Author

Sabino L. Vallecer*
Bohol Island State University – Main Campus, Tagbilaran City, Bohol, Philippines
Bicahan, Antequera, Bohol, Philippines

Abstract

This study assessed the extent of secondary teachers’ destressing practices during their 30-day uninterrupted vacation within the Division of Bohol, during the School Year 2025-2026. It also assessed the extent of their quality of life and occupational well-being, following their day uninterrupted break. The study then explored the personal experiences of the participants while on vacation. It involved 315 survey participants and 12 interviewees. The study employed a convergent-parallel mixed-methods design, with quantitative data gathered through surveys, and qualitative data were collected through informal interviews. The study used the weighted mean for the descriptive values and interpretations of results, and Spearman’s rho for correlational analysis. The findings revealed that teachers engaged in moderate levels of destressing practices, with notable strengths in family bonding and social support. Their quality of life was generally rated as very good, with psychological health emerging as the most positively impacted domain. Occupational well-being was rated very good, particularly in organizational relationships and job satisfaction. Statistical analysis demonstrated significant positive correlations between teachers’ destressing practices and both their quality of life and occupational well-being. Qualitative data highlighted themes such as family bonding, self-care, collegial support, and professional relationships. The convergence of quantitative and qualitative results underscores the interconnectedness of personal well-being practices and professional health. The study concludes that the implementation of the 30-day uninterrupted vacation policy is highly beneficial for DepEd secondary teachers, and has a bearing to teachers’ quality of life and occupational well-being. For the recommendations, teachers are encouraged to incorporate accessible self-care routines, participate in wellness activities, and actively manage their health and social connections. Also, school administrators and the Department of Education (DepEd)are urged to develop targeted programs, training, and guidelines that promote a holistic approach to teacher well-being, emphasizing the value of maximizing vacation periods for self-care.

Keywords: Uninterrupted vacation policy, teachers’ destressing practices, quality of life, occupational well-being, secondary teachers.

*Corresponding author/ Email: sabino.vallecer01@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05021021

Recommended citation:
Vallecer, S. L. (2026). DepEd uninterrupted vacation policy: Impact on teachers’ quality of life and their occupational well-being. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 1891-1914. http://doi.org/10.69651/PIJHSS05021021

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