SDO Balanga City

Investigating Teachers’ Conflict-Resolution Skills Through LAC Sessions: Basis for Enhancing School-Based Professional Development Programs

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by

Web Admin
in

Alejandro I. Icban

Bo. Central Elementary Schools

Completed 2026

ABSTRACT

The action research aimed to determine the effectiveness of Project KALINGA in addressing compassion fatigue and enhancing work-life synergy and job satisfaction among teachers of Bo. Central Elementary School. Specifically, the study examined teachers’ attitudes toward compassion fatigue, work-life imbalance, and job satisfaction; explored their lived experiences during the implementation of the project; and developed a sustainable intervention plan for teacher wellness.

A mixed-methods research design was employed involving all 21 teachers of Bo. Central Elementary School. Quantitative data were gathered using an adapted Professional Quality of Life Scale (ProQOL), while qualitative data were collected through semi-structured interviews, focus group discussions, observations, and reflective journals. Descriptive statistics, paired-samples t-test, and thematic analysis were utilized in analyzing the data.

Findings revealed that Project KALINGA significantly reduced compassion fatigue and work-life imbalance while substantially improving teachers’ job satisfaction. The qualitative results generated four major themes: emotional support and stress management, development of coping mechanisms and self-awareness, strengthened collegial relationships, and continued professional commitment amid challenges. Participants likewise emphasized the importance of institutionalizing teacher wellness programs, sustaining Project KALINGA, and implementing context-responsive support mechanisms.

The study was limited to the 21 teacher-participants of public elementary school, which may restrict the generalizability of the findings. Nevertheless, the study offered an innovative and culturally responsive framework for promoting teacher well-being through bounded empathy practices, structured support systems, and work-life synergy initiatives. The findings may serve as a basis for developing sustainable teacher wellness programs and strengthening educational outcomes through improved teacher resilience and job satisfaction.