ABSTRACT
This study sought to identify and understand the factors that contribute to the risk experiences and coping strategies of upland teachers in performing their duties. The findings served as the basis for a proposed wellness program for upland teachers in the 1st Congressional District of Iloilo during the school year 2025–2026. The study involved eight (8) upland teachers who were selected through purposive sampling, a non-probability sampling method based on the characteristics of the population and the purpose of the study. Data were gathered through the use of an interview questionnaire. Results showed that the psychological risks commonly experienced by upland teachers included mental stress and multiple tasks, while the emotional challenges they encountered involved learners’ behavioral problems and unsupportive parents. In coping with these difficulties, teachers primarily relied on self-motivation and proper planning. Based on the findings, a wellness program was developed.
Keywords: Upland Teachers, Risk Experiences, Coping Strategies, Wellness Program
INTRODUCTION
Background of the Study
Teacher resilience involves a dynamic interaction among self-care practices, professional support systems, and supportive institutional environments that promote positive well-being. In this context, teachers play a vital role in the growth and education of children, yet their own well-being is often overlooked.
The demands and responsibilities faced by upland teachers can result in stress, burnout, and reduced overall well-being. Recognizing the importance of strengthening the resilience and well-being of both parents and teachers, this study seeks to examine the factors that affect their well-being and resilience, with the aim of developing a comprehensive wellness and safety plan that responds to their needs (Salvo-Garrido, 2025).
On the other hand, the challenges experienced by upland teachers have been widely documented. Research has shown that teacher stress and burnout may lead to negative consequences for both parents and children, such as reduced parental efficacy, weakened parenting practices, and behavioral problems among children (Leerkes et al., 2020).
According to Yap et al. (2021), upland teachers experience high levels of stress and encounter various stressors in carrying out their roles. These stressors may arise from work-family conflict, financial difficulties, parenting responsibilities, and the demands of managing multiple roles (Dinh et al., 2023). In the same way, teachers often deal with heavy workloads, classroom management concerns, professional demands, and limited resources, all of which contribute to high levels of stress and burnout (Johnson et al., 2020).
Despite these challenges, research has also emphasized the importance of resilience in reducing the harmful effects of stress and promoting well-being. Resilience refers to the capacity to adjust and recover in the face of adversity (Masten, 2024). Studies further suggest that individuals with greater resilience are better able to manage stress and preserve their well-being.
In recent years, there has been growing recognition of the need to support teachers’ well-being and resilience. Educational institutions, policymakers, and organizations have introduced various programs and interventions to address these concerns (Sánchez-Teruel et al., 2020).
However, there remains a lack of comprehensive wellness and safety plans specifically designed to address the needs of teachers assigned in upland elementary schools.
This study aimed to address this gap by exploring the factors that contribute to the resilience of upland teachers in the performance of their duties as a basis for a wellness program.
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