The Relationship of Digital Wellbeing to the Emotional Agility of Elementary Teachers

This study explores the relationship between digital wellbeing and emotional agility among elementary teachers. We focused on three key areas of digital wellbeing: digital literacy and skills (mean = X), emotional satisfaction from digital use (mean = Y), and the presence of a supportive school environment (mean = Z). Emotional agility was examined through measures of self-awareness (mean = A), self-regulation (mean = B), and social awareness/relationship management (mean = C). Data analyzed using SPSS revealed that teachers who feel confident in their digital skills and derive joy from their digital interactions tend to exhibit better self-awareness and manage their emotions more effectively. A supportive school environment enhances teachers’ ability to connect with others and navigate challenges. The findings revealed that it is recommended that elementary teachers enhance their digital skills through workshops focused on digital literacy, which will boost their confidence in using technology. Practicing self-care, such as mindfulness and taking breaks, is essential for managing stress and improving emotional health. It is also important to integrate digital wellbeing into daily routines by setting screen time limits and balancing technology use with face-to-face interactions. Collaboration with colleagues can strengthen support systems, creating a more nurturing environment. Schools should encourage professional development programs that address both digital skills and emotional wellbeing. Fostering a classroom culture where students feel safe discussing their feelings and digital experiences will help them develop their emotional agility. By implementing these recommendations, teachers can enhance their own experiences and create a more positive learning environment for their students.