The Role of Professional Self-Care Practices in Lowering Anxiety among Filipino Teachers Enrolled in Graduate Studies

Autor/inn/en	Cleofas, Jerome V.; Mijares, Michelle F.
Titel	The Role of Professional Self-Care Practices in Lowering Anxiety among Filipino Teachers Enrolled in Graduate Studies
Quelle	In: Teacher Development, 26 (2022) 2, S.206-220 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cleofas, Jerome V.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2022.2043422
Schlagwörter	Foreign Countries; Teacher Role; Graduate Students; Anxiety; Coping; Masters Programs; Age Differences; Teaching Experience; Instructional Program Divisions; Mental Health; Public Policy; Metacognition; Life Style; Gender Differences; Elementary School Teachers; Secondary School Teachers; Philippines; Zung Self Rating Depression Scale + Suchen Sie Ihr Suchwort? Ausland; Lehrerrolle; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Angst; Bewältigung; Magister course; Magisterstudiengang; Age; Difference; Age difference; Altersunterschied; Psychohygiene; Öffentliche Ordnung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lebensstil; Geschlechterkonflikt; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Philippinen
Abstract	A common challenge among educators who enroll in graduate school is the balancing of their dual roles as teachers and graduate students. This exposes them to potential mental health concerns, such as anxiety. This cross-sectional study examined the role of professional self-care practices in alleviating anxiety among Filipino teachers enrolled in graduate studies. A survey was administered among 134 Filipino teachers enrolled in a Master's degree program in education. Findings suggest that the majority of respondents had low levels of anxiety. Younger teachers, with less teaching experience, had higher anxiety scores. Moreover, younger male teachers exhibited significantly higher daily balance self-care, while teachers assigned in senior high school exhibited higher cognitive strategies self-care. Lastly, teachers who frequently practiced all dimensions of self-care were more likely to have lowered anxiety levels. These results signal the need for schools to implement programs to promote self-care among teachers, especially those pursuing graduate studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01