https://www.journalppw.com/index.php/jppw <div class="row"> <div class="col-sm-2"><img style="max-width: 100%; height: auto;" src="http://journalppw.com/public/site/images/admin_ojs_one/jppw.png" alt="" width="214" height="303" /></div> <div class="col-sm-2 currentIssueInfoAuthor"> <p><strong>Journal Information</strong></p> <p><strong>ISSN:</strong> 2587-0130<br /><strong>Frequency:</strong> 4 issues/year <br /><strong>Indexing: </strong><em class=""> Scopus , EBSCO<br /></em></p> </div> <div class="col-sm-8"> <div class="jrnl_sum"> <div class="jrnl_txt"> <h2 style="font-weight: 600;">Journal of Positive Psychology and Wellbeing</h2> <div style="text-align: justify;"><strong>ISSN: 2587-0130 (Online)</strong><br />Journal of Positive Psychology and Wellbeing (ISSN 2587-0130) is a peer-reviewed journal covering positive psychology and provides an international forum for the science of positive psychology in education and school settings. The JPPW, which is published four times a year, is an open-access that publishes research outcomes with significant contributions to the understanding and improvement of the positive psychology of education and services in school settings. The journal encompasses a full range of methodologies and orientations that include educational, cognitive, social, behavioral, preventive, cross-cultural, and developmental perspectives. The JPPW publishes research regarding the education of populations across the life span.</div> </div> </div> </div> </div> Gokmen Arslan en-US Journal of Positive Psychology and Wellbeing 2587-0130 https://www.journalppw.com/index.php/jppw/article/view/18774 <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>This study investigated the factors influencing Special Education (SpEd) teachers’ well-being in mainstream classrooms in one of the public schools in Cebu, Philippines. Employing a descriptive- correlational design, the research explored the relationship between job satisfaction and the well-being of teachers involved in inclusive education. Job satisfaction, including aspects like job security, work environment, responsibilities, and community support, were analyzed alongside measures of teacher well-being. The findings indicated a strong positive link between job satisfaction and overall teacher well-being, demonstrating that supportive work conditions significantly enhance the psychological and professional health of teachers. This study highlights the importance of fostering inclusive, supportive educational settings to improve teacher satisfaction and well-being, crucial for effective inclusive education practices. The results suggest that prioritizing teacher needs and creating a nurturing work environment are essential for the success of mainstream inclusion programs.</p> </div> </div> </div> Marie Cris M. Decipulo, Vani Alexa V. Fajardo, Niña Rozanne T. Delos Reyes, Lilibeth C. Pinili, Ann Frances P. Cabigon, Irene O. Mamites, Raymond C. Espina, Reylan G. Capuno, Joseph C. Pepito Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0 2025-02-16 2025-02-16 9 1 1 14