Teachers' Health Issues and Challenges in Relation to Learners' Academic Performance in the Loon District, Bohol

Abstract

This study examined the health issues and workplace challenges encountered by teachers and their relationship with learners' academic performance. Specifically, it assessed teachers' physical and mental health, identified the challenges they experienced in technology integration, paperwork, and classroom management, determined learners' academic performance, and examined the relationships and differences among the variables. A descriptive-correlational research design was employed involving 187 teacher-respondents. Data were analyzed using frequencies, percentages, weighted means, Spearman's rank-order correlation, and the Wilcoxon Signed-Rank Test. Results revealed that teachers generally exhibited moderately evident physical health issues (M = 3.0950) and highly evident mental health conditions (M = 3.2522), indicating relatively favorable overall well-being. Among workplace challenges, classroom management was rated highest, while paperwork emerged as the most demanding aspect of teachers' responsibilities. Learners demonstrated a Very Satisfactory average academic performance of 87.70. Correlation analysis showed a significant moderate positive relationship between teachers' health issues and workplace challenges (r_s = .385, p < .001). However, teachers' health issues and workplace challenges were not significantly associated with learners' academic performance. A significant difference was likewise found between teachers' physical and mental health conditions, with mental health indicators obtaining relatively higher scores. The findings underscore the importance of comprehensive teacher wellness initiatives and organizational support systems that promote physical well-being, psychological resilience, and manageable workloads while sustaining quality instruction and positive learner outcomes.