Exploring Healthy Lifestyle Practices Among Basic Education Teachers

A Meta-Synthesis

Authors

DOI:

https://doi.org/10.56741/IISTR.jscd.002481


Keywords:

Basic Education Teachers, Healthy Lifestyle, Healthy Lifestyle Practices, Wellbeing, Wellness Program

Abstract

A global wellness crisis among educators has intensified due to heavy administrative demands, high workload stress, and tragic systemic outcomes. Addressing this gap, this study investigated the lived experiences of educators by consolidating qualitative evidence on healthy lifestyle practices among basic education teachers. Operating within a strict five-year temporal window from 2021 to 2026, the investigation used Harzing’s "Publish or Perish" software to scan Google Scholar, Crossref, and OpenAlex databases, retrieving an initial pool of 2,100 records. These files were methodically filtered using predefined eligibility boundaries, and the remaining literature was subjected to rigorous methodological quality checks using the CASP qualitative tool, which resulted in 8 empirical papers being retained for final evaluation. Applying Braun and Clarke's six-phase thematic framework, the study synthesized the data into an overarching conceptual model centered on a Holistic Ecosystem of Teacher Well-Being. The structural synthesis revealed three primary thematic clusters: Managing Multidimensional Stress and Mental Well-being; Embracing Wholistic Lifestyle Dynamics; and Valuing Health and Wellness. The analyzed data uncovered an institutional paradox: independent commitments to wellness fail when a school's operational culture forces staff to continuously overexert their physical and mental capacities without structural constraints. Ultimately, this research provides an evidence-informed foundation to guide educational policy, advocating for school wellness initiatives that transition from passive self-care recommendations to mandatory work-life boundaries and structured health-promotion programs.

Author Biographies

Clifford M. Inot, Cebu Normal University

is a graduate of Cebu Normal University, where he completed his bachelor’s degree with the distinction of Magna Cum Laude. He has accumulated four years of teaching experience as a Science teacher, handling a wide range of science disciplines. His dedication to excellence in science education has inspired him to pursue graduate studies, and he is currently enrolled in the Master of Arts in Education (MAEd) major in Science Education program. He is committed to advancing science education through research, innovative instructional practices, and lifelong professional development.(email: cliffzinot@gmail.com).

Mary Jane Labor, Santiago National High School

is a Licensed Professional Teacher and a Civil Service Professional Eligible, currently serving as a Senior High School Teacher I at Santiago National High School under the Department of Education Division of Agusan del Norte, where she teaches in the Technical-Vocational-Livelihood (TVL) strand. She graduated with a Bachelor in Technical Teacher Education major in Food and Services Management from the Surigao State College of Technology (now Surigao del Norte State University) and is currently pursuing her Master of Arts in Education major in Home Economics at Cebu Normal University. (email: maryjane.labor@deped.gov.ph).

Maria Nancy Q. Cadosales, Cebu Normal University

is a faculty member at Cebu Normal University, Philippines, under the College of Teacher Education. Her professional work is centered on teaching, teacher education, and academic engagement in higher education. She is involved in supporting the preparation and development of future educators through instruction and related academic activities. Her interests include education, teacher development, and initiatives that promote effective teaching and learning practices. (email: cadosalesm@cnu.edu.ph).

References

M. Örs, “Healthy lifestyle behaviors among teachers working in public primary schools and affecting factors,” Frontiers in Public Health, vol. 2, pp. 2–15, 2024, doi: 10.3389/fpubh.2024.1382385. DOI: https://doi.org/10.3389/fpubh.2024.1382385

D. Luh, H. Huang, S. Chiou, K. Lo, and F. Chen, “The association between organizational factors of health promoting schools and teachers’ health lifestyles: A multilevel analysis,” Journal of School Health, vol. 95, no. 2, pp. 126–133, 2024, doi: 10.1111/josh.13523. DOI: https://doi.org/10.1111/josh.13523

R. Wilf-Miron, R. Kittany, M. Saban, and I. Kagan, “Teachers’ characteristics predict students’ guidance for a healthy lifestyle: A cross-sectional study in Arab-speaking schools,” BMC Public Health, vol. 22, no. 1, Art. no. 1420, 2022, doi: 10.1186/s12889-022-13795-5. DOI: https://doi.org/10.1186/s12889-022-13795-5

OECD, Teaching and Learning International Survey (TALIS) 2024 Framework. Paris, France: OECD Publishing, 2024.

UNESCO, International Barometer on Education Staff (I-BEST) Report. Paris, France: UNESCO, 2023.

R. J. M. Ortega and R. A. Ortega-Dela Cruz, “Nutrition knowledge, attitude, and health practices among public school teachers in the Philippines,” Pan-African Journal of Health and Environmental Science, vol. 4, no. 1, pp. 1–10, 2025, doi: 10.56893/ajhes2025v04i01.01. DOI: https://doi.org/10.56893/ajhes2025v04i01.01

G. Lasco, V. G. Yu, C. C. David, and I. S. Baysic, “Teachers as health workers in the Philippines,” Acta Medica Philippina, vol. 58, no. 18, pp. 7–19, 2023, doi: 10.47895/amp.vi0.8146. DOI: https://doi.org/10.47895/amp.v58i18.11881

E. Ortillo and I. Ancho, Design of Teachers’ Wellness Program: The Experience of Filipino School Principals, 2021. [Online]. Available: https://eric.ed.gov/?id=EJ1309081 DOI: https://doi.org/10.24191/ajue.v17i3.14548

D. D. Daliva and A. M. Valle, “Healthy lifestyle and well-being of teachers,” International Journal of Multidisciplinary Research and Analysis, vol. 9, no. 4, pp. 1583–1595, 2026, doi: 10.47191/ijmra/v9-i4-20. DOI: https://doi.org/10.47191/ijmra/v9-i4-20

F. Karaferye and M. Ş. Bellibaş, “Key school leadership practices to enhance teacher wellbeing: A meta-synthesis of qualitative evidence,” Research Papers in Education, vol. 40, no. 5, pp. 684–716, 2025, doi: 10.1080/02671522.2025.2475496. DOI: https://doi.org/10.1080/02671522.2025.2475496

M. A. Egorova and O. A. Kuznecova, “Teachers’ ideas about healthy lifestyle in the context of health-saving education,” Perspektivy Nauki i Obrazovania, vol. 43, no. 1, pp. 34–47, 2020, doi: 10.32744/pse.2020.1.3. DOI: https://doi.org/10.32744/pse.2020.1.3

J. C. Nwoko et al., Systematic Review on Teachers’ Occupational Wellbeing, 2023.

N. R. Paudel et al., Systematic Review and Meta-Analysis on Stress Management Interventions for Teachers, 2022.

B. von Haaren-Mack et al., Systematic Review of Stress in Teachers, 2019.

L. Corbett et al., Scoping Review on Lifestyle Interventions for Teachers’ Well-Being, 2022.

M. Bourke, A. Haddara, A. Loh, K. A. Saravanamuttoo, B. A. Bruijns, and P. Tucker, “Effect of capacity building interventions on classroom teacher and early childhood educator perceived capabilities, knowledge, and attitudes relating to physical activity and fundamental movement skills: A systematic review and meta-analysis,” BMC Public Health, vol. 24, Art. no. 18907, 2024, doi: 10.1186/s12889-024-18907-x. DOI: https://doi.org/10.1186/s12889-024-18907-x

S.-J. Hepburn et al., Stress Management and Wellbeing Intervention Model for Teachers, 2021. DOI: https://doi.org/10.3390/ijerph18179009

P. Avola, T. Soini-Ikonen, A. Jyrkiäinen, and V. Pentikäinen, “Interventions to teacher well-being and burnout: A scoping review,” Educational Psychology Review, vol. 37, no. 1, 2025, doi: 10.1007/s10648-025-09986-2. DOI: https://doi.org/10.1007/s10648-025-09986-2

M. J. Page et al., “The PRISMA 2020 statement: An updated guideline for reporting systematic reviews,” BMJ, vol. 372, Art. no. n71, 2021, doi: 10.1136/bmj.n71. DOI: https://doi.org/10.1136/bmj.n71

M. Sandelowski and J. Barroso, Handbook for Synthesizing Qualitative Research. New York, NY, USA: Springer Publishing Company, 2007.

D. Hammoudi Halat, A. Soltani, R. Dalli, L. Alsarraj, and A. Malki, “Understanding and fostering mental health and well-being among university faculty: A narrative review,” Journal of Clinical Medicine, vol. 12, no. 13, Art. no. 4425, 2023, doi: 10.3390/jcm12134425. DOI: https://doi.org/10.3390/jcm12134425

M. Corrente, K. Ferguson, and I. Bourgeault, “Mental health experiences of teachers: A scoping review,” Journal of Teaching and Learning, vol. 16, no. 1, pp. 23–43, 2022, doi: 10.22329/jtl.v16i1.6856. DOI: https://doi.org/10.22329/jtl.v16i1.6856

E. Katsarou, P. Chatzipanagiotou, and A.-M. Sougari, “A systematic review on teachers’ well-being in the COVID-19 era,” Education Sciences, vol. 13, no. 9, Art. no. 927, 2023. DOI: https://doi.org/10.3390/educsci13090927

M. Soutter, “Social-emotional learning for teachers,” Journal of Teaching and Learning, vol. 17, no. 1, pp. 7–30, 2023. DOI: https://doi.org/10.22329/jtl.v17i1.7001

D. Barbarona-Gudelosao and M. J. Escote, “Anecdotes of public school teachers on work-life balance: A multiple case study,” Zenodo, 2025, doi: 10.5281/zenodo.16525545. DOI: https://doi.org/10.64612/ijiv.v1i4.22

L. F. Fergusson, “A strategy for functional health and well-being in Cambodian university faculty and staff,” Warmadewa Medical Journal, vol. 5, no. 1, pp. 30–47, 2020, doi: 10.22225/wmj.5.1.1795.30-47. DOI: https://doi.org/10.22225/wmj.5.1.1795.30-47

J. Thomas and A. Harden, “Methods for the thematic synthesis of qualitative research in systematic reviews,” BMC Medical Research Methodology, vol. 8, Art. no. 45, 2008, doi: 10.1186/1471-2288-8-45. DOI: https://doi.org/10.1186/1471-2288-8-45

V. Braun and V. Clarke, “Using thematic analysis in psychology,” Qualitative Research in Psychology, vol. 3, no. 2, pp. 77–101, 2006, doi: 10.1191/1478088706qp063oa. DOI: https://doi.org/10.1191/1478088706qp063oa

M. Ş. Bellibaş, S. Gümüş, and Y. Liu, “School leadership during times of crisis: A qualitative meta-synthesis,” Educational Management Administration & Leadership, advance online publication, 2023, doi: 10.1177/17411432231181854.

W. T. Serrano and N. Galugu, “Transition experiences of mid-career educators to master teachers,” Journal of Teaching and Learning, vol. 17, no. 1, pp. 45–62, 2023.

N. P. Sukmawati and M. S. Budiani, “Enhancing teacher competency frameworks through contextual professional learning communities,” Studies in Inclusive Education and Leadership, vol. 5, no. 2, pp. 112–128, 2023, doi: 10.5281/zenodo.8011195.

K. Nielsen and M. Miraglia, “Workplace interventions for well-being: A systematic evaluation of structural versus individual approaches,” Applied Psychology: Health and Well-Being, advance online publication, 2023, doi: 10.1111/aphw.12456. DOI: https://doi.org/10.1111/aphw.12456

S. Duncan and R. Pond, “Effective burnout prevention strategies for counsellors and other therapists: A systematic review and meta-synthesis of qualitative studies,” Counselling Psychology Quarterly, advance online publication, 2024, doi: 10.1080/09515070.2024.2394767. DOI: https://doi.org/10.1080/09515070.2024.2394767

G. Loffreda, S. Arakelyan, I. Bou-Orm, H. Holmer, L. N. Allen, S. Witter, A. Ager, and K. Diaconu, “Environments to promote healthy eating and physical activity,” Implementation Science, vol. 16, Art. no. 1176, 2021.

I. M. Arimbawa, I. N. B. Hartawan, and I. M. G. D. L. Utama, “The correlation between nutritional status and clinical severity of dengue hemorrhagic fever in children at Sanglah General Hospital, Bali, Indonesia,” Warmadewa Medical Journal, vol. 4, no. 2, pp. 48–52, 2019, doi: 10.22225/wmj.4.2.1795.48-52.

Y. Wahyu and A. Lakehu, “Metacognitive strategy optimization and speaking behaviors in pre-service teacher training environments,” Education Sciences, vol. 13, no. 9, Art. no. 927, 2023.

A. MacDonald and J. Smith, “Structural barriers to clinical faculty promotion: Addressing emotional well-being,” Frontiers in Education, vol. 7, Art. no. 938224, 2022.

J. Kovacevic, S. Opić, and J. Bjekić, “Professional development of teachers for inclusive education: Challenges and opportunities,” International Journal of Cognitive Research in Science, Engineering and Education, vol. 11, no. 2, pp. 263–274, 2023, doi: 10.23947/2334-8496-2023-11-2-263-274.

M. Prado and J. Tomedi Martins, “Digital spaces and cognitive flexibility in higher education,” E3S Web of Conferences, vol. 175, Art. no. 15027, 2020, doi: 10.1051/e3sconf/202017515027. DOI: https://doi.org/10.1051/e3sconf/202017515027

Downloads

Published

2026-08-16

How to Cite

Inot, C. M., Labor, M. J., & Cadosales, M. N. Q. (2026). Exploring Healthy Lifestyle Practices Among Basic Education Teachers: A Meta-Synthesis. Journal of Social and Community Development, 3(02), 112–133. https://doi.org/10.56741/IISTR.jscd.002481

Issue

Vol. 3 No. 02 (2026): Journal of Social and Community Development

Section

Articles

License

Copyright (c) 2026 Clifford M. Inot, Mary Jane Labor, Maria Nancy Q. Cadosales

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Crossref
Scopus
Google Scholar
Europe PMC

Plaudit