Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 6 no. 2 (2025)

Teachers’ Well-Being and Job Performance

Margorie O. Guiritan | Bazil T. Sabacajan | Wenie L. Nahial

Discipline: Teacher Training

 

Abstract:

This study was conducted to determine teachers’ well-being and job per-formance in the new normal education due to COVID-19. Seventy-one teachers from the select schools in Mambajao District of DepEd-Camiguin were used as respondents of the study. A quantitative descriptive re-search design was used supplemented with a survey questionnaire as the main data-gathering tool. Research and health protocols as well as the ethical standards were observed in the implementation of the study. Ap-propriate statistical tools were used to analyze the data. Results showed that the majority of the respondents were females, in the middle-aged group, at least with units in master’s degree program, got the Teacher III position, and with at least 11 years of teaching experience. The respond-ents had a moderate extent of well-being and a very satisfactory job per-formance level. Despite the challenges of the learning modality, the well-being of the teachers did not influence their job performance. The de-mographics of the respondents did not influence difference in their well-being. This work showed that the respondents continued to perform their duties and functions amidst the challenges brought by the pan-demic. Future researchers are encouraged to replicate this study by the time the health risks are controlled, and the learners go back to school for face-to-face class instruction.



References:

  1. Bakker,  A.  B.,  and  Bal,  M.  P.  (2010).  Weekly Work  Engagement  and  Performance:  A Study  Among  Starting  Teachers.  J.  Occup. Organ. Psychol. 83 (1), 189–206. doi:10.1348/096317909X402596
  2. Bastías,  L.  (2021).  El  Bienestar  subjetivo  y  la Calidad  de  vida:  una  aproximación  desde el  ejercicio  de  la  docencia.  Educere.  25, 897–908.
  3. Bermejo-Toro,  L.,  Prieto-Ursúa,  M.,  and  Her-nández,  V.  (2016).  Towards  a  Model  of Teacher Well-Being: Personal and Job Re-sources Involved in  Teacher Burnout and Engagement.  Educ.  Psychol.  36  (3),  481–501. doi:10.1080/01443410.2015.1005006
  4. Bintliff,  A.V.  (2020).  How  COVID-19  has  influ-enced teachers’ well-being:  A  new  study shows   decreases   in   teacher   well-being during  the  pandemic,  Psychology  today [online]:   Available   from   psychologyto-day.com/ca/blog/multidimensional-as-pects-adolescent-well-be-ing/202009/how-covid-19-has-influ-enced-teachers-well.
  5. Branand, B., and Nakamura, J. (2017). “The well-being of teachers and professors,” in: The Wiley Blackwell Handbook of the Psy-chology of Positivity and Strengths-Based    Approaches    at    Work, eds. L. Oades, M. Steger, A. Delle Fave, and J.  Passmore  (Chichester:  John  Wiley  and Sons, Ltd.), 466–490.
  6. Brickman,    P.,    Coates    D.,    Janoff-Bulman    R. (1978). Lottery winners and accident victims:  Is  happiness  relative?  J  of  Pers and Soc Psych.36: 917–927Brunzell, T. (2021). “Trauma-aware  practice and positive education,” in The Pal-grave  Handbook  of  Positive  Education, eds. M.L. Kern, M. L. Wehmeyer (Cham: Palgrave Macmillan). p. 205–223
  7.  Carlotto,  M.  S.,  and  Câmara,  S.  G.  (2017).  Psy-chosocial  risks  associated  with  burnout syndrome  among  university  professors. Avances  Psicol  Latinoam.  35,  447–457. doi:0.12804/revistas.uro-sario.edu.co/apl/a.4036
  8. Chan,  D.  W.  (2010).  Gratitude,  gratitude  inter-vention  and  subjective  well-being  among Chinese  school  teachers  in  Hong  Kong. Educ. Psychol.30, 139–153. doi: 10.1080/01443410903493934
  9. Chan,  D.  W.  (2011).  Burnout  and  life  satisfac-tion: Does gratitude intervention    make a difference among Chinese school teachers in Hong Kong Educ. Psychol. 31, 809–823 doi:10.1080/01443410.2011.608525
  10. Chaplain, R. P. (2008). Stress and Psychological Distress Among Trainee Secondary Teachers  in  England.  Educ.  Psychol.  28 (2), 195–209. doi:10.1080/01443410701491858
  11. Chew. Q.H., Wei K.C., Vasoo S., Chua H.C., Sim K. (2020). Narrativesynthesis of psychologi-cal and coping responses towards emerg-ing  infectious  disease  outbreaks  in  the generalpopulation:   Practical   considera-tions  for  the  COVID-19  pandemic.  Singap Med J.  Apr. Forthcoming. pmid:32241071
  12. Daniel,  S.  J.  (2020).  Education  and  the  COVID-19 pandemic. Prospects. doi: 10.1007/s11125-020-09464-3
  13. Darling-Hammond, L., and Hyler, M. E. (2020). Preparing educators for the time of COVID... and beyond. Eur. J. Teach. Educ. 43, 457–465. doi: 10.1080/02619768.2020.1816961
  14. David, Clarissa C., et al. “Pressures on Public School    Teachers    and    Implications    on Quality.” Philippine Institute for Develop-ment  Studies  Policy  Notes,  no.  2019–1, 2020.
  15. Dialsingh,  I.  (2008).  Face-to-face  interviewing. In P. J. Lavrakas (Ed.), Encyclopedia of sur-vey research methods (pp. 276-261). Sage Publications, Inc., https://dx.doi.org/10.4135/9781412963947.n174
  16. Edwards, J. A., & Billsberry, J. (2010). Testing a multidimensional  theory  of  person-envi-ronment  fit.  Journal  of  Managerial  Issues, 22(4), 476–493
  17.  Ferguson, K., Frost, L., and Hall, D. (2012). Pre-dicting  Teacher  Anxiety,  Depression,  and Job Satisfaction. J. Teach. Learn. 8 (1), 27–42. doi:10.22329/jtl. v8i1.2896
  18. Fullana,   M.A.,   Hidalgo-Mazzei   D.,   Vieta   E., Radua J. (2020). Coping behaviors  asso-ciated with decreased anxiety and depres-sive symptoms during the COVID-19 pan-demic  and  lockdown.  J  of  Affec  Dis.;275: 80–81. pmid:32658829
  19. Garca-Ivarez  et  al.  (2020).  Psychological  Well-Being in Teachers During and Post-Covid-19:   Positive   Psychology   Interventions. https://www.frontiersin.org/arti-cles/10.3389/fpsyg.2021.769363/full
  20. Gómez, B.D., Lucia-Casademunt A.M., & Salinas-Pérez  J.A.  (2018)  Gender  differences  in psychological well-being and health prob-lems  among  European  health  profession-als:  Analysis  of  psychological  basic  needs job  satisfaction.  Int  J  Environ  Res  Pu  He. 15,1474. https://doi.org/10.3390/ijerph15071474
  21. Hakanen, J. J., Bakker, A. B., and Schaufeli, W. B. (2006).  Burnout  and  Work  Engagement Among  Teachers.  J.  Sch.  Psychol.  43  (6), 495–513. doi:10.1016/j.jsp.2005.11.001
  22. Herman, K.  C., Hickmon-Rosa, J. e., and Reinke, W. M. (2018). Empirically Derived Profiles of  Teacher  Stress,  Burnout,  Self-Efficacy, and  Coping  and  Associated  Student  Out-comes. J. Positive Behav. Interventions. 20 (2), 90–100. doi:10.1177/1098300717732066
  23. Huertas, J., and Dávila, J. (2020). Claves contex-tuales   y   psicológicas   del   bienestar   do-cente. Cuad. pedagog. 507, 73–76.
  24. Jansen, K., & Kristof-Brown, A. (2006). Toward a multidimensional theory of person-Guiritanet al., 2025 /Teachers’ Well-Being and Job PerformanceIJMABER 595Volume 6| Number 2| February| 2025environment fit. Journal of Managerial Is-sues, 18(2), 193–212. https://www.jstor.org/stable/40604534
  25. Kern,  M.,  Waters,  L.,  Adler,  A.,  and  White,  M. (2014). Assessing employee wellbe-ing  in  schools  using  a  multifaceted  ap-proach: associations with physical health,  life  satisfaction,  and  professional thriving. Psychology 5, 500–513. doi: 10.4236/psych.2014.56060
  26. Kim,  L.  E.,  and  Asbury,  K.  (2020).  'Like  a  Rug Had Been Pulled from under You': The Im-pact of COVID-19 on Teachers in England during the First Six Weeks of the UK Lock-down.  Br.  J.  Educ.  Psychol.  90  (4),  1062–1083. doi:10.1111/bjep.12381
  27. Klaiber,   P.,   Wen   J.H.,   DeLongis   A,   Sin   N.L. (2020).  The  ups  and  downs  of  daily  life during COVID-19:  Age  differences  inaffect, stress, and positive events. The Js of Gerontology.
  28. Klassen,  R.  M.,  and  Chiu,  M.  M.  (2010).  Effects on  Teachers'  Self-Efficacy  and  Job  Satis-faction:  Teacher  Gender,  Years  of  Experi-ence, and Job Stress. J. Educ. Psychol. 102 (3), 741–756. doi:10.1037/a0019237
  29. Leal-Soto,  F.,  Dávila,  J.,  and  Valdivia,  Y.  (2014). Bienestar psicológico y prácticas docentes con  efectos  motivacionales  orientadas  al aprendizaje.   Univ.   Psychol.   13,   1037–1046.   doi:   10.11144/Javeriana.UPSY13-3.bppd
  30. Lent, R. W., Brown, S. D., and Hackett, G. (1994). Toward a unifying social cognitive theory of  career  and  academic  interest,  choice, and performance. J.  Vocat.  Behav. 45, 79–122. doi: 10.1006/jvbe.1994.1027
  31. Lozano-Paz, C. R., and Reyes-Bossio, M. (2017). Docentes     universitarios:     una     mirada desde  la  Autoeficacia  general  y  engage-ment  laboral.  Rev.  Digit.  Invest.  Docencia Univ. 11, 134–148. doi: 10.19083/ridu.11.503
  32. MacIntyre,  P.  D.,  Gregersen,  T.,  and  Mercer,  S. (2020). Language Teachers' Coping Strategies  during  the  Covid-19  Conver-sion to Online Teaching: Correlations with Stress, Wellbeing and Negative Emotions. System.   94,   102352.   doi:10.1016/j.sys-tem.2020.102352
  33. Madigan,  D.  J.,  and  Kim,  L.  E.  (2021).  Does Teacher Burnout Affect Students? ASystematic Review of its Association with Aca-demic    Achievement    and    Student-Re-ported  Outcomes.  Int.  J.  Educ.  Res.  105, 101714. doi:10.1016/j.ijer.2020.101714
  34. Peterson,  C.,  and  Seligman,  M.  E.  (2004).  Char-acter Strengths and Virtues: A Hand-book  and  Classification,  Vol.  1.  New  York, NY: Oxford University Press.
  35. Rabacal,  J.  S.,  Oducado,  R.  M.  F.,  &  Tamdang,  K. A.  (n.d.).  COVID-19  Impact  on  the  Quality of   Life   of   Teachers:   A   Cross-sectional Study.  Asian  Journal  for  Public  Opinion Research, 8(4), 478–492. https://doi.org/10.15206/aj-por.2020.8.4.478
  36. Ryff,  C.  D.  (2014).  Psychological  well-being  re-visited: advances in the science and prac-tice  of  eudaimonia.  Psychother.  Psycho-som. 83, 10–28. doi: 10.1159/000353263
  37. Sam S. Lau et al. (2022). Teachers’ Well-Being and Associated Factors during the COVID-19  Pandemic:  A  Cross-Sectional  Study  in Hong Kong, China.
  38. Seligman,  M.  E.  (2012).  Flourish:  A  Visionary New   Understanding   of   Happiness   and Well-Being.   New   York,   NY:  
  39. Simon   and Schuster.Skaalvik  and  Skaalvik  (2016)  “Associations with school goal structure, teacher self-ef-ficacy,  job  satisfaction  and  emotional  ex-haustion.
  40. Skaalvik, E. M., and Skaalvik, S. (2016). Teacher Stress and Teacher Self-Efficacy as    Pre-dictors   of   Engagement,   Emotional   Ex-haustion, and Motivation to Leave the  Teaching  Profession.  Creative  Educa-tion. 07, 1785–1799. doi:10.4236/ce.2016.713182
  41. Tabares-Díaz,  Y.  A.,  Martínez-Daza,  V.  A.,  and Matabanchoy-Tulcán,  S.  M.  (2020).  Sín-drome de Burnout en docentes de Latino-américa:  una  revisión  sistemática.  Univ. Salud 22, 265–279. doi: 10.22267/rus.202203.199
  42. Terrazola, Vanne Elaine. “DepEd, DOH to Ad-dress Teacher Suicides” Manila Bulletin, 2018.
  43. Tweed,  R.G.,  Mah,  E.Y.,  &  Conway,  L.G.  (2020). Bringing  coherence  to  positive  psychol-ogy: Faith in humanity.  The  Journal of Positive Psychology, 16, 298 -309.
  44. UNESCO.  (2020a).  TVET  Systems  and  Labour Markets.   UNESCO   COVID-19   Education Response, 5.2.
  45. World Health Organization (2021). WHO Menu of Cost-Effective Interventions for  Mental Health.  Geneva:  World  Health  Organiza-tion.
  46. Zhang,  Y.,  &  Ma,  Z.  F.  (2020).  Impact  of  the COVID-19 pandemic on mental health and quality  of  life  among  local  residents  in Liaoning   Province,   China:   A   cross-sec-tional study. International Journal of Envi-ronmental  Research  and  Public  Health, 17(7),    2381. https://doi.org/10.3390/ ijerph17072381

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic