The role of professional self-care practices in lowering anxiety among Filipino teachers enrolled in graduate studies

College

College of Liberal Arts

Department/Unit

Behavioral Sciences

Document Type

Article

Source Title

Teacher Development

Volume

26

Issue

2

First Page

206

Last Page

220

Publication Date

2022

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 alleviat- ing anxiety among Filipino teachers enrolled in graduate stu- dies. 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 exhib- ited significantly higher daily balance self-care, while teachers assigned in senior high school exhibited higher cognitive stra- tegies self-care. Lastly, teachers who frequently practiced all dimensions of self-care were more likely to have lowered anxi- ety levels. These results signal the need for schools to imple- ment programs to promote self-care among teachers, especially those pursuing graduate studies.

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Digitial Object Identifier (DOI)

10.1080/13664530.2022.2043422

Disciplines

Higher Education

Keywords

Anxiety; Self-care, Health; Teachers--Philippines; Graduate students--Philippines

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