Author
Florita B. Bersamina
Northeastern College
Santiago City, Isabela, Philippines
Email: florita.bersamina2deped.gov.ph
Abstract
This study is situated within the broader discourse on teacher well-being, recognizing that teachers’ multidimensional roles significantly influence instructional quality, professional effectiveness, and educational outcomes in Philippine public schools. However, despite existing national policies supporting teacher welfare, limited localized evidence explains how teachers in Ilagan City North District experience and sustain contentment in performing these complex roles. Employing a descriptive-normative design, the research examined the demographic profile, personality traits, perceived importance, extent of multidimensional roles, challenges encountered, and effectiveness of interventions among sixteen elementary teachers during School Year 2025–2026. Findings revealed a predominantly young, early-career, and academically qualified workforce demonstrating very high contentment, particularly in domains involving respectful pupils, supportive leadership, structured time management, and conducive facilities. Intrinsic traits such as passion, dedication, and professional dignity strongly shaped fulfillment. Moderate challenges included mental fatigue and self-doubt; however, gratitude practices, spirituality, and collegial support were perceived as highly effective coping mechanisms. Overall, teacher contentment emerged as multifactorial, shaped by institutional support, interpersonal relationships, and internal motivation, underscoring the need for sustained professional development, technological enhancement, and well-being-centered leadership initiatives.
Keywords: Teacher contentment, multidimensional roles, job satisfaction, professional well-being, instructional effectiveness
DOI: http://doi.org/10.69651/PIJHSS0501816
Recommended citation:
Bersamina, F. B. (2026). Multidimensional roles and professional contentment of teachers in Ilagan City North District. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 9107-9115. http://doi.org/10.69651/PIJHSS0501816
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