Pedagogical well-being of teachers in different modalities: Input to HyFlex pedagogical wellness model

Abstract

This research deals with the understanding and exploring experiences of teachers’ health and pedagogical well-being in online learning, modular, and limited in-person instruction. It determines the perceptions and realizations of teachers about the current approach that is being adopted in education. It utilized a transcendental phenomenological approach as the study is focused on the appearance of things. Interview guide questions were utilized to facilitate the flow of discussions with the participants Teachers’ pedagogical well-being is vital in achieving educational goals both in the classroom and at the school community level. The study revealed four themes, which were the encounters of teachers in dealing with the new set-up in education, step-backs, and come-backs of teachers in the new normal, turning points of teachers in the new normal, and foresight of teachers in education considering their well-being. that the teachers’ experienced pedagogical well-being varied broadly, ranging from exhaustion to positive motivation. In general, teachers experienced pedagogical well-being can be attributed to their day-to-day interactions pertaining to their work. Teachers’ pedagogical well-being spanned across the dimensions of wellness, namely: physical, social, spiritual, mental, and emotional wellness. This study would also enable administrators to craft activities and workshops that would cater to the needs of the teachers to better prepare them for the demands of education in the future.