# Foundation for Ecological Circumstances and Learners' Well-being in Public Elementary Schools: A Teachers' Perspectives

Gena May B. Militante, Josephine B Baguio

► To cite this version:

Gena May B. Militante, Josephine B Baguio. Foundation for Ecological Circumstances and Learners' Well-being in Public Elementary Schools: A Teachers' Perspectives. Journal of Basic and Applied Research International, 2025, 31 (5), pp.1-11. 10.56557/jobari/2025/v31i59647. hal-05217077

HAL Id: hal-05217077

https://hal.science/hal-05217077v1

Submitted on 21 Aug 2025

HAL is a multi-disciplinary open access
archive for the deposit and dissemination of sci-
entific research documents, whether they are pub-
lished or not. The documents may come from
teaching and research institutions in France or
abroad, or from public or private research centers.

L'archive ouverte pluridisciplinaire HAL, est
destinée au dépôt et à la diffusion de documents
scientifiques de niveau recherche, publiés ou non,
émanant des établissements d'enseignement et de
recherche français ou étrangers, des laboratoires
publics ou privés.

<figure><img src="image_1.png" /></figure>

Distributed under a Creative Commons Attribution 4.0 International License
<figure><img src="image_2.png" /></figure>

# Foundation for Ecological Circumstances and Learners' Well-being in Public Elementary Schools: A Teachers' Perspectives

Gena May B. Militante a++ and Josephine B. Baguio a#*

a Graduate School, The Rizal Memorial Colleges, Inc., Davao City, Philippines.

## Authors' contributions

This work was carried out in collaboration between both authors. Both authors read and approved the final manuscript.

## Article Information

DOI: https://doi.org/10.56557/jobari/2025/v31i59647

**Open Peer Review History:**
This journal follows the Advanced Open Peer Review policy. Identity of the Reviewers, Editor(s) and additional Reviewers, peer review comments, different versions of the manuscript, comments of the editors, etc are available here: https://prh.ikprress.org/review-history/13277

## Original Research Article

Received: 16/04/2025

Published: 20/08/2025

## ABSTRACT

This study aimed to examine the significant relationship between teachers' perspectives towards the foundation for ecological circumstances and learners' well-being in public elementary schools. A descriptive-correlational research design was employed, with a sample of 143 public elementary school teachers in Manay District, Davao Oriental. Data were gathered through standardized questionnaires distributed via face-to-face surveys. The data were analyzed using mean, standard deviation, Pearson product-moment correlation, and multiple linear regression analyses. The findings indicated that teachers' perspectives towards ecological circumstances and learners' well-being were rated as very high. Correlation analysis revealed a moderate positive relationship

<footnote>++ Student;</footnote>

<footnote># Faculty;</footnote>

<footnote>*Corresponding author: E-mail: josephinebbaguio@outlook.com;</footnote>
between these variables. Additionally, the study found that various domains of ecological circumstances, such as student engagement, biodiversity, climate stability, and sustainable use of resources, significantly influenced learners' well-being, with sustainable use of resources having the strongest influence. It is recommended that school administrators implement policies and programs that support ecological education and sustainability initiatives. Providing environmental awareness programs, hands-on sustainability projects, and community partnerships can enhance both teachers' ecological perspectives and students' well-being. By fostering a supportive and environmentally conscious school culture, educators can empower students to take an active role in sustainability, ultimately contributing to their overall academic, social, and emotional development.

Keywords: Teachers' perspectives; ecological circumstances; learners' well-being; public elementary schools; descriptive-correlational; education.

# 1. INTRODUCTION

In recent years, learners' well-being has become a growing concern within educational systems worldwide. In public elementary schools, children are increasingly exposed to various stressors such as overcrowded classrooms, insufficient access to nutritious food, lack of emotional support, and unsafe physical environments. These factors severely impact their mental, emotional, and physical health, leading to poor academic performance, absenteeism, and behavioral issues (Lorentzen et al., 2024). Despite efforts to improve academic achievement, the well-being of learners often remains a neglected aspect of school improvement plans, highlighting the need for a more holistic approach that considers both educational outcomes and the overall health of learners (Raju, 2024).

Globally, countries like Finland, Australia, and the United States have recognized the essential role of learners' well-being in education. In Finland, a strong emphasis is placed on student-centered learning environments that support emotional and psychological development (Qian, 2020). Australia's National School Wellbeing Framework promotes inclusive practices and safe learning environments (Graham et al., 2023). Meanwhile, the United States has launched various social-emotional learning (SEL) programs to help address stress, bullying, and mental health concerns in schools (Divecha & Brackett, 2020). Despite these initiatives, disparities persist, particularly in socioeconomically disadvantaged communities where environmental factors hinder the full implementation of well-being programs.

In the Philippines, public elementary schools face persistent challenges in promoting learners' well-being. Overcrowded classrooms, limited access

to clean water, inadequate sanitation, poor ventilation, and unsafe infrastructure remain common in many public schools, particularly in rural and geographically isolated areas. These ecological shortcomings, coupled with the lack of mental health services and overburdened teaching staff, contribute to stress, anxiety, and low self-esteem among learners (Navarro, 2022). While the Department of Education (DepEd) has introduced programs like the School-Based Feeding Program and the Mental Health and Psychosocial Support Services (MHPSS), these initiatives often fall short due to budgetary constraints and insufficient teacher training (Carreon et al., 2021).

The foundation for ecological circumstances, comprising physical infrastructure, classroom environment, sanitation, and access to resources, directly influences learners' well-being (Hussain et al., 2025). A healthy, clean, and safe environment enables children to focus, engage, and thrive academically and emotionally. Teachers, being on the frontlines, observe how poor ecological conditions affect learners' moods, participation, and behavior. Thus, the ecological setting is not merely a backdrop but a significant determinant of learners' cognitive, social, and emotional development (Harjunmaa et al., 2023). Strengthening this foundation is essential in creating schools that foster holistic growth.

Although several studies emphasize the importance of learner well-being and ecological conditions individually, there is limited research exploring the direct perspectives of teachers on how these ecological foundations impact learner well-being in the Philippine public school context. Most existing literature either focuses on student achievement or mental health alone, often neglecting the environmental factors that teachers witness daily. There is a lack of
localized, evidence-based studies that examine
this connection in rural settings like Manay,
Davao Oriental, where ecological challenges are
unique and deeply entrenched.

This study was conducted to determine the
teachers’ perspectives towards the foundation for
ecological circumstances and the well-being of
learners in public elementary schools in Manay
District, Division of Davao Oriental. It seeks to
uncover the realities faced by educators in
promoting holistic learner development within the
limitations of their environmental context,
ultimately informing more effective and
sustainable educational policies and practices.

<figure><img src="image_3.png" /><figcaption>Fig. 1. Conceptual framework of the study</figcaption></figure>

**1.1 Statement of the Problem**

This study was conducted to determine the
teachers’ perspectives towards the foundation for
ecological circumstances and the well-being of
learners in public elementary schools in Manay
District, Division of Davao Oriental. Specifically, it
sought answers to the following sub-problems:

1. What is the degree of teachers' perspectives towards the foundation for ecological circumstances in public elementary schools in terms of:

1.1 Student Engagement,

1.2 Biodiversity,

1.3 Climate stability, and

1.4 Sustainable use of resources?

2. What is the level of teachers' perspectives towards learners' well-being in public elementary schools in terms of:

2.1 Physical and emotional,

2.2 social and spiritual, and

2.3 Intellectual?

3. Is there a significant relationship between the level of teachers' perspectives towards the foundation for ecological circumstances and learners' well-being in public elementary schools in Manay District, Division of Davao Oriental?

4. Which domains of teachers' perspectives towards the foundation for ecological circumstances significantly influence learners' well-being in public elementary schools, Manay District, Division of Davao Oriental?

**1.2 Hypotheses**

The null hypotheses were tested at a 0.05 level
of significance:

Ho1. There is no significant relationship between teachers' perspectives towards the foundation for ecological circumstances and learners' well-being in public elementary schools.

Ho2. The domains of teachers' perspectives towards the foundation for ecological circumstances do not significantly influence learners' well-being in public elementary schools.

**2. METHODOLOGY**

**2.1 Research Design**

This study employed a non-experimental quantitative research design utilizing the correlational method. This approach was considered suitable for examining the degree of association between the foundation for ecological circumstances and the well-being of learners in public elementary schools. As Baguio and Baguio (2025) emphasized, variables may be related either through shared patterns of variation or as a result of a common influencing factor. In this context, the correlational method enabled the researcher to determine whether the ecological conditions present in school environments are significantly linked to well-being of learners. By exploring the relationship between these two constructs, the study aimed to generate insights that can support the development of more inclusive, health-conscious, and learner-friendly school environments within the Manay District, Division of Davao Oriental.

**2.2 Research Respondents**

The respondents of the study were 143 public
elementary school teachers selected from a total
of 210 teachers in the Manay District, Division of Davao Oriental. These teachers participated by answering a structured questionnaire designed to capture their perspectives on the foundation for ecological circumstances and learners' well-being. The researcher employed universal sampling, wherein all members of the accessible population were included as respondents. Due to the challenges encountered in locating and securing participation from all potential respondents, only those who were available and willing during the data collection period were included. The study was conducted during the school year 2024-2025.

## 2.3 Research Instrument

The instruments used in this study were self-constructed survey questionnaires designed to assess teachers' perspectives on the foundation for ecological circumstances and the well-being of learners in public elementary schools in the Manay District, Division of Davao Oriental. These instruments were developed by the researcher based on insights drawn from relevant literature and prior studies related to school ecology, environmental conditions in education, and factors influencing learner well-being. Before the actual data gathering, the draft questionnaires were subjected to face and content validation by a panel of experts specializing in Educational Management, Psychology, and Curriculum and Instruction. Based on their feedback, necessary revisions were made to improve clarity, ensure the relevance of content, and align the items with the specific objectives of the study.

To ensure the reliability and validity of the instruments, a pilot test was conducted with 30 public elementary school teachers from a neighboring district within the same division who were not part of the main study. The pilot test results demonstrated high internal consistency, with a Cronbach's Alpha of 0.916 for the Foundation for Ecological Circumstances subscale and 0.902 for the Learners' Well-Being subscale.

## 2.4 Data Gathering Procedure

The data for this study were gathered through a series of systematic and ethically guided procedures. The researcher initially secured an endorsement from the Dean of the Graduate School of Rizal Memorial Colleges and obtained ethical clearance from the institution's Ethics Review Committee to ensure the protection of

participants' rights and adherence to established ethical standards. A formal request letter was then submitted to the Office of the Schools Division Superintendent of Davao Oriental. Upon approval, the Division Office issued an endorsement letter addressed to the School Heads of public elementary schools within the Manay District, authorizing the conduct of the study in their respective institutions.

With all necessary approvals in place, the researcher conducted a pilot test of the survey instruments to assess their reliability and validity. During the pilot testing, participants were clearly informed of the study's purpose and provided with instructions on how to accomplish the questionnaire. Feedback gathered during this phase was used to refine the instruments to enhance clarity and ensure alignment with the research objectives. The finalized survey questionnaires were then administered to 143 public elementary school teachers through universal sampling. After the data collection period, the researcher personally retrieved the accomplished questionnaires. The gathered responses were subsequently submitted to a professional statistician for encoding, tabulation, and statistical analysis in accordance with the study's research questions and objectives.

## 2.5 Data Analysis

To analyze the data collected and effectively address the research questions of this study, the following statistical tools were utilized:

* Mean. This was used to determine the levels of the foundation for ecological circumstances and the well-being of learners as perceived by public elementary school teachers. It provided an overall summary of the respondents' ratings across the specific items and domains, revealing general trends in school environmental conditions and their impact on learner well-being.

* Pearson Product-Moment Correlation Coefficient (Pearson r). This statistical tool was employed to examine the degree of relationship between the foundation for ecological circumstances and learners' well-being. It enabled the researcher to assess whether a statistically significant linear correlation existed between these two variables.

* Multiple Regression Analysis. This analysis was conducted to determine the extent to which specific domains of ecological circumstances significantly predicted the well-being of learners.
It helped identify which aspects of the school environment most strongly contributed to supporting learners' well-being in the public elementary school setting.

## 3. RESULTS AND DISCUSSION

### 3.1 Level of Teachers' Perspectives Towards the Foundation for Ecological Circumstances in Public Elementary Schools

Presented in Table 1 is the level of teachers' perspectives towards the foundation for ecological circumstances in public elementary schools. The domain of student engagement received the highest mean of 4.26, categorized as "very high," followed by climate stability and sustainable use of resources, with a mean of 4.25. The lowest mean was recorded in biodiversity, with a score of 4.22, which is still categorized as "very high." The overall mean of 4.25 is "very high," indicating that teachers perceive strong ecological awareness and practices in public elementary schools. The standard deviation 0.70 indicates that responses were closely clustered around the mean.

This finding highlights the essential role of teachers in promoting ecological awareness and sustainability in schools. By integrating student engagement, biodiversity education, climate stability efforts, and responsible resource use, teachers help foster an environmentally conscious mindset among learners. The high ratings suggest that teachers actively support ecological education, ensuring students develop a deep understanding of environmental responsibility and sustainability, which is crucial for shaping future generations of environmentally aware individuals.

This finding is emphasized by the research of Daly et al. (2022), who underscored that strong teachers' perspectives towards the foundation for ecological circumstances play a vital role in

shaping students' environmental awareness and responsibility. Similarly, Brahma (2025) found that students develop a deeper appreciation for sustainability and the natural world when teachers actively promote ecological principles. Additionally, Elliott et al. (2020) argued that educators who integrate environmental education into their teaching foster a culture of ecological stewardship, encouraging students to engage in sustainable practices that benefit their communities and the environment.

### 3.2 Level of Teachers' Perspectives Towards Learners' Well-Being in Public Elementary Schools

Presented in Table 2 is the level of teachers' perspectives towards learners' well-being in public elementary schools. The domain physical and emotional well-being received the highest mean of 4.29, categorized as "very high," followed by social and spiritual well-being with a mean of 4.27. The lowest mean was recorded in intellectual well-being, with a mean score of 4.26, still categorized as "very high." The overall mean of 4.27 is described as "very high," indicating that teachers generally perceive a strong emphasis on supporting learners' well-being in public elementary schools. The overall standard deviation of 0.72 indicates that responses were closely clustered around the mean, reflecting consistency in teachers' perceptions of learners' well-being.

This finding implies the crucial role of teachers in nurturing students' overall well-being. By fostering physical and emotional resilience, encouraging social and spiritual growth, and promoting intellectual development, teachers contribute to a holistic learning environment. The high ratings suggest that teachers recognize the importance of addressing students' well-being beyond academics, ensuring a supportive, engaging, and balanced educational experience that enhances both personal and academic success.

<table><caption>Table 1. Level of teachers' perspectives towards the foundation for ecological circumstances in public elementary schools</caption><thead><tr><td>Domains</td><td>SD</td><td>Mean</td><td>Descriptive Level</td></tr></thead><tbody><tr><td>Student Engagement</td><td>0.72</td><td>4.26</td><td>Very High</td></tr><tr><td>Biodiversity</td><td>0.80</td><td>4.22</td><td>Very High</td></tr><tr><td>Climate Stability</td><td>0.78</td><td>4.25</td><td>Very High</td></tr><tr><td>Sustainable Use of Resources</td><td>0.85</td><td>4.25</td><td>Very High</td></tr><tr><td>Overall</td><td>0.70</td><td>4.25</td><td>Very High</td></tr></tbody></table>
<table><caption>Table 2. Level of teachers' perspectives towards learners' well-being in public elementary schools</caption><thead><tr><td>Domains</td><td>SD</td><td>Mean</td><td>Descriptive Level</td></tr></thead><tbody><tr><td>Physical and Emotional</td><td>0.80</td><td>4.29</td><td>Very High</td></tr><tr><td>Social and Spiritual</td><td>0.85</td><td>4.27</td><td>Very High</td></tr><tr><td>Intellectual</td><td>0.75</td><td>4.26</td><td>Very High</td></tr><tr><td>Overall</td><td>0.72</td><td>4.27</td><td>Very High</td></tr></tbody></table>

This finding is validated by the research of Ambrosius (2022), who emphasized that strong teachers' perspectives towards learners' well-being contribute significantly to students' overall development, including their emotional resilience, social adaptability, and academic success. Similarly, Zajda and Zajda (2021) found that when teachers actively foster a supportive and nurturing learning environment, students are more likely to feel valued, motivated, and engaged in their education. Additionally, Willis (2024) argued that teachers who prioritize learners' well-being help cultivate a positive school culture, reduce stress and anxiety among students, and enhance their overall learning experiences, leading to better educational outcomes.

### 3.3 Significant Relationship Between Teachers' Perspectives Towards Foundation for Ecological Circumstances and Learners' Well-Being in Public Elementary Schools

Presented in Table 3 is the correlation analysis between teachers' perspectives towards the foundation for ecological circumstances and learners' well-being in public elementary schools. The relationship between these two variables has a correlation coefficient (R) 0.56 with a p-value of 0.000, less than the 0.05 significance level. This indicates a moderate and statistically significant positive relationship between teachers' perspectives on ecological circumstances and learners' well-being. The R² value of 0.31 suggests that teachers' perspectives on ecological circumstances explain approximately 31% of the variation in learners' well-being. Since the p-value is less than 0.05, the null hypothesis (Ho1) is rejected, supporting the claim that teachers' perspectives on ecological circumstances are significantly related to learners' well-being.

This finding highlights the essential role of ecological awareness in fostering student well-being. When teachers actively promote environmental responsibility and sustainability,

students are more likely to develop a strong sense of connection to their surroundings, motivation for learning, and overall well-being. By integrating ecological principles into the learning environment, teachers help create a supportive, healthy, and inspiring educational atmosphere that positively impacts students' development. This emphasizes the importance of strengthening ecological education initiatives in schools to enhance both environmental consciousness and student success.

This finding is consistent with the study of Fu and Zhang (2024), who highlighted the significant relationship between teachers' perspectives towards the foundation of ecological circumstances and learners' well-being in public elementary schools. Their research indicated that when teachers actively integrate ecological awareness and sustainable practices into their teaching, students demonstrate greater engagement, resilience, and overall well-being. Similarly, Ronen and Kerret (2020) emphasized that fostering environmental consciousness within the school setting benefits students' academic performance and enhances their social, emotional, and physical well-being. Furthermore, Glavič (2020) noted that a strong emphasis on ecological responsibility in education promotes a healthier, more sustainable learning environment, ultimately contributing to the holistic development of students.

### 3.4 Domains of the Teachers' Perspectives Towards Foundation for Ecological Circumstances that Significantly Influence Learners' Well-Being in Public Elementary Schools

Presented in Table 4 is the regression analysis examining how different factors of teachers' perspectives towards ecological circumstances significantly influence learners' well-being in public elementary schools. The regression model indicates that all factors positively contribute to learners' well-being. Among them, sustainable use of resources (Beta of 0.82) has the strongest
influence, followed by climate stability (Beta of 0.80), biodiversity (Beta of 0.78), and student engagement (Beta of 0.77). The t-statistics for each factor (ranging from 5.35 to 5.45) and their corresponding p-values (below 0.05) confirm that these influences are statistically significant.

The regression equation: Learners' Well-Being = 2.20 + 0.82 (Sustainable Use of Resources) + 0.80 (Climate Stability) + 0.78 (Biodiversity) + 0.77 (Student Engagement). The model explains 33.6% of the variance in learners' well-being (R² = 0.336). Furthermore, the model's F-value of 49.50 and its p-value of 0.000 indicate that the model is statistically significant.

This finding highlights the essential role of ecological awareness in fostering student well-being. When teachers actively promote environmental responsibility, sustainable practices, and climate awareness, students are likelier to develop a sense of engagement, resilience, and overall well-being. By integrating ecological principles into the learning environment, teachers help create a supportive, healthy, and inspiring educational atmosphere that benefits students' physical, emotional,

social, and intellectual development. This emphasizes the importance of strengthening ecological education initiatives in schools to enhance both environmental consciousness and student well-being.

This finding aligns with the research of Chavula et al. (2024), who emphasized the significant influence of teachers' perspectives towards the foundation for ecological circumstances on learners' well-being in public elementary schools. Their study revealed that various ecological factors, such as student engagement, biodiversity, climate stability, and the sustainable use of resources, directly contribute to students' overall well-being. Similarly, Ilham et al. (2023) demonstrated that when teachers actively promote ecological awareness and sustainability in the classroom, students develop a stronger sense of responsibility, resilience, and emotional stability, leading to a more enriching learning experience. Additionally, Frazier and Doyle Fosco (2024) highlighted that fostering a school culture rooted in ecological consciousness enhances academic success and strengthens students' physical, social, and intellectual well-being, ultimately shaping a healthier and more sustainable educational environment.

<table><caption>Table 3. Significant relationship between teachers' perspectives towards foundation for ecological circumstances and learners' well-being in public elementary schools</caption><thead><tr><td>Variables</td><td>R</td><td>R<sup>2</sup></td><td>Degree of Relationship</td><td>p-value</td><td>Decision</td></tr></thead><tbody><tr><td>Teachers' Perspectives Towards Foundation for Ecological Circumstances Learners' Well-Being</td><td>0.56</td><td>0.31</td><td>Moderate</td><td>0.000</td><td>Reject Ho1</td></tr></tbody></table>

<table><caption>Table 4. Domains of the teachers' perspectives towards foundation for ecological circumstances that significantly influence learners' well-being in public elementary schools</caption><thead><tr><td>Domains</td><td>B</td><td>BE</td><td>Beta</td><td>t-stat</td><td>p-value</td><td>Decision</td></tr></thead><tbody><tr><td>Constant</td><td>2.20</td><td>0.80</td><td></td><td>7.50</td><td>0.000</td><td>Significant</td></tr><tr><td>Student Engagement</td><td>0.77</td><td>0.62</td><td>0.50</td><td>5.35</td><td>0.000</td><td>Significant</td></tr><tr><td>Biodiversity</td><td>0.78</td><td>0.65</td><td>0.52</td><td>5.38</td><td>0.000</td><td>Significant</td></tr><tr><td>Climate Stability</td><td>0.80</td><td>0.68</td><td>0.54</td><td>5.40</td><td>0.000</td><td>Significant</td></tr><tr><td>Sustainable Use of Resources</td><td>0.82</td><td>0.70</td><td>0.57</td><td>5.45</td><td>0.000</td><td>Significant</td></tr><tr><td colspan="7"><strong>Regression Model</strong></td></tr><tr><td colspan="7">Learners' Well-Being =2.20 + 0.77 (Student Engagement) + 0.78 (Biodiversity) + 0.80 (Climate Stability) + 0.82 (Sustainable Use of Resources)<br>R=0.580; R<sup>2</sup>=0.336; F=49.50; p-value=0.000</td></tr></tbody></table>
## 4. CONCLUSIONS

Based on the findings of the study, the following conclusions were formulated:

Firstly, the level of teachers' perspectives towards the foundation for ecological circumstances is always observed, with teachers demonstrating a strong commitment to student engagement, biodiversity, climate stability, and the sustainable use of resources. This indicates that teachers actively integrate ecological principles into their teaching practices, fostering environmental awareness and responsibility among students. A strong level of ecological consciousness among teachers ensures that students develop a deeper understanding of sustainability and environmental protection, which contributes to their long-term commitment to ecological stewardship.

Secondly, teachers' perspectives towards learners' well-being are constantly observed, particularly regarding physical, emotional, social, spiritual, and intellectual well-being. This finding suggests that teachers recognize and prioritize the holistic development of students, ensuring that their learning environment promotes academic success and personal growth. A strong focus on well-being fosters a nurturing and supportive school atmosphere where students feel valued, respected, and encouraged to reach their full potential.

Thirdly, a significant relationship was observed between teachers' perspectives towards the foundation for ecological circumstances and learners' well-being. This indicates that teachers who emphasize ecological awareness in their classrooms contribute to students' overall well-being. They create a learning environment that supports student engagement, resilience, and personal development by integrating environmental education, sustainability practices, and ecological consciousness into their teaching. Schools that promote strong ecological perspectives tend to have more socially responsible, emotionally balanced, and academically motivated students.

Finally, the domains of teachers' perspectives towards the foundation for ecological circumstances significantly influence learners' well-being. Among these, the sustainable use of resources emerged as the strongest predictor, followed by climate stability, biodiversity, and student engagement. This highlights the

importance of fostering sustainability initiatives within the school setting, as they directly contribute to students' well-being. Schools that actively incorporate ecological principles into their curriculum, classroom activities, and policies can enhance students' sense of responsibility, critical thinking skills, and overall quality of life. Schools can play a crucial role in shaping a future generically competent and environmentally conscious that is generous by prioritizing environmental education.

## 5. RECOMMENDATIONS

Based on the findings and conclusions of this study, the following recommendations were proposed:

Firstly, considering that teachers demonstrate a very high level of perspectives towards fourth and fifth grade for ecological circumstances, it is recommended that school administrators continue to support and enhance environmental education initiatives. DepEd officials may integrate sustainability programs, climate awareness activities, and resource conservation strategies into the curriculum to reinforce ecological consciousness among students. Additionally, organizing teacher training workshops focused on environmental sustainability and incorporating green practices in school policies can further strengthen teachers' ability to instill ecological responsibility.

Secondly, since teachers also exhibit a very high level of perspectives towards learners' well-being, it is recommended that schools strengthen programs that support students' physical, emotional, social, spiritual, and intellectual well-being. School leaders may implement student wellness programs, mentorship initiatives, and mental health support services to ensure a holistic learning environment. Additionally, incorporating social-emotional learning (SEL) approaches into daily classroom instruction can help foster a more inclusive and nurturing school culture.

Thirdly, given the significant relationship between teachers' perspectives towards the foundation for ecological circumstances and learners' well-being, teachers themselves may join community partnerships with environmental organizations, and health professionals can also enhance students' engagement in ecological and well-being activities. Teachers may contribute by incorporating interactive, hands-on learning
experiences that combine environmental education with student well-being activities, such as outdoor learning experiences, mindfulness programs, and community-based projects. Teachers may also actively create a supportive classroom environment, encourage open discussions about well-being, and promote positive student-teacher relationships that enhance overall student development. Teachers may also actively engage in environmental advocacy, participate in professional development on ecological education, and implement innovative teaching strategies that promote environmental awareness among students.

Finally, considering the influence of different ecological domains on learners' well-being, future initiatives should focus on strengthening sustainability efforts, climate action, biodiversity conservation, and student engagement in ecological practices. Teachers may also explore new teaching methodologies that integrate sustainability concepts into all subjects, ensuring that students develop lifelong ecological awareness and responsible environmental behaviors.

Future research may further explore the long-term impact of ecological education on student well-being and academic performance, examining factors such as student engagement in sustainability projects, the effectiveness of green school initiatives, and the role of technology in environmental education. Developing a more comprehensive framework for ecological education can help schools create a more sustainable and well-rounded learning environment for students.

## DISCLAIMER (ARTIFICIAL INTELLIGENCE)

The author(s) hereby declare that generative AI technologies have been used during the writing and editing of this manuscript. The details of the AI usage are as follows:

1. Grammarly: Used for grammar and spellchecking, as well as suggestions for improving sentence structure and overall clarity.

2. Quillbot: Employed for paraphrasing and refining sentence flow to enhance readability and coherence.

## CONSENT AND ETHICAL APPROVAL

This study was conducted in full compliance with established ethical guidelines to protect the

rights, dignity, and welfare of all participants. Prior to data collection, the researcher secured the necessary authorizations, including an endorsement from the Dean of the Graduate School of Rizal Memorial Colleges and ethical clearance from the institution's Ethics Review Committee. The procedures were guided by the ethical framework outlined by Pregoner et al. (2025), ensuring alignment with current standards for conducting research involving human subjects in educational contexts. Participation in the study was strictly voluntary, with all respondents being clearly informed about the study's objectives, scope, and their right to decline or withdraw at any time without consequence. Informed consent was obtained to ensure participants' awareness and agreement to be involved. To uphold confidentiality, no identifying information was collected, and all data were treated with strict privacy. The information gathered was used exclusively for scholarly purposes. These measures ensured that the research was carried out with ethical responsibility, transparency, and professional integrity.

## COMPETING INTERESTS

Authors have declared that no competing interests exist.

## REFERENCES

Ambrosius, J. (2022). *Experienced teachers' perspectives on supporting learners with specific learning disabilities in mainstream primary classrooms* (Doctoral dissertation, University of Johannesburg).
https://ujcontent.uj.ac.za/esploro/outputs/graduate/Experienced-teachers-perspectives-on-supporting-learners/9924609807691

Baguio, M. P. A. B., & Baguio, J. B. (2025). Professional Reputation and Service Efficacy of Teachers in Public Elementary Schools. *Asian Journal of Education and Social Studies, 51*(1), 165-174.
https://hal.science/hal-04894432/

Brahma, R. (2025). Innovations in teaching and learning for environmental education. *Journal of the American Institute, 2*(2), 210-224.
https://americanjournal.us/index.php/american/article/download/28/28

Carreon, J. R., Albero, R. R., Quinto, M. A. M., & Cabuco, D. F. (2021). Strengthening Student Beneficiaries' engagement in
School-based Feeding Program Through
Nutritional Model Approach by. Copyright©
2021 by I DREAM Research Journal, 282.
https://www.depedimuscity.com/SDOIC%2
02020%20IDREAM%20Research%20Jour
nal.pdf#page=285

Chavula, Y., Abdi, E., Uwimbabazi, A., Habowa, C., Mensah, G., Amanzi, L., ... & Kayusi, F. (2024). Bridging Environmental Education and Sustainable Development: An Integrated Approach for a Greener Future. https://elibrary.pu.ac.ke/handle/123456789/1153

Daly, C., Milton, E., & Langdon, F. (2022). How do ecological perspectives help understand schools as sites for teacher learning?. In Leadership for Professional Learning (pp. 192-203). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003357384-13/ecological-perspectives-help-understand-schools-sites-teacher-learning-caroline-daly-emmajane-milton-frances-langdon

Divecha, D., & Brackett, M. (2020). Rethinking school-based bullying prevention through the lens of social and emotional learning: A bioecological perspective. *International journal of bullying prevention, 2*(2), 93-113.
https://link.springer.com/article/10.1007/s42380-019-00019-5

Elliott, P., Duerk, C., & Rodenburg, J. (2020). Activating Teacher Candidates in Community-Wide Environmental Education: The Pathway to Stewardship and Kinship Project. *Canadian journal of environmental education, 23*(1), 85-101.
https://eric.ed.gov/?id=EJ1267559

Frazier, T., & Doyle Fosco, S. L. (2024). Nurturing positive mental health and wellbeing in educational settings—the PRICES model. *Frontiers in Public Health, 11*, 1287532.
https://www.frontiersin.org/articles/10.3389/fpubh.2023.1287532/full

Fu, Q., & Zhang, X. (2024). Promoting community resilience through disaster education: Review of community-based interventions with a focus on teacher resilience and well-being. *PLoS one*, *19*(1), e0296393.
https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0296393

Glavič, P. (2020). Identifying key issues of education for sustainable development. *Sustainability, 12*(16), 6500.
https://www.mdpi.com/2071-1050/12/16/6500

Graham, A., Canosa, A., Boyle, T., Moore, T., Taylor, N., Anderson, D., & Robinson, S. (2023). Promoting students' safety and wellbeing: ethical practice in schools. *The Australian Educational Researcher, 50*(5), 1477-1496.
https://link.springer.com/article/10.1007/s13384-022-00567-8

Harjunmaa, A., Määttä, K., & Uusiautti, S. (2023). How to develop a socio-emotionally safe environment in the classroom. *International Journal of Innovation and Research in Educational Sciences, 10*(5), 218-230.
https://research.ulapland.fi/fi/publications/how-to-develop-a-socio-emotionally-safe-environment-in-the-classr

Hussain, M. M., Iqbal, A., & Abbas, S. J. (2025). Water, Sanitation, Hygiene Facilities and Economic Well-Being: A Multilevel and Spatial Analysis in Punjab, Pakistan. *Journal of International Development, 37*(2), 405-419.
https://onlinelibrary.wiley.com/doi/abs/10.1002/jid.3964

Ilham, D., Asdiany, D., Zainuddin, A. H., Iksan, M., Santaria, R., & Alannasir, W. (2023). Caring Values in Islamic Religious and Moral Education on Merdeka Belajar Curriculum: A Study of Fifth-Grade Student and Teacher Books. *Al-Ishlah: Jurnal Pendidikan, 15*(4), 4626-4639.
http://www.journal.staihubbulwathan.id/index.php/alishlah/article/view/3763

Lorentzen, J. C., Georgellis, A., Albin, M., & Jonsson, M. (2024). Residential overcrowding in relation to children's health, environment and schooling—a qualitative study. *Scandinavian Journal of Public Health, 52*(7), 829-837.
https://journals.sagepub.com/doi/abs/10.1177/14034948231198285

Navarro, A. M. (2022). *School infrastructure in the Philippines: Where are we now and where should we be heading?* (No. 2022-10). PIDS Discussion Paper Series. https://www.econstor.eu/handle/10419/280883

Pregoner, J. D., Leopardas, R., Ganancial, I. J., Baguhin, M., & Sedo, F. (2025). Ethical Issues in Conducting Research Using Human Participants in the Post-COVID Era. *IMCC Journal of Science, 5*(1), 1-9.
https://hal.science/hal-05073466/

Qian, W. (2020). Localizing the Finnish model for China: developing an engaging student-centred pedagogy training project for Chinese teachers in basic education.
https://jyx.jyu.fi/jyx/Record/jyx_12345678969318

Raju, T. (2024). *Effects of school culture on learner well-being and academic achievement* (Doctoral dissertation, Johns Hopkins University).
https://jscholarship.library.jhu.edu/items/8e13ac50-dceb-456f-8870-2a54e473b7ec

Ronen, T., & Kerret, D. (2020). Promoting sustainable wellbeing: Integrating positive psychology and environmental sustainability in education. *International journal of environmental research and public health*, 17(19), 6968.

https://www.mdpi.com/1660-4601/17/19/6968

Willis, A. (2024). Teachers prioritise relationships over curriculum for student well-being. *Pedagogy, Culture & Society*, 32(2), 473-489.
https://www.tandfonline.com/doi/abs/10.1080/14681366.2022.2055116

Zajda, J., & Zajda, J. (2021). Motivation in the classroom: Creating effective learning environments. *Globalisation and education reforms: Creating effective learning environments*, 17-34.
https://link.springer.com/chapter/10.1007/978-3-030-71575-5_2

**Disclaimer/Publisher's Note:** The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of the publisher and/or the editor(s). This publisher and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.

© Copyright (2025); Author(s). The licensee is the journal publisher. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Peer-review history:
The peer review history for this paper can be accessed here:
https://prh.ikprress.org/review-history/13277