Perceived Social Support and Emotion Regulation as Predictors of the Quality of Life of the Private School Teachers

This study investigated the predictors of quality of life i.e. perceived social support and emotion regulation among the 124 private school basic education teachers in the Division of San Carlos. Descriptive-correlational method was utilized by the researcher in this study. Result of Pearson Product Moment Correlation revealed that social support positively correlates to quality of life; whereas no correlation was observed between emotion regulation and quality of life using Spearman correlation. The level of emotion regulation and quality showed no significant difference when grouped according to age, gender, and number of years in teaching. On the other hand, perceived social support also showed no significant difference when grouped according to demographics except in number of years in teaching; however, post hoc test using Tukey HSD does not reveal any significant difference between pairwise groups. Using multiple regression analysis, a significant regression was found. The regression equation formed is given by "Quality of Life" = 73.618 + 4.028("PSS") + 0.841("ER"). It indicated that a unit increase in perceived social support increases the quality of life by 4.028 units, assuming that emotion regulation is constant. This result underscores the unique and influential role of social support in contributing to the well-being of teachers. [This paper was published in "Global Scientific Journal" v9 n4 2021.]