000			03815nam a22003497a 4500
003			phtghnu
005			20250306160419.0
007			ta
008			250306b2024 ph ||||| |||| 00| 0 eng d
040			_beng _cHNU _erda
082			_223 _3Dis _a371.1 R61 _b2024
100			_aRodriguez, Cecilia C., _eauthor.
245			_aWorking conditions and mental health of Filipino teachers in New York City / _cCecilia C. Rodriguez.
264			_a[Tagbilaran City, Bohol] : _b[Holy Name University], _c[2024].
300			_axi, 59 pages ; _c28 cm. + _eCD (4 3/4 in.).
504			_aIncludes bibliographical references.
520			_aThe main thrust of this study was to investigate the interplay between teacher working conditions and the mental health of Filipino educators in New York City schools. The analysis of teacher working conditions revealed several emergent themes that provide insights into educators' experiences. The work environment was a central theme, encompassing comfort, adaptation, success, and the perception of support. Professional relationships were highlighted, focusing on collegial collaboration and supportive administration. The physical environment was explored, including diverse classroom settings, optimal space, and advantageous class sizes. Comfort and productivity also emerged as a separate theme, emphasizing the importance of these factors in the teaching experience. Lastly, the availability of resources, including classroom tools, equipment support, and professional development, significantly shaped teachers' perceptions of their working conditions. Educators employ diverse strategies to navigate factors influencing mental health. "Mental Wellness Initiatives" involve regular check-ins and mini-sessions. "Holistic Well-being Practices" prioritize meditation, relaxation and personal time off. "Self-Care and Supportive Surroundings" focus on self-care, listening to one's body, and seeking support. "Mindful Engagement and Reflection" includes meditation, self-awareness, and physical activities. "Spiritual Connection and Community Building" emphasizes connecting with a higher force and building a supportive community. "In-class Well-being Practices" integrate self-activities and stress "Me-Time". "Educational Environmental Enhancement" spans wait time, mental health support, work-life balance, professional development, supportive leadership, peer support groups, and wellness programs. "Empowering Support Systems" highlighted administrators' role in continuous growth and well-being. Job satisfaction and Well-being" emphasized the link between satisfaction, longevity, and mental well-being, including curriculum-related aspects. "Teaching Tranquility" underscored the importance of a stress-free environment. "Technological Well-equipped" showcased the positive influence of technology on confidence and mental health. Lastly, "Holistic Teaching Packages" emphasized the influence of comprehensive support in enhancing teachers' mental well-being. Analyzing teacher conditions on mental health collectively provides a rich and nuanced understanding of educators' experiences and well-being.
521			_aCoEDG _bDoctor of Philosophy major in Educational Management*
546			_aIn English
650			_aTeachers—Mental Health
650			_aTeachers—Work environment
650			_a Filipino Teachers—New York City
650			_aFilipino Americans—Psychology
650			_a Workplace Stress—Teachers
650			_aMental Health—Teachers
650			_aTeacher Well-being
650			_a Cultural Impact on Mental Health
650			_aEducational Conditions—New York City
650			_aEducational Psychology—Teachers
942			_2ddc _cDIS _h300-399
999			_c137570 _d137570