Transformational Leadership and Perceived Organizational Support in Relation to Teachers’ Multidimensional Well-Being in DepEd Davao del Sur Division: An Explanatory Sequential Mixed-Methods Study

This study examined the relationships and predictive contributions of transformational leadership and perceived organizational support to teachers’ multidimensional well-being in public secondary schools within the Department of Education Davao del Sur Division, Philippines. Employing an explanatory sequential mixed-methods design, the study surveyed 300 teachers selected through multistage stratified cluster sampling and conducted follow-up interviews with 15 participants. Adapted questionnaires measured transformational leadership, organizational support, and psychological, emotional, and professional/job-related well-being. Data were analyzed using descriptive statistics, Pearson’s correlation, multiple linear regression, and framework-based qualitative analysis. Results revealed very high levels of transformational leadership (M = 4.598), organizational support (M = 4.443), and overall well-being (M = 4.466). Both transformational leadership (r = .413, p < .001) and organizational support (r = .698, p < .001) were significantly associated with well-being. The regression model explained 48.8% of the variance, with organizational support emerging as the only significant unique predictor (β = .693, p < .001). Qualitative findings highlighted fairness, recognition, empathetic leadership, and practical assistance alongside persistent workload pressures and resource limitations. The study concludes that consistent organizational support is particularly relevant to teachers’ well-being. School administrators should strengthen equitable practices, provide practical assistance, and improve workload management. Geographic scope, self-reported data, and cross-sectional measurement limit generalizability and causal interpretation. The findings provide contextual evidence for institutional policies promoting teacher welfare, educational sustainability, and Sustainable Development Goals 3 (Good Health and Well-Being) and 4 (Quality Education).