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Studies have shown that kind school climates are linked to positive psychological outcomes. Yet, there is scant evidence on how school kindness relates to subjective and objective measures of academic success. This research addresses this gap by examining the associations of school kindness with academic achievement and engagement using cross-sectional (Study 1) and longitudinal (Study 2) designs among Filipino high school students. Study 1 demonstrated that school kindness positively predicted agentic, behavioral, cognitive, and emotional engagement after controlling for demographic covariates and dispositional kindness. School kindness marginally predicted subjective academic performance. Study 2 showed that Time 1 school kindness positively predicted Time 2 behavioral engagement even after controlling for demographic covariates and auto-regressor effects. Results suggest that fostering kindness in school can be a potential route to facilitate students' active participation in academic activities. [ABSTRACT FROM AUTHOR]

This quantitative research explores the resource needs, challenges, and strengths of teachers and their influence on teacher wellbeing. Adopting a descriptive design with surveys as the primary instrument, the study aims to shed light on teacher well-being from a strengths-based perspective, a departure from the prevailing focus on stress and burnout in existing literature. Teachers operate in environments characterized by high stress and potential burnout, stemming from the demanding nature of their profession and encountering stressors across interpersonal, organizational, and institutional levels. Despite these challenges, most teachers demonstrate resilience and commitment to their work. However, there is a noticeable gap in research focusing on how teachers thrive and experience positivity within their school environments. Utilizing the Job Demands-Resources (JD-R) model as a theoretical framework, this study examines the relationship between resources and teacher well-being. The findings offer valuable insights into teacher resource needs and their overall well-being, which have practical implications for teacher training, professional development programs, and policy-making. These implications are aimed at mitigating teacher attrition, stress, and burnout while fostering resilience and well-being among educators. Furthermore, the study contributes to the refinement of the JD-R model and the broader understanding of teacher well-being. By providing a deeper insight into the mechanisms underlying teacher resilience, the findings serve as a foundational basis for future research in this critical domain. [ABSTRACT FROM AUTHOR]