Further studies should examine the relationship between role overload and psychological wellbeing among employees. 2. Future studies should adopt experimental designs involving participants from both

The gap

Consensus across the literature

Supporting evidence — 4 representative gaps

• Work-Life Balance and Job Conditions Among Secondary School Teachers in Baguio City: Basis for A Teacher Well-Being Program (2026) · doi

  i. School heads and district leaders may continue to profile teachers according to relevant personal and professional characteristics so that support measures may be matched to actual teacher needs, particularly for those in more demanding career and life stages. ii. Schools may strengthen programs that preserve teachers’ work satisfaction, such as recognition of accomplishments, collegial support activities, and opportunities for meaningful participation in school improvement efforts, since professional fulfillment appeared to be a strong protective factor. iii. School administrators may provide differentiated support for teachers based on age, marital status, and years in teaching. Younger and less experienced teachers may be given mentoring and guidance in time management, while older teachers may be provided with more sustainable workload arrangements and wellness support. iv. Schools and the Schools Division Office may review the volume and scheduling of non-teaching tasks, reports, and deadlines in order to reduce unnecessary stress and allow teachers to focus more fully on instruction and preparation. v. Age-responsive stress management activities may be considered, particularly for teachers in the older age group, through wellness sessions, counseling access, and supportive task distribution that recognizes accumulated professional demands. vi. School leaders may strengthen organizational support systems by improving communication, clarifying expectations, providing encouragement during personal and professional challenges, and institutionalizing teacher wellness activities instead of relying only on informal support. vii. The proposed teacher well-being program may be https://journals.stecab.comStecab PublishingPage Journal of Mental Health and Psychology (JMHP), 1(1), 37-51, 2026 50 adopted, refined, and implemented by school administrators and education officials as a practical response to the work-life balance and job conditions revealed in the study. viii. Future researchers may conduct similar studies using larger samples, other school contexts, or qualitative and mixed methods approaches to examine more deeply how teachers experience work-life balance and job stress. They may also separate job demand indicators from job support indicators to generate a clearer explanation of their relationship. REFERENCES Adisa, T. A., Aiyenitaju, O., & Adekoya, O. D. (2022). The work-family balance of British working women during the COVID-19 pandemic. Journal of Work-Applied Management, 14(2), 241-260. https://doi.org/10.1108/JWAM-07-2021-0061 Admiraal, W., & Røberg, K. I. K. (2023). Teachers’ job demands, resources and their job satisfaction: Satisfaction with school, career choice and teaching profession of teachers in different career stages. Teaching and Teacher

  Keywords: teachers school support professional teacher teaching career life schools satisfaction activities management wellness stress balance
• Role of Educational Administrative Support in Strengthening Teachers' Professional Development Trends and Classroom Instructional Performance (2026) · doi

  Given these findings, the study suggests that existing administrative support practices be sustained and further strengthened, particularly in leadership, mentoring, and resource provision. It may also be beneficial to continuously align supervisory practices with classroom needs to maintain and enhance teacher effectiveness. In addition, schools may consider promoting more structured and collaborative professional development activities that directly respond to teachers’ instructional needs and challenges. Future research may further explore these relationships using longitudinal or broader samples to validate long-term effects and examine other contextual factors that may influence teacher performance.

  Keywords: practices further needs teacher given suggests existing administrative support sustained strengthened particularly leadership mentoring resource
• Relationship between Role Overload and Affective Commitment among Private School Teachers (2026) · doi

  1. Further studies should examine the relationship between role overload and psychological wellbeing among employees. 2. Future studies should adopt experimental designs involving participants from both public and private schools. 3. Government and educational stakeholders should recruit more teachers to reduce excessive workload. 4. School administrators should provide supportive organizational climates capable of enhancing teacher wellbeing and commitment. 5. Teachers should be provided with adequate teaching facilities and professional support systems to improve educational effectiveness.

  Keywords: wellbeing educational teachers further examine relationship role overload psychological among employees future adopt experimental designs
• STEPPING INTO LEADERSHIP: A NOVICE SCHOOL HEADS NARRATIVES (2026) · doi

  Based on the study's findings, future directions may be considered for novice school heads, teachers, learners, school administrators, stakeholders, and future researchers. Since the study revealed that novice school heads experience leadership struggles, adjustment difficulties, and emotional strain during their transition, they may continue to develop their leadership competence through mentoring, coaching, reflective practice, and continuous professional development. They may also strengthen their decision-making skills, time-management practices, communication strategies, and emotional resilience to become more confident and effective in their leadership roles. For teachers, future directions may focus on strengthening collaboration and shared responsibility with novice school heads. Since the findings emphasized the importance of relational and values-based leadership, teachers may actively support newly appointed school heads by maintaining open communication, participating in school planning, sharing constructive ideas, and helping build a positive school culture. Teachers may also engage in professional learning communities and collaborative activities that promote teamwork, trust, and shared commitment to school improvement. For learners, future directions may emphasize the importance of fostering a supportive, well-managed learning environment. Since school leadership affects school climate, teacher motivation, and learner outcomes, students may benefit when novice school heads are properly guided and supported in their leadership transition. Schools may continue promoting programs that support learner welfare, academic development, discipline, and participation in school activities. This ensures that leadership growth among school heads also contributes to better learning experiences for students. For school administrators and the Department of Education, future directions may include developing structured induction programs, mentoring systems, and practice-oriented leadership training for novice school heads. These programs may include real-world applications, case studies, role-playing, coaching, and problem-based learning to prepare new leaders for real-world school situations. DepEd officials and education supervisors may also provide regular technical assistance, monitoring, and emotional support to help novice school heads adjust more smoothly and perform their duties effectively. For parents, community members, LGUs, NGOs, and other stakeholders, future directions may involve stronger school- community partnerships. Since the findings showed that stakeholder collaboration helps address school needs and sustain programs, external partners may continue supporting novice school heads through resource assistance, community participation, and active involvement in school initiatives. Strong stakeholder engagement can

  Keywords: school heads leadership novice future directions teachers learning programs based emotional continue support community learners