A

. In the past two years, teachers’ role has become more complex and diverse due to continuous change in curriculum and educational reforms, updating of teaching methodology, adapting, and incorporating use of technology, and increased of social aggressiveness (Gurrea, 2021). The aim of this study was to determine the work-related stress and adversity quotient as predictor of psychological well-being of local college instructors in the new normal. Specifically, it investigated the respondents’ level of work-related stress, adversity quotient in terms of control, ownership, reach and endurance, level of psychological well-being in terms of autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance. Further, the study probed the relationship between the respondents’ level of work-related stress and adversity quotient, level of work-related stress and well-being, and adversity quotient and level of psychological well-being. Finally, it probed the predictive ability of the level of work-related stress, and adversity quotient, taken singly or in combination, of level of psychological well-being of the local college instructors in the new normal. The findings revealed that there was a significant low negative relationship between work-related stress and adversity quotient in terms of ownership (r=-0.177, p=0.023). Likewise, no significant relationship was noted between adversity quotient and psychological well-being. Lastly, the work-related stress and adversity quotient did not significantly predict the respondents’ level of psychological well-being. It was concluded in the study that an increase in work-related stress would reduce capability of college instructors to develop interpersonal relationships and have difficulty showing empathy with others; perceived adversity does not affect their psychological well-being; and work-related stress and adversity quotient do not predict psychological well-being of.


I. Introduction
Work-related stress is considered as an unpleasant emotional experience linked with specific triggers and associated with feelings of anxiety, worry (Puertas et al., 2019) [1] frustration, tension, anger (Kotowskia, Davis & Barrattc, 2022) [2], and depression (Wang, 2020) [3]. It is further viewed as natural response to the imbalance between occupational demands (Kotowskia, Davis & Barrattc, 2022) [4]. This is considered as a determinant of teachers' health and mental well-being. It is at an all-time high, negatively impacting the quality of education and student outcomes (Jennings et al., 2019) [5]. It was explained that stress is a psychological process that results from how teachers appraise the balance between the demands in their classrooms and the resources they have to meet those demands. Understanding this imbalance may provide avenues for intervention for those 20 to 25% of teachers most vulnerable to stress.
One of the most common problems teachers reported which seriously impairs their ability to do their job is work-related stress. This can affect the effectiveness of the teachers, and it is reported to be connected to a high turnover rate, absenteeism, disengagement from work, and demotivation. In addition, the study of Robinson (2023) [6] found out that teachers experienced stressors related to their personal and professional roles, concerns for students' well-being which extended beyond academics and frustrations with administration and other institutional entities around COVID safety measures.
Moreover, teachers also reported elevated levels of stress because of the increased workload generated by the lockdown. One of the major contributors to teachers' stress is the transition to distance education and learning presented a significant challenge for both instructors and students. The accessibility of the internet access and the instructor's experience with readily available internet-based teaching resources, such as video conferencing apps, were described as challenges.
Recent studies suggest that the adversity quotient is very influential on the motivation of teachers in completing their tasks (Tonich & Basrowi, 2022) [11]. An individual with a higher adversity quotient can deal with difficulties more effectively and become successful (Marashi and Rashidian, 2018) [12]. In addition, an individual with higher adversity quotient view difficulties and challenges as temporary, and they exert control over challenges (Napis, 2018) [13].
In the study of Pino and Merin (2021) [14], the adversity quotient of the 40 grade school educators was moderate in range and deemed as a camper. It implied that these educators showed willingness to surmount the difficulties and challenges, but they lack persistence. Thus, teachers' high adversity quotient will influence the way teachers solve problems by their intelligence and keep moving forward in order to achieve goals (Kartikasari & Wiarta, 2020) [15].
There has been a growing interest in what subjective factors facilitate teacher well-being such as cognitive (mental) factors, community beliefs or values, individual experiences and culture, and perceptions of context, including school climate (Anderson et al., 2019; Viac & Fraser, 2020) [16].
As studied by Bono, Reil and Hescox (2020) [17] prior to the pandemic, grit predicted significantly higher pandemic resilience and slightly lower psychological effects, while gratitude predicted significantly less impact on academic performance at the end of the semester. However, gratitude increased in the low parent education group, although it declined in the high parent education group, meaning that gratitude aided the low group more during the pandemic. Overall, the findings indicate that fostering grit and gratitude will help college students protect their subjective wellbeing and cope better with the pandemic's adversity.
The majority of educators have a moderately positive outlook on psychological wellbeing. Before the pandemic, teachers were satisfied with the educational system. The pandemic has lowered teacher's feelings of well-being in the face of their work, raising concerns about their potential careers. In periods of pandemic, factors such as duration of work, well-being, expectations of teaching challenges, and prospective viewpoints have all been shown to be predictors of occupational well-being (Alves, Lopes & Precioso, 2021) [18].
Taking all of these into account, the researcher conducted this study to unveil the workrelated stress, adversity quotient, and psychological well-being of faculty members in selected local colleges in the province of Cavite. This study was conducted in three local colleges in Cavite namely: City College of Tagaytay, Trece Martires City College, and Kolehiyo ng Lungsod ng Dasmariñas. The respondents were selected from the above-mentioned locale. As the study reached its conclusion, the researcher came up with several recommendations and proposed an action plan which could serve as a basis for the development of a program that will promote work-life balance among the faculty by the respective human resource departments of the local colleges.

1.1
Objective of the Study The overall objective of this study was to discover the work-related stress, adversity quotient, and psychological well-being of the faculty members of selected local colleges in the province of Cavite. Specifically, this study targeted to (1) examine the level of work-related stress, the adversity quotient in the following dimensions of control, ownership, reach, and endurance, and the level of psychological well-being based on the dimensions of autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self -acceptance, (2) explore the significant relationship between the respondents' level of workrelated stress and adversity quotient, level of work-related stress and level of psychological well-being, and adversity quotient and level of psychological well-being, (3) determine how predictive were work-related stress and adversity quotients on the level of psychological wellbeing of the respondents, and lastly (4) propose an action plan that can be used to promote worklife balance of the college instructors of the selected local colleges in Cavite

II.
Methods To contend with the problems of the study and to achieve its purpose, the study adopted a quantitative method and descriptive correlational design.
According to Babbie (2016) [19], quantitative research is concerned with objective standards and statistical analysis of data that is being collected through polls, questionnaires, and surveys, as well as the modification of pre-existing statistical information using computing tools. It is associated with the collection of numerical data and the generalization of that data across groups of individuals or the explanation of a phenomenon. Meanwhile, according to Gravetter and Forzano (2018) [20], the aim of descriptive research is to describe a phenomenon and its characteristics. This research is more concerned with what rather than how or why something has happened. Correlational research refers to a non-experimental research method which studies the relationship between two variables with the help of statistical analysis. With the employment of these methodologies, the researcher sought to answer the local college instructors' (a) level of work-related stress, (b) adversity quotient, and (c) level of psychological well-being.
Stratified random sampling technique was utilized in this study. Iliyasu and Etikan (2021) [21] explained that stratified sampling involves dividing the target population into homogeneous and mutually exclusive subgroups. A sample size of one hundred sixty-five (165) was determined using the Raosoft calculator with 95% confidence interval and 5% margin of error. The respondents who took part in this study were the college instructors coming from the three local colleges in Cavite namely: City College of Tagaytay with 79 respondents, Trece Martires City College with 57 respondents, and Kolehiyo ng Lungsod ng Dasmariñas with 29 respondents. The selected respondents were regarded as the best representatives from the total population because they had adequate knowledge of the research topic, which warranted their selection as respondents of the study.
The researcher made use of three standardized instruments in collecting data namely (1) Workplace Stress Scale (WSS), (2)Adversity Response Profile (ARP ®), and (3) Psychological Well-Being Scale. These instruments are all valid and reliable as these have also been used in several studies related to workplace-related stress, adversity quotient and psychological wellbeing.
These standardized instruments were disseminated through an online platform using Google forms. The data gathered from the survey questionnaires were tallied, tabulated, analyzed, and interpreted.
In interpreting the collected and tabulated data, statistical tools such as frequency count and percentage, weighted mean, Pearson product-moment correlation, and stepwise multiple linear regression analysis were utilized by the researcher.  Table 4 shows the level of work-related stress of the local college instructors. It can be deemed that 71 or 43.03 percent reporting a moderate level of stress, 12 or 7.27 percent had severe level of stress and 3 or 1.82 percent had potentially dangerous level of stress. On the other hand, 49 or 29.70 percent of the respondents reporting a low stress level while 30 or 18.18 percent were relatively calm. In summary, the results indicated that stress was predominant among respondents with 52.12 percent of college teachers indicating a moderate to potentially dangerous level of work-related stress. The finding of the study implies that college instructors perceived that their jobs have the extent to become pretty stressful that sometimes lead to potentially dangerous level.  Table 5 exhibits the respondents' adversity quotient in terms of control. The table presents that 70 or 42.42 percent of the respondents have a below-average adversity quotient in terms of control while 48 or 29.09 percent of the respondents scored a low control profile. In addition, 43 or 26.06 percent of the respondents have an average control profile, and the remaining 4 or 2.42 percent scored above average to high control profile. This implies that most of the respondents have a below-average sense of control and perceived ability to influence circumstance when things get difficult and complicated. The local college instructors get easily overwhelmed when the situation gets out of their hands and often give up.  Table 6 presents the adversity quotient in terms of ownership of the 165 local college instructors. The data reveals that half of the respondents, 83 or 50.30%, had a below-average adversity quotient in terms of ownership; this was followed by 73 or 44.24% low adversity quotient in terms of ownership. Moreover 6 or 3.64 percent of the respondents got an average adversity quotient in terms of ownership. It can also be seen that no one registered an aboveaverage adversity quotient in terms of ownership, but 3 or 1.81 percent of the respondents registered a high adversity quotient in terms of ownership. It implies that most of the respondents have a below-average level of sense of personal accountability to improve their situation. Individuals with a below-average sense of ownership often feel victimized and helpless compared with those individuals with higher adversity quotient.   Table 8 demonstrates that majority of the respondents, 56.67%, had a below-average to low level, 28.48% had an average level; 8.08% had above average level and 6.06% had a high level of adversity quotient in terms of endurance. Based on the table, it can be deemed that majority of the respondents had below-average to low adversity quotient in terms of endurance. It implies that the local college instructors had a below-average to low capacity to see past inconvenient situations as long-lasting.   Table 10 shows the local college instructors' level of psychological well-being in terms of autonomy. Indicator 1 "I tend to be influenced by people with strong opinions." had obtained a weighted mean of 2.99, verbally interpreted as "low" and was ranked 1, indicator 2 "I have confidence in my own opinions, even if they are different from the way most other people think." had obtained a weighted mean of 2.52, verbally interpreted as "low" and was ranked 2 while indicator 3 "I judge myself by what I think is important, not by the values of what others think is important." had obtained a weighted mean of 2.34, verbally interpreted as "low" and was ranked 3. To sum up, an average weighted mean of 2.62 and verbally interpreted as "low". It implies that the respondents are concerned about the expectations and evaluations of others; relies on judgments of others to make important decisions; conforms to social pressures to think and act in certain ways.  Table 11 exhibits the respondents' level of psychological well-being in terms of environmental mastery. Indicator 1 "You accidentally deleted an important email." had obtained a weighted mean of 3.64, verbally interpreted as "high" and was ranked 1. However, indicator 3 "You hit every red light on your way to an important appointment." had obtained a weighted mean of 2.45, verbally interpreted as "low" and was ranked 2 while indicator 2 "You are unable to take a much-needed vacation." had obtained a weighted mean of 2.32, verbally interpreted as "low" and was ranked 3. To sum up, the respondents' psychological well-being in terms of environmental mastery have an average weighted mean of 2.80 which is verbally interpreted as "low". It implies that the local college instructors encountered difficulty managing their everyday life. They also feel that they are unable to change or improve their situation. Moreover, they are unaware of the opportunities, and they lack a sense of control over the external world. An individual with a low level of self-acceptance is characterized by a feeling of dissatisfaction with oneself due to their struggle to think or decide for themselves.  Table 12 shows the level of psychological well-being in terms of personal growth of local college instructors. Indicator 3 "You never seem to have enough money." had obtained a weighted mean of 4.38, verbally interpreted as "high" and was ranked 1, indicator 2 "You missed an important appointment." had obtained a weighted mean of 1.64, verbally interpreted as "low" and was ranked 2 whereas indicator 1 "Your workplace is understaffed." had obtained a weighted mean of 1.48, verbally interpreted as "low" and was ranked 3. In summary, the adversity quotient in terms personal growth of the respondents have an average weighted mean of 2.50 which is verbally interpreted as low. This means that the respondents have a sense of personal stagnation where they lack a sense of improvement or expansion, are uninterested in life, and are unable to develop new attitudes or behaviors.  Table 13 displays the respondents' level of psychological well-being in terms of positive relations with others. Indicator 3 "I have not experienced many warm and trusting relationships with others." had obtained a weighted mean of 4.01, verbally interpreted as "high" and was ranked 1, indicator 1 "Someone you respect ignores your attempt to discuss an important issue." had obtained a weighted mean of 3.79, verbally interpreted as "high" and was ranked 2 whereas indicator 3 "Your personal and work obligations are out of balance." had obtained a weighted mean of 2.36, verbally interpreted as "low" and was ranked 3. Overall, the psychological wellbeing in terms positive relations with others of the respondents have an average weighted mean of 3.39 which is verbally interpreted as "low". This implies that the local college instructors have few close, trusting relationships with others. They encountered difficulties expressing warmth, to be open to others due to isolation and reservation that leads to inadequate interpersonal relationships. In addition, they are not willing to make compromises to sustain important ties with others.  Table 14 presents the respondents' level of psychological well-being in terms of purpose in life. Indicator 2 "People respond unfavorably to your latest ideas" had obtained a weighted mean of 4.61, verbally interpreted as "high" and was ranked 1, indicator 3 "After extensive searching, you cannot find an important document." had obtained a weighted mean of 3.10, verbally interpreted as "low" and was ranked 2 whereas indicator 1 "You are criticized for a big project that you just completed." had obtained a weighted mean of 2.8, 2 verbally interpreted as "low" and was ranked 3. To sum up, the psychological well-being in terms purpose in life of the respondents have an average weighted mean of 3.51 which is verbally interpreted as "high". The findings of the study suggest that they have goals in life and a sense of directedness, feel there is meaning to present and past life, holds beliefs that give life purpose, and has aims and objectives for living.  Table 15 demonstrates the respondents' level of psychological well-being in terms of self-acceptance. Indicator 3 "The high-priority project you are working on gets canceled." had obtained a weighted mean of 4.11, verbally interpreted as "high" and was ranked 1, indicator 1 "You are overlooked for a promotion." had obtained a weighted mean of 1.62, verbally interpreted as "low" and was ranked while indicator 1 "You suffer a financial setback." had obtained a weighted mean of 2.44, verbally interpreted as "low" and was ranked 3. Overall, the psychological well-bring in terms of self-acceptance has an average weighted mean of 3.05 which is verbally interpreted as "low". An individual with a low level of self-acceptance is characterized by a feeling of dissatisfaction with oneself due to their struggle to think or decide for themselves. They are disappointed with what has occurred in their past life and are troubled about their certain personal qualities that lead to them wishing to be different than what he or she is.  Table 16 reflects the composite table on the respondents' psychological well-being. The psychological well-being indicator "Purpose in Life" yielded a weighted mean of 3.51, verbally interpreted as "high" and was ranked 1. The "Positive relations with others" obtained a weighted mean of 3.39, verbally interpreted as "low" and was ranked 2. The "Self-acceptance" yielded a weighted mean of 3.05, verbally interpreted as "low" and was ranked 3. The "Environmental mastery" yielded a weighted mean of 2.80, verbally interpreted as "high" and was ranked 4. The "Autonomy" obtained a weighted mean of 2.62, verbally interpreted as "low" and was ranked 5. Lastly, the "Personal Growth" yielded a weighted mean of 2.50, verbally interpreted as "low" and was ranked 6. In general, the selected local college instructors have a low level of psychological well-being. This explains that as teachers are being exposed to consistently changing education trends as well as challenges over the years of teaching, there is a high risk for teachers to have burnout, depression or being frustrated. The table above displays the results of examining the relationship between work-related stress and the adversity quotient of the local college instructors. The relationship between workrelated stress and ownership ( = −0.177, = 0.023) reveals that the variables have a significant relationship at 0.05 level of significance. It means that the adversity quotient influences psychological well-being in a linear way. The inverse relationship means the lower the level of work-related stress, the higher the adversity quotient. The negative relationship of ownership implies that local college instructors with high AQ levels tend to own or feel accountable to improve adverse situations and face them responsibly. The relationship of workrelated stress between the two other dimensions of adversity quotient: control ( = −0.132, = 0.092) and reach ( = −0.104, = 0.183) indicates a low level of correlation. Moreover, work-related stress and endurance ( = −0.092, = 0.237) reveals a negligible correlation. Work-related stress has no significant relationship with control, reach, and endurance. The result implies that the work-related stress of the respondents is not linked to their capacity to influence other areas of their life no matter how small or large the problem is. Likewise, possessing the ability to see past adversities as either long-lasting or enduring, or something short-lived is not connected with the response to work demands and pressures experienced by the local college instructors.  Table 18, as to respondents' work-related stress and psychological wellbeing. The findings revealed significant relationship between work-related stress and psychological well-being in terms of positive relations with others ( = −0.178, = 0.022) which indicate a low negative relationship. The result of this study clearly demonstrated a negative effect on the college instructors' psychological well-being in terms of positive relations with others due to work-related stress. It implies that increase in work-related stress would reduce capability of the college instructors to develop interpersonal relationships and will have difficulty showing empathy with others.

III. Results and Discussion
However, the result of the study revealed a negligible correlation between work-related stress and the other five dimensions of Ryff's psychological well-being: autonomy, environmental mastery, personal growth, purpose in life, and self-acceptance. Moreover, the result suggests that work-related stress has no significant relationship with autonomy ( = −0.046, = 0.553), environmental mastery ( = −0.18 = 0.819), personal growth ( = −0.064, = 0.417), purpose in life ( = −0.048, = 0.544), and self-acceptance ( = 0.032, = 0.687). The result implies that the work-related stress of the respondents is not linked to their ability to make decisions by their beliefs, ability to manage and control complex activities or environments based on their needs and values, and ability to be aware of realizing their full potential. Furthermore, work-related stress is not connected to a person's sense of life purpose or meaning and the capability to set goals in life, and the capability to accept and acknowledge their strengths and weakness.  Table 19 exhibits the results of the test of relationship between adversity quotient and psychological well-being of the local college instructors revealed that there is no significant relationship. The perceived adversity quotient cannot be associated with the psychological wellbeing of the respondents. However, the study of Dewi and colleagues (2022) revealed that adversity quotient affects the person's psychological well-being. The ability of an individual adversity quotient that is very helpful in dealing with problems will affect the steps taken by individuals for problem-solving and stress coping. It will have an impact on the individual's psychological well-being.

Proposed Action Plan
Rationale: This action plan has been developed based on the results of the study "Work-Related Stress, Adversity Quotient, and Psychological Well-Being of the Local College Instructors in the New Normal". It is composed of three areas of concern: work-related stress, adversity quotient and psychological well-being. This proposed action plan will provide a list of possible activities that will help the college instructors to have a lower level of work-related stress and an improved adversity quotient that will result to good psychological well-being.

Conclusion and Recommendation
In terms of respondents' level of work-related stress, the results indicated that stress was predominant among respondents with 52.12 percent of college teachers indicating a moderate to potentially dangerous level of work-related stress.
The respondents' adversity quotient in terms of control, this implied that most of the respondents have a below-average sense of control and perceived ability to influence circumstance when things get difficult and complicated. The local college instructors get easily overwhelmed when the situation gets out of their hands and often give up.
When it came to respondents' adversity quotient specifically ownership, it showed that most of the respondents have a below-average level of sense of personal accountability to improve their situation. Individuals with a below-average sense of ownership often feel victimized and helpless compared with those individuals with higher adversity quotient.
Taking into account the respondents' adversity quotient in terms of reach, it implied that most college instructors had a moderate capacity for keeping things in perspective and equipped to deal and contain challenges, however, with limitations.
Talking about the respondents' adversity quotient specifically endurance, it suggested that the local college instructors had a below-average to low capacity to see past inconvenient situations as long-lasting.
The summary table for the adversity quotient of the respondents revealed that most faculty members were unnecessarily suffering in several ways where they become overwhelmed by situations that lead to not responding positively.
The respondent's level of psychological well-being in terms of autonomy, it implied that the respondents are concerned about the expectations and evaluations of others; relies on judgments of others to make important decisions; conforms to social pressures to think and act in certain ways.
When it came to the respondent's psychological well-being in terms of environmental mastery, it revealed that the local college instructors encountered difficulty managing their everyday life. They also feel that they are unable to change or improve their situation. Moreover, they are unaware of the opportunities, and they lack a sense of control over the external world. An individual with a low level of self-acceptance is characterized by a feeling of dissatisfaction with oneself due to their struggle to think or decide for themselves.
In terms of the respondent's level of psychological well-being specifically personal growth, it showed that the respondents have a sense of personal stagnation where they lack a sense of improvement or expansion, are uninterested in life, and are unable to develop new attitudes or behaviors.
When it came to the respondent's level of psychological well-being in terms of positive relations with others, it implied that the local college instructors have few close, trusting relationships with others. They encountered difficulties expressing warmth, to be open to others due to isolation and reservation that leads to inadequate interpersonal relationships. In addition, they are not willing to make compromises to sustain important ties with others.
Taking into account the respondents' level of psychological well-being specifically purpose in life, the findings of the study suggested that they have goals in life and a sense of directedness, feel there is meaning to present and past life, holds beliefs that give life purpose, and has aims and objectives for living.
In terms of the respondents' level of psychological well-being specifically selfacceptance, it revealed that an individual with a low level of self-acceptance is characterized by a feeling of dissatisfaction with oneself due to their struggle to think or decide for themselves.
They are disappointed with what has occurred in their past life and are troubled about their certain personal qualities that lead to them wishing to be different than what he or she is.
The composite table of the respondents' psychological well-being showed that in general, the selected local college instructors have a low level of psychological well-being. This explains that as teachers are being exposed to consistently changing education trends as well as challenges over the years of teaching, there is a high risk for teachers to have burnout, depression or being frustrated.
The relationship between the respondents' level of work-related stress and adversity quotient shows relationship between work-related stress and ownership reveals that the variables have a significant relationship. It revealed that the adversity quotient influences psychological well-being in a linear way. The inverse relationship means the lower the level of work-related stress, the higher the adversity quotient. The negative relationship of ownership implies that local college instructors with high AQ levels tend to own or feel accountable to improve adverse situations and face them responsibly. Meanwhile, work-related stress has no significant relationship with control, reach, and endurance. The result implied that the workrelated stress of the respondents is not linked to their capacity to influence other areas of their life no matter how small or large the problem is. Likewise, possessing the ability to see past adversities as either long-lasting or enduring, or something short-lived is not connected with the response to work demands and pressures experienced by the local college instructors.
The relationship between the respondents' level of work-related stress and psychological well-being showed a significant relationship. The result of this study clearly demonstrated a negative effect on the college instructors' psychological well-being in terms of positive relations with others due to work related stress. It implies that increase in work-related stress would reduce capability of the college instructors to develop interpersonal relationships and will have difficulty showing empathy with others.
Meanwhile, the result suggested that work-related stress has no significant relationship with autonomy, environmental mastery, personal growth, purpose in life, and self-acceptance. The result implied that the work-related stress of the respondents is not linked to their ability to make decisions by their beliefs, ability to manage and control complex activities or environments based on their needs and values, and ability to be aware of realizing their full potential. Furthermore, work-related stress is not connected to a person's sense of life purpose or meaning and the capability to set goals in life, and the capability to accept and acknowledge their strengths and weakness.
The relationship between the respondents' level of adversity quotient and psychological well-being of the local college instructors revealed that there is no significant relationship. It implied that the perceived adversity quotient cannot be associated with the psychological wellbeing of the respondents.
A stepwise linear regression was used to identify if work-related stress and adversity quotient are the possible predictors of psychological well-being. There is no table for regression since no variables were entered into the equation using the aforementioned analysis. It implied that work-related stress and adversity quotient do not significantly predict the respondents' level of psychological well-being.
The researcher proposed an action plan that can be used to promote work-life balance of the college instructors of the selected local colleges in Cavite. This will provide a list of possible activities that will help the college instructors to have a lower level of work-related stress and an improved adversity quotient that will result to a good psychological well-being.
The following recommendations were made by the researcher based on the following findings.
To local college instructors, the researcher suggests that stress is an occupational hazard and needs to be addressed immediately. Individuals have control over their lifestyle, thoughts, emotions, and how they deal with challenges and adversities. To manage stress, one should modify the stressful situation and find time for rest and relaxation. In addition, to provide a professional support system, they may participate in attending webinars and wellness activities such as hobbies, exercise, and spiritual practices to help them cope with their negative experiences.
To school administrators, the researcher recommends that may use this study as springboard in the development of their programs, projects, and activities to adapt this strategy for the improvement of psychological well-being amongst teachers. By doing so, this may limit unpleasant factors such as stress and strains that emanate from work. These programs are also advantageous to local college instructors, themselves, so that they may amplify their ability to confront challenges and bear strains in the different areas of their lives.
To school heads, the researcher suggests that they should develop and harness coping mechanisms that could provide hopeful, optimistic, and willing atmosphere that will help personnel to perceive that the situation/adversity will pass. In addition, they should give the college instructors an activity to get their minds off workplace stress and bond with each other. Not only help to reduce stress but it will help the respondents build a personal connection.
The researcher recommends that further studies must be carried out that may include broader samples that may represent the population of the local college instructors. It is recommended to consider the difference of work-related stress, adversity quotient and psychological well-being of the respondents as grouped according to their college affiliation. Other factors such as the socio-economic background of the respondents; self-efficacy; workload, and the likes might be considered as part of their context. Moreover, the result of this study as a basis to propose an action plan or to develop a program that will address the concern about the teachers' way of handling stress, to improve their adversity quotient and to have a good psychological well-being.