Exploring the Relationship of Job Satisfaction and Psychological Well-Being Among Beed and Bsed Graduates: Input for Teacher Education Intervention Plan

Abstract

This quantitative study investigated the association between job satisfaction and psychological well-being among Bachelor of Elementary Education (BEEd) and Bachelor of Secondary Education (BSEd) graduates to inform the development of a Teacher Education Intervention Plan. Utilizing a descriptive-correlational research design, the study examined BEEd and BSEd graduates currently employed in both public and private educational institutions. Data were collected using validated standardized questionnaires designed to assess job satisfaction and psychological well-being. Descriptive statistical analyses were conducted to characterize respondents' levels of job satisfaction and psychological well-being, while Pearson's correlation coefficient was applied to determine the strength and direction of the relationship between these variables.

The findings showed that respondents' levels of psychological well-being and work satisfaction ranged from moderate to high. A substantial positive correlation between psychological well-being and job satisfaction was found by statistical analysis, indicating that among teacher education graduates, higher job satisfaction is linked to better psychological well-being. In response to these findings, a thorough intervention plan was created that included three essential elements: professional development programs, workplace support systems, and mental health promotion techniques meant to improve educators' psychological well-being and job satisfaction.

The results highlight the need for holistic teacher education programs that combine professional competency development with methodical attention to graduates' psychological health, thereby improving teacher well-being and academic results