence, and relatedness is vital for self-actualization. Therefore, school administrators should prioritize policies that promote professional development, financial security, and overall well-being to enhance STEM teachers' self-esteem and foster professional fulfillment, providing evidence-based insights for policy development.
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