Exploratory Mixed Methods Approach Research Articles

Development of a self-assessment tool to evaluate the readiness of pharmacy departments for internship training in China: a two-phase study

ObjectivesInternships in the pharmacy departments of training hospitals represent a crucial stage in the professional development of pharmacy students. However, the quality of internship training varies significantly across training hospitals in China, and there is a lack of standardized readiness evaluation tools. Therefore, the purpose of this study was to develop a self-assessment tool to evaluate the preparedness of training hospitals for providing internship training.MethodsThis study employed an exploratory mixed-methods approach and was conducted in two phases. In the first phase, during 2021, focus groups were conducted with 16 interns from three tertiary hospitals in Henan Province. In 2022, 14 preceptors from tertiary hospitals in various provinces were interviewed either one-on-one or in focus groups. The interview data were analyzed using thematic analysis to compile a set of self-assessment indicators for internship training readiness. Subsequently, the initial draft of the self-assessment tool for internship training readiness was developed by integrating the indicators derived from the interviews and literature review. In the second phase, the Delphi method was utilized. In 2023, the experts participated in two rounds of correspondence (21 experts in the first round and 19 in the second round), and consensus was reached on the indicators of the self-assessment tool after the two rounds. Meanwhile, these experts assessed the current status of internship training in training hospitals across China.ResultsThe qualitative findings of the first phase included five themes and 22 sub-themes, which were integrated with the indicators derived from the literature review to develop an initial indicator framework for the second phase. This initial framework comprised five domains and 37 items. The second phase involved two rounds of expert surveys, with effective response rates of 90.48% and 89.47%, respectively. Ultimately, the self-assessment tool for evaluating the readiness of pharmacy departments in training hospitals for internships included five dimensions and 35 secondary indicators: (1) organizational structure, (2) training content, (3) training mode, (4) effectiveness evaluation, and (5) emergency management. Additionally, experts assessed the readiness of pharmacy departments in Chinese training hospitals for internships, yielding varied results. Emergency management preparedness scored the highest, followed by organizational structure and training content preparation. However, the modes of internship training and the evaluation of training effectiveness received lower scores.ConclusionThe developed tool provides a comprehensive self-assessment checklist for the pharmacy departments of training hospitals and possesses the potential to enhance the development of more effective internship training programs.

The impact of onboarding practices on employee retention in the cruise industry

ABSTRACT This study investigates effective onboarding practices in the cruise industry, examining the interplay between onboarding, hospitality and seafaring occupations due to limited existing research. Using an exploratory mixed-method approach, the researchers employed insider and outsider perspectives to critically analyse employee challenges and company onboarding practices. The research, conducted through qualitative surveys and semi-structured interviews with purposive sampling, reveals that while companies generally provide a welcoming environment, there is a need for improvement in meeting expectations and providing detailed, structured information. The findings emphasise the importance of enhancing these areas to boost new crew members’ preparedness, confidence and satisfaction. Additionally, data highlights the critical role of managing expectations and satisfaction during preboarding, underlining the significant impact of effective communication on employee retention in this unique industry.

A Toolkit Intervention for School–Aged Jamaican Students: Strategy for Collaborative Involvement During the Pandemic

The Ministry of Education and Youth, Jamaica, designed Home Learning Kits (HLKs) for students in Grades 1–6 to address learner disengagement due to the change in classroom settings because of the COVID-19 pandemic. This intervention required a collaborative approach by diverse educational stakeholders for the production, distribution, collection, implementation, and bi–directional return of the kits. This novel approach to learner engagement prompted a need to understand the implementation of the HLKs and their use by students. Using a convergent explanatory mixed method approach, the sample included 167 of 400 schools and approximately 36,000 students islandwide. The quantitative data was analysed descriptively and thematically for the qualitative data. Overall, the results revealed the need for better collaborative efforts to execute the HLK intervention. The findings are significant to assist the Ministry of Education to implement policies and further initiatives for transformed educational outcomes.

Evaluation of Digital Technology Management in Mathematics Learning

The rapid advancement of digital technology necessitates that teachers enhance their competencies in the teaching and learning process of mathematics. This study aims to evaluate the demographic factors affecting teachers' use of digital technology and their digital skills, explore the frequency of online learning platform usage in relation to teachers' digital skills, and identify challenges while providing recommendations for integrating technology into mathematics instruction through a Sequential Explanatory Design mixed-methods approach. The quantitative sample consisted of 104 mathematics teachers, with 14 teachers selected as respondents for the qualitative phase. Data collection instruments included questionnaires, structured interviews, and non-participant observations, with quantitative data analyzed using Jamovi 2.4.8.0 software, and qualitative data manually coded and thematically analyzed using an inductive-deductive approach. The findings indicate that employment status, teaching experience, and school level significantly influence the use of digital technology in teaching mathematics. Teachers who are government employees under contract, have over 10 years of teaching experience, and teach at the middle or high school level tend to integrate technology more effectively. Consequently, government policies and educational programs for technology development should prioritize teachers irrespective of their employment status, offering continuous training (both online and offline) focused on mathematics.

Improving health behaviours and attitudes around podoconiosis in Northern Western Ethiopia: Implementation and intervention effectiveness.

Assessing how interventions are implemented is essential to understanding why interventions may or may not achieve their intended outcomes. There is little evidence about how interventions against Neglected Tropical Diseases (NTDs) are being implemented. Guided by the Context and Implementation of Complex Intervention (CICI) framework, we evaluated an ongoing intervention against the NTD podoconiosis to examine the implementation process and its effectiveness in terms of improving shoe wearing practices, increasing knowledge and reducing stigmatizing attitudes towards podoconiosis in rural Ethiopia. We employed an exploratory mixed methods approach, qualitative followed by quantitative, between April and July 2022 to assess implementation agents, theory, strategy, process and outcomes of the intervention. We conducted document analysis, observations, focus group discussions, in-depth interviews and key informant interviews for the qualitative phase. We administered a survey to 369 rural residents, of whom 42 were affected by podoconiosis. The implementers utilized government healthcare centers in a bid to mainstream podoconiosis services within local healthcare structures. The implementers provided training for health professionals and the public and distributed supplies to patients over a three-month period. The intervention reached 62% of patients, but female patients were less likely to participate than male patients. Only 18% of community members had participated in health education campaigns linked to the intervention. Involvement in the intervention resulted in improved shoe wearing practice and holding fewer stigmatizing attitudes. However, internalized stigma among patients was still rife; and the plan to utilize community assets to extend the intervention activities was not effective. Implementers must monitor the fidelity and progression of programs on a constant basis to make corrections. They also need to expand health education, provide psychosocial support and design economic empowerment programs for patients to reduce stigma. They must also collaborate with policy makers and international partners to sustain program activities at intervention delivery points.

Preparing Early Education Leaders: An Analysis of UCEA Principal Preparation Programs

Purpose: Recently, a confluence of factors has focused elementary school leaders on early education. One factor is that nearly 60 percent of all public elementary schools in the U.S. today have a Pre-K program in the building. Yet, prior research reveals that leaders are often not prepared to effectively lead early education programs. This study assesses the current state of early education leadership preparation among UCEA-affiliated programs. Method: Using a sequential explanatory mixed-methods approach, our study draws on survey data from 232 principal preparation faculty members at UCEA-affiliated programs, follow-up interviews with 20 purposively sampled survey respondents, and content analysis of 113 program web pages. Findings: We found that preparation programs currently afford little attention to early education leadership coursework and content, despite faculty expressing it as an important goal. Only four percent of faculty from the survey reported that their program required a course focused on child development and/or early education—a finding corroborated by the website analysis. Last, our interviews reveal reasons for the limited engagement with early education leadership, including time constraints, limited faculty experience, and licensure and accreditation requirements. Implications: Policymakers aiming to improve early education leadership may revise principal certification requirements that could prompt revisions in principal preparation programs. Principal preparation programs, similarly, could revise their programming to intentionally expose principal candidates to key topics in early education leadership. A bi-directional and concerted reform effort is likely needed to meaningfully advance change in this area.

Patient experiences of a student-led physiotherapy neurological rehabilitation clinic: a mixed methods study

Background: Student-led clinics (SLCs) are becoming increasingly prevalent across allied health professions curricula; however, little is known about patient experiences of these clinics. This study explored the experiences of patients attending a physiotherapy neurological rehabilitation SLC. Methods: This study utilized a sequential explanatory mixed methods approach focusing on people with neurological conditions who voluntarily attended a SLC of 12 weeks duration. The data collection process was initiated following the conclusion of the final SLC session. The methodology employed a survey followed by semi-structured interviews to explore emerging areas in more depth. Interview data were descriptively analyzed, and reflexive thematic analysis guided the analysis of the interview data. Results: Twelve participants completed the survey, and seven also participated in a semi-structured interview. Overall, patients were very satisfied with the service received at the SLC. Three themes were identified from the interview data: patients’ perceptions of the benefits and impact of the SLC; the importance of individualized care, and patients' preferences for SLC delivery. Discussion: The findings of this study indicate that participants perceived this SLC positively in relation to care quality, student skills, and individualized rehabilitation. This suggests that SLCs of this type may potentially be acceptable and applicable across different settings, student groups, and possibly for those living with other health conditions. Future research should investigate patient experiences of SLCs with larger sample sizes, different student cohorts, stages, and patient groups and establish the effectiveness of patient clinical outcomes.

Infection Prevention Elements Streptococcus suis using One Health System Health Zone 2, Thailand

This study assesses the effectiveness of the One Health System in preventing Streptococcus suis infections in Health Zone 2. Utilizing an exploratory sequential mixed-method approach, the research integrates in-depth interviews with affected individuals and specialists with a survey of 375 disease control practitioners. Analysis revealed a comprehensive set of factors critical to infection prevention, broadly categorized under human, swine, and environmental domains. Significant human-related factors include hygiene practices among swine workers and the influence of behaviors and personal beliefs on disease risk. In the swine domain, management practices before slaughter and during raising significantly impact safety measures against Streptococcus suis. Environmental factors such as sanitation and local regulations also play crucial roles in disease prevention. These findings suggest that targeted improvements across these domains can considerably enhance prevention strategies. The study underscores the need for a dynamic, adaptable prevention model and proposes longitudinal research to further investigate these strategies across more diverse geographic areas.

Exploring Student Perspectives and Experiences of Online Opportunities for Virtual Care Skills Development: Sequential Explanatory Mixed Methods Study.

Caring profession students require skills and competencies to proficiently use information technologies for providing high-quality and effective care. However, there is a gap in exploring the perceptions and experiences of students in developing virtual care skills within online environments. This study aims to better understand caring professional students' online learning experiences with developing virtual care skills and competencies. A sequential explanatory mixed methods approach, integrating both a cross-sectional survey and individual interviews, was used to better understand caring professional students' online learning experiences with developing virtual care skills and competencies. A total of 93 survey and 9 interview participants were drawn from various faculties, including students from education, nursing, medicine, and allied health. These participants identified the barriers, facilitators, principles, and skills related to learning about and delivering virtual care, including teaching methods and educational technologies. This study contributes to the growing body of educational research on virtual care skills by offering student insights and suggestions for improved teaching and learning strategies in caring professions' programs.

Examining the perception of undergraduate health professional students of their learning environment, learning experience and professional identity development: a mixed-methods study

BackgroundThe quality of the learning environment significantly impacts student engagement and professional identity formation in health professions education. Despite global recognition of its importance, research on student perceptions of learning environments across different health education programs is scarce. This study aimed to explore how health professional students perceive their learning environment and its influence on their professional identity development.MethodsAn explanatory mixed-methods approach was employed. In the quantitative phase, the Dundee Ready Education Environment Measure [Minimum–Maximum possible scores = 0–200] and Macleod Clark Professional Identity Scale [Minimum–Maximum possible scores = 1–45] were administered to Qatar University-Health students (N = 908), with a minimum required sample size of 271 students. Data were analyzed using SPSS, including descriptive statistics and inferential analysis. In the qualitative phase, seven focus groups (FGs) were conducted online via Microsoft Teams. FGs were guided by a topic guide developed from the quantitative results and the framework proposed by Gruppen et al. (Acad Med 94:969-74, 2019), transcribed verbatim, and thematically analyzed using NVIVO®.ResultsThe questionnaire response rate was 57.8% (525 responses out of 908), with a usability rate of 74.3% (390 responses out of 525) after excluding students who only completed the demographic section. The study indicated a “more positive than negative” perception of the learning environment (Median [IQR] = 132 [116–174], Minimum–Maximum obtained scores = 43–185), and a “good” perception of their professional identity (Median [IQR] = 24 [22–27], Minimum–Maximum obtained scores = 3–36). Qualitative data confirmed that the learning environment was supportive in developing competence, interpersonal skills, and professional identity, though opinions on emotional support adequacy were mixed. Key attributes of an ideal learning environment included mentorship programs, a reward system, and measures to address fatigue and boredom.ConclusionsThe learning environment at QU-Health was effective in developing competence and interpersonal skills. Students' perceptions of their learning environment positively correlated with their professional identity. Ideal environments should include mentorship programs, a reward system, and strategies to address fatigue and boredom, emphasizing the need for ongoing improvements in learning environments to enhance student satisfaction, professional identity development, and high-quality patient care.

Exploring the impact of automated written corrective feedback on the academic writing skills of EFL learners: An activity theory perspective

AbstractGrounded in the activity theory, we adopted a sequential explanatory mixed-methods approach to explore the impact of automated written corrective feedback (AWCF) on English as a foreign language (EFL) learners’ academic writing skills (i.e. task achievement, coherence and cohesion, lexicon, and grammatical range and accuracy). To this end, two intact classes were selected and randomly assigned to an electronic class (30 EFL learners), receiving AWCF electronically, and a non-electronic class (26 EFL learners), receiving written corrective feedback (WCF) non-electronically. Both groups of learners engaged in interactive writing activities guided by the principles of the activity theory, which capitalised on the roles of writing collaboration, social environment, and the mediation of electronic/nonelectronic artefacts to develop the writing skills. The required quantitative and qualitative data were collected via IELTS academic writing Task 1 and Task 2, a stimulated recall technique, and an individual semi-structured interview. The results of one-way ANCOVA indicated that the electronic learners outperformed their non-electronic counterparts in writing performance, task achievement, and grammatical range and accuracy, whilst no significant differences were found between the two groups’ coherence and cohesion and lexicon. The stimulated recall technique, conducted with seven electronic EFL learners, confirmed the electronic learners’ behavioural, cognitive, and affective engagement with the AWCF. The individual semi-structured interview, conducted with the same electronic learners, also indicated the electronic learners’ positive and negative attitudes and perceptions towards the AWCF, further corroborating the findings. Pedagogical implications are discussed within the framework of the activity theory to clarify how instructional procedures and learning environments can be designed to more effectively contribute to EFL learners’ interactive writing activities and, hence, their writing skills development.

Beyond COVID-19 Lockdowns: Rethinking Mathematics Education from a Student Perspective

The COVID-19 pandemic has recently reshaped education and life around the world. Undoubtedly, the return to face-to-face learning has been affected after two years of distance learning. However, research that focuses on post-COVID-19 is still limited. Therefore, this study investigates how students perceive the experience of returning to face-to-face learning after distance learning within the context of the United Arab Emirates (UAE). It emphasizes the possibilities and challenges that could be faced in improving face-to-face mathematics education. This study applied an exploratory sequential mixed-method approach, which involved collecting qualitative data from 13 students through a focus group, and then quantitative data was collected from 243 Cycle 2 and 3 students. The qualitative data were coded and analyzed thematically, while descriptive analysis was used to analyze the quantitative data. The qualitative and quantitative results revealed consensus on the main challenges that students experience as they return to face-to-face learning. On top of these challenges are students' lack of study skills, excessive use of technology, and high levels of math test anxiety. Research findings showed students’ preference for face-to-face learning while adding some aspects of distance learning. The results of this study are also expected to be a reference in the development of a new sustainable paradigm of face-to-face learning and as study material for subsequent research related to rethinking math education after COVID-19. Doi: 10.28991/ESJ-2024-SIED1-010 Full Text: PDF

Understanding the public stigma of mental illness: a mixed-methods, multi-level, exploratory triangulation study

BackgroundThis study examines the role of themata in understanding mental health-related stigma. It is motivated by the need for alternative theoretical-methodological approaches beyond the dominant frameworks in education and contact-based anti-stigma public health efforts, which have shown mixed effects. Specifically, it addresses the need for a more nuanced framework in stigma research, one that is sensitive to the dialogues through which people relate themselves to mental health and stigma in context.MethodsThe research employs an exploratory mixed-methods approach, including the analysis of 529 news reports, 20 focus group discussions, and 19 one-to-one interviews, all concerning representations of shared living arrangements with someone perceived to have experiences of mental illness. Thematic analysis and natural language processing are used within a convergent triangulation design to analyze the data.ResultsWe found that mental health and illness were communicated through an overarching Self/Other thema and five subordinate themata: normal/abnormal, harm/non-harm, bounded/non-bounded, and moral/immoral. Despite familiarity with psychological distress and ‘modern’ explanations of mental illness, concerns about social identity motivated representations of mental illness as a predominantly permanent, negative form of personhood marked by abnormality, harm, distance, and immorality. Additionally, concerns about personal vulnerability, including historically rooted fears of contagion, motivated distancing representations of mental illness, rather than neutral portrayals.ConclusionsThemata have under-developed theoretical and methodological potential for addressing mental health-related stigma, particularly in their ability to describe the dynamic ways in which culture motivates people to both resist and reproduce stigma, partly through ambivalences, absences, tensions, and ambiguities in representation. A critical discussion is provided on how themata may support ecological strategies in mental health campaigns over generic models, emphasizing the need to understand group knowledge and contact dynamics to mitigate adverse effects. Themata Public Health Unintended Consequences Mixed Methods Behaviour Change Natural Language Processing.

The success, satisfaction and experiences of international students in an immersive block model

Despite growing interest in immersive block models in higher education, very little is known about the experiences of international students in these non-traditional forms of learning. To enable an initial view of how international students perceive and perform in an immersive block model, we used an exploratory mixed methods approach to examine the academic success, satisfaction, and experiences of international students in a 6-week immersive block model at a regional public Australian university. Inferential statistical tests were used to explore the success rates and unit and teaching satisfaction of onshore and offshore international students in the immersive block model and in the traditional trimester model. Overall, the immersive block model made a significant positive difference to the academic success of international students, both onshore and offshore. However, a decline in satisfaction was observed among science and engineering students, contrasting with an increase in satisfaction among business and arts students. Data collected through semi-guided interviews with 10 students from this latter group indicate several key benefits and challenges associated with immersive block learning. Students reported heightened focus and motivation, supportive teaching, and a healthy study-work-life balance. Challenges included not knowing what to expect, forming social connections with classmates, and the fast turnover between assessments. These findings indicate that it is important for institutions to prepare international students well for the pace and time management demands of studying in an immersive block model and to encourage the formation of social connections. Assessment timing, volume, and scaffolding should also be key considerations in immersive block model curriculum design.

Food safety concerns and purchase choices among poor households in the urbanising global south: the case of Dhaka, Bangladesh

This article looks into the daily food shopping practices of poor urban households in Dhaka, Bangladesh. A practice theory-based approach is used to explore their coping strategies in response to food safety concerns. By applying an exploratory sequential mixed-method approach, two groups of shoppers are compared: recently arrived migrants and established residents, as recently arrived migrants are expected to face an unfamiliar food shopping environment and therefore need to reconsider their daily food shopping practices. The results describe the elements of food shopping practices: food items, retail outlets, affordability, social networks, and relations to work. We identified the absence of freshness, undesirable substances, and the need for more information about the production process as the primary food safety concerns. Among both shopper groups, the harmful consequence of applying the chemical 'formalin' to food is considered the most prominent food safety concern. Major coping strategies include identifying (un)safe food, proactive selection, and establishing and maintaining social relationships. The two groups have similarities and differences in using skills and competencies to mitigate their food safety concerns in everyday shopping practices. Recently arrived migrants have to adapt to urban lifestyles and reconfigure their food safety concerns into their daily food shopping practices.

Struggling in silence? The formation mechanism of implicit conflict in rural tourism communities

This study explored the formation and influencing factors of the understudied implicit conflict in rural tourism communities from a social capital perspective. An exploratory sequential mixed-method approach was used, including semi-structured interviews and household surveys with rural tourism community residents. The study identifies the formation mechanism of implicit conflicts and examines the influencing factors that drive conflict intentions. Findings revealed that residents experienced three stages of development: potential opposition, cognitive engagement, and conflict intention. The influencing factors, such as formal institutional disembedding, network disembedding, and loss of relational trust, positively affected rural community residents' conflict-related cognitive engagement and informal institutional embedding, which further positively influenced residents' conflict intentions. This study contributes to a better understanding and measurement of implicit conflict in rural tourism communities. It also provides significant implications for stakeholders to develop more comprehensive tourism planning and management strategies to enhance residents’ support for tourism.

Keep scrolling: An investigation of short video users’ continuous watching behavior

Short video platforms have become increasingly popular in recent years. Their success relies heavily on users’ continuous watching and advertising revenues. However, the factors that drive users’ continuous watching behavior are still unclear, and the potential influence of advertising on users’ continuous watching is largely neglected. Drawing upon the theory of consumption values (TCV) and the cognitive–affective–behavior (CAB) model, this study explores the factors influencing consumers’ continuous watching intentions from both cognitive and affective perspectives. We employed an exploratory mixed-methods study approach. Focus group discussions among 25 short video users were first conducted to identify five short video consumption values and develop the questionnaire. Then the survey was distributed to 584 short video users in China to obtain quantitative data for analysis using structural equation modeling. The results show that continuous watching intention is determined by affective factors of satisfaction and dependence, and affective factors are influenced by cognitive consumption values. Moreover, advertising irritation weakened the influence of satisfaction on continuous watching intention. Our study established and empirically verified a new cognitive and affective model to explain short video consumers’ behavior. The findings could help short video creators and platforms cultivate customers’ continuous watching by concentrating on the specific cognitive and affective factors, and provide guidance on balancing between users’ continuous watching and advertising revenue.

Unlocking Joy: Investigating the Impact of Parent-Child Communication on Happiness among Gen Z Filipinos

Generation Z, brought up in the era of pervasive technology and often labeled the “social media generation,” confronts elevated risks of depression, anxiety, and tragically, suicide (Abror et al., 2020). This study aimed to investigate the influence of parent-child communication on the happiness levels of Filipino individuals belonging to Generation Z, employing a sequential explanatory mixed-method approach. The quantitative phase involved 109 Filipino Gen Z participants, with an average age of 20 years old. Subsequently, in the qualitative phase, six Gen Z participants and their parents engaged in answering qualitative inquiries. Regression analysis revealed a significant association between parent-child communication and happiness levels. Additionally, qualitative findings highlighted the role of effective parent-child communication in nurturing positive development and enhancing overall happiness among youth. Importantly, the research emphasized the necessity for parents to gain deeper insights into the psychosocial challenges encountered by Generation Z, while also underscoring the youth’s preference for open, non-judgmental conversations with their parents. These insights prompt considerations regarding the most effective parenting styles within the Filipino context for fostering the well-being of Generation Z. The implications extend to counseling and psychological intervention practices, advocating for interventions that foster constructive communication between parent and child.

Determinants of Work Performance of Teachers in the Special Program in the Arts (SPA) in Region

This study examines the determinants of work performance among Special Program in the Arts (SPA) teachers in Region X, Philippines, specifically within the divisions of Gingoog City, Misamis Oriental, and Cagayan de Oro. Employing a sequential explanatory mixed-method approach, the research initially gathered and analyzed quantitative data from SPA specialists and coordinators across Northern Mindanao. Participants completed self-rating questionnaires assessing their work performance and the manifestation of relevant performance factors. Subsequently, qualitative data were collected through interviews and focus group discussions with selected SPA teachers and students, aimed at providing deeper insights and contextual understanding of the quantitative findings. The thematic analysis identified recurring themes and patterns, informing the study's conclusions. Results indicated that the work performance of SPA specialists was generally rated from 'moderate' to 'fair,' with Dance and Media Arts receiving the highest ratings, though still within the moderate range. Professional development emerged as the primary predictor of work performance across most specializations. The study underscores the necessity of targeted professional development programs and recommends enhancements in administrative support, resource allocation, and policy advocacy to improve SPA implementation. These findings have significant implications for educational policy and practice in arts education.

A Generational Perspective of the Determinants of Work-Life Balance of Secondary School Teachers in Gingoog City Division: Basis for a Teacher Wellness Initiative

The education sector is increasingly recognizing the significance of teachers' well-being and the impact of a healthy work-life balance on organizational success. This study focused on identifying factors influencing the quality of Work-Life Balance (WLB) among secondary school teachers in 14 schools in Gingoog City Division. The research employed a sequential explanatory mixed-method approach, gathering both numerical and qualitative data from 283 teachers. The results indicated that millennial educators reported the highest satisfaction, tested at 0.05 level, with their WLB, followed by Generation X, Gen Z, and Boomer teachers. The study identified six key factors influencing WLB, with career progression emerging as a common predictor across all generations. Additionally, financial condition was a significant factor for boomers, autonomy and financial condition for Generation X teachers, financial condition and technological literacy for millennial teachers, and technological literacy, social support, and autonomy for Gen Z teachers. The research also unveiled facilitating factors such as work-life balance principles, workload management strategies, preferences for school support systems, and self-care practices. Conversely, hindering factors included workload pressures and time management challenges, difficulties in the work environment, and frustrations related to DepEd policies. Based on these findings, a Teachers Wellness Program is proposed to be incorporated in the Enhanced School Improvement Plan (ESIP) to promote the WLB of teachers across different generational cohorts.