Home⇛Journal of Interdisciplinary Perspectives⇛vol. 4 no. 8 (2026)

Personal and Job Satisfaction vis-à-vis Midlife Challenges Among Single Teachers: A Comparative Study Toward Faculty Development

Rowena B. Andaya | John Cliford M Alvero

Discipline: psychology (non-specific)

 

Abstract:

This study examined the personal satisfaction, job satisfaction, and midlife challenges of middle-aged single male and female teachers as bases for developing a responsive faculty development program. Using a convergent parallel mixed-methods design, the study involved 40 purposively selected middle-aged single teachers who met the inclusion criteria. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative responses underwent thematic analysis. Findings showed that both male and female respondents reported high levels of personal satisfaction, with mean scores of 3.37 (SD = 0.47) and 3.36 (SD = 0.45), respectively. Respondents also demonstrated high job satisfaction, particularly regarding job security and working conditions, with an overall mean score of 3.26 (SD = 0.49). Inferential analysis revealed a statistically significant difference in personal satisfaction across age groups. Teachers aged 46-50 reported significantly higher levels of emotional-social support (t = −2.67, p = .011), self-care and coping mechanisms for stress (t = −2.25, p = .030), and overall personal satisfaction (t = −2.31, p = .026) than those aged 40-45. Job satisfaction also differed significantly by years of service, particularly for working conditions (F = 2.76, p = .043) and overall job satisfaction (F = 3.66, p = .014), indicating that tenure influenced perceptions of the work environment and satisfaction. Qualitative findings identified five major midlife challenges: biological concerns, psychological concerns, social difficulties, financial concerns, and coping with the loss of a family member. Based on these findings, the study proposed a responsive faculty development program that includes psychosocial support sessions, financial literacy workshops, bereavement and resilience support, wellness and stress- management activities, community-building interventions, and professional development seminars. The study concludes that faculty development initiatives should adopt a holistic and inclusive framework that promotes career growth, emotional well-being, social connectedness, financial preparedness, and effective coping with life transitions.



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