Asian Journal of Education and Social Studies

This study explored the challenges and wellness amidst the pandemic among the secondary mathematics teachers and their relationships. A descriptive-correlational design was employed. A sample of 144 secondary school mathematics teachers in the first congressional district of Northern Samar participated in the study. Findings revealed that respondents had a moderate level of challenges (M=3.34) and a high level of wellness (M=3.77) during the pandemic.  Teacher-related challenges were negatively related to occupational (r=-.293, p<.01), physical (r=-.203, p=.015), social (r=-.267, p=.001), and psychological wellness (r=-.269, p=.001). School-related challenges were negatively related to occupational (r=-.239, p=.004) and social wellness (r=-.198, p=.018), while environment-related challenges were negatively related to occupational (r=-.165, p=.048), physical (r=-.291, p<.01), and social wellness (r=-.181, p=.030). Teacher-related challenges have a significant impact on teachers' occupational, physical, social, and psychological wellness, implying that increased challenges have a slight adverse effect on their overall well-being. Similarly, school-related challenges affect teachers' occupational and social wellness, suggesting a harmful effect on their well-being. Additionally, environment-related challenges influence teachers' occupational, physical, and social wellness, indicating a slight decline in wellness when facing workplace problems.