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Abstract
Faculty members in higher education institutions are increasingly burdened by a growing workload, particularly non-teaching assignments or allied tasks. The time spent on workloads were observed to have increased in the past years. Hence, the researchers decided to undertake this study entitled,”Faculty Workload and Well-being at President Ramon Magsaysay State University: Impacts of Allied Tasks on Stress and Health,” during the academic year 2021-2022. A quantitative descriptive design was employed to evaluate the variables of the study. A researcher-made survey questionnaire was administered to forty-three faculty members using population sampling. Data were collected through online platform due to limited face to face interactions. A letter of consent was emailed to the three(3) Campus Directors of north campuses prior the online survey. Descriptive statistics such as percentage, weighted means, and Pearson Correlation was used in the treatment of data. The findings revealed that on average, faculty members spent approximately 29.54 hours on teaching tasks and 34.73 hours on allied tasks per week. This study revealed significant differences in the time spent on allied tasks across various demographic groups, such as age, gender, civil status, highest educational attainment, and length of service. Additionally, a significant relationship was found between the time spent on teaching and allied tasks and the extent of experienced stress, but not on personal life, mental health, or physical health. Based on these findings, it is recommended that the university administration implement strategies such as offering mental health support services and creating a more supportive work environment. Reallocating administrative responsibilities or hiring support staff is highly encouraged. Providing health breaks may also be implemented which could help address stress.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Vizcarra, M. L. O., Aragon, A. E. A., Tiangco, P.-V. V., & Basarte, C. A. (2024). Faculty Workload and Well-being at President Ramon Magsaysay State University: Impacts of Allied Tasks on Stress and Health. International Journal of Multidisciplinary: Applied Business and Education Research, 5(12), 5254-5288. https://doi.org/10.11594/ijmaber.05.12.24
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Klassen RM, Chiu MM(2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology. 2010;102(3): 741–756.
Kovess-Masfety V, Sevilla-Dedieu C, Rios-Seidel C, Nerriere E, Chee CC. (2012). Do teachers have more health problems? Results from a French cross-sectional survey. BMC Public Health. 6:101. doi: 10.1186/1471-2458-6-101.
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of Psychological Needs
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/challenges-of-teaching-online
Naylor, Charlie, & White, Margaret (Oct. 2012). The Work-life of BC Teachers in 2011: A BCTF Study of Working and Learning Conditions. Vancouver, BC.
Oberle E, & Schonert-Reichl KA (2016). Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students. Social Science & Medicine, 159, 30–37.
Organogianni, P. (2021) Stop Killing Teachers With Paperwork https://savedyouaspot
.com/2021/02/05/stop-killing-teachers-with-paperwork/
Pacaol, N. (2021). Teacher’s workload intensification: A qualitative case study of its
implications on teaching quality. International Online Journal of Education and Teaching (IOJET), 8(1). 43-60.
Prado-Gascó, V., Gómez-Domínguez, M. T., Soto-Rubio, A., Díaz-Rodríguez, L., and Navarro-Mateu, D. (2020). Stay at Home and Teach: A Comparative Study of Psychosocial Risks Between Spain and Mexico During the Pandemic. Front. Psychol. 11:566900. doi: 10.3389/fpsyg.2020.566900
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multidimensional analysis of 21countries.https://hqlo.biomedcentral. com/articles/ 10.1186/s12955-020-01423-y
Schulte PA, Vainio H [2010]. Well-being at work – overview and perspective. Scan J Work
Environ Health 36(5):422-429. Retrieved byhttps://www.jstor.org/stable/40967878
Sellen P. (2016). Teacher workload and professional development in England's secondary schools: insights from TALIS. London: Education Policy Institute.
Singh, M. (2018) The Advantages and Disadvantages of an Online Examination System
https://blog.mettl.com/advantages-disadvantages-online-examination/
Sonnentag S, Fritz C. Recovery from job stress: the stressor-detachment model as an integrative framework. J Organ Behav. 2015;36(Suppl 1):72–103. https://doi.org/10.1002/job.1924.
Sugden, N. (2010). Teacher workload: A formula for maximizing teacher performance and
well-being (Doctoral thesis, Walden University,USA).Retrieved from https://scholarworks .waldenu.edu/cgi/viewcontent cgi?article. =1562&context= dissertations
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Thompson, J. G. (2018). The Teacher’s Challenge: Balancing Work and Life. Middleweb. https://www.middleweb.com/37861/the-teachers-challenge-balancing-work-and-life/
Unterbrink T, Zimmermann L, Pfeifer R, Wirsching M, Brähler E, Bauer J. (2014). Parameters influencing health variables in a sample of 949 German teachers. Int Arch Occup Environ Health. 82(1):117–123. doi: 10.1007/s00420-008-0336-y.
Wahyuningsih, D., Wahyono, S.B., A. Nugroho (2021) Teachers' Difficulties in
Developing Learning Resources https://knepublishing.com/index.php/KnE-Social/article/view/10024/16469
Walker M, Worth J, Van den Brande J.(2019) Teacher workload survey UK: National Foundation for Educational Research, 2019.
Wepfer AG, Allen TD, Brauchli R, Jenny GJ, Bauer GF. Work-life boundaries and well-being: does work-to-life integration impair well-being through lack of recovery? J Bus Psychol. 2018;33:727–40. https://doi.org/10.1007/s10869-017-9520-y.
Whiteley, R. F., & Richard, G. (2012). Timetabling and extracurricular activities: A study of teachers' attitudes towards preparation time.
Willemsen, A., Gosen, M., Van Braak, M., Koole, T., De Glopper, K., (2018), Teachers’
open invitations in whole-class discussions, Linguistics and Education, 45, 40-49.
https://doi.org/10.1016/j.linged.2018.03.001
Wong K, Chan AHS, Ngan SC. (2019). The effect of long working hours and overtime on occupational health: a meta-analysis of evidence from 1998 to 2018. Int J Environ Res Public Health. 2019;16:2102. https://doi.org/10.3390/ijerph16122102.
Yildirim, Kamil (2021). Main factors of teachers’ professional well-being.
https://johnjerrim.files.wordpress.com/2020/11/working_paper_workload_wellbeing_november_2020.pdf
https://www.indeed.com/career-advice/career-development/tenured-employee
Angrave D, Charlwood A. (2015). What is the relationship between long working hours, over-employment, under-employment and the subjective well-being of workers? Longitudinal evidence from the UK. Hum Relat. 2015;68:1491–515. https://doi.org/10.1177/0018726714559752.
American Federation of Teachers (2015). Quality of Worklife Survey. Availableat http://www.aft.org/sites/default/files/worklifesurveyresults2015.pdf [Google Scholar] [Ref list]
Anna-Mari Aulén, Eija Pakarinen, Taru Feldt, Marja-Kristiina Lerkkanen (2021) Teacher coping profiles in relation to teacher well-being: A mixed method approach, Teaching and Teacher Education,
Volume 102, 2021,103323, ISSN742-051X, https://doi.org/10.1016/j.tate.2021.103323.
(https://www.sciencedirect.com/science/article/pii/S0742051X21000470)
Bakhitah Jihan Wijaya B.J & Prastuti E (2021). The Contribution of Workload and Stress
towards Burnout in Special Needs Teachers. DOI10.18502/kss.v4i15.8215
Bailey, ., & Colley, H. (2014). “Learner-centred” assessment policies in further education putting teachers’ time under pressure. Journal of Vocational Education & Training, 67(2), 153–168.
Bartley, E. J. & Fillingim, R. B. 2013. Sex differences in pain: a brief review of clinical and experimental findings. Br J Anaesth, 111, 52-8.
Batanero, J. Graván P, Rebollo M, Rueda, M. (2021) Impact of Educational Technology on Teacher Stress and Anxiety: A Literature. Int J Environ Res Public Health . 2021 Jan 11;18(2):548. doi: 10.3390/ijerph18020548.
Center for Disease Control and Prevention. (2018). Health-related quality of life (HRQOL). Centers for Disease Control and Prevention. https://www.cdc.gov/hrqol/wellbeing.htm#eightCenter for Disease Control and Prevention. (2020). Preparing for a safe return to school. https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/prepare-safereturn.html
David, Clarissa C., et al. (2020). “Pressures on Public School Teachers and Implications on Quality.” Philippine Institute for Development Studies Policy Notes, no. 2019–1
Devi, R. (2019). The Importance and Impact of Recreational Activities in the
Educational Curriculum https://theknowledgereview.com/the-importance-and-impact-of-recreational-activities-in-the-educational-curriculum/
Dibbon, D. (2014). It’s about time!! A report on the impact of workload on teachers and students. Retrievedfromhttp://www.nlta.nf.ca/HTML_Files/html_pages/publications/wrkld_study04/wrkl dstudy04.pdf
Espada, C. (2017). Why do women suffer more stress? Sha Magazine. https://shawellnessclinic.com/en/shamagazine/why-do-women-suffer-more-stress/
Faculty Roles and Responsibilities The Teaching Role, The Research Role, The Service Role, Integration of Faculty Roles and Responsibilities
Felsing C, Seibt R, Stoll R, Kreuzfeld S. Working time structure of secondary school teachers in the course of the day and the week - an app-based pilot study. Arbeitsmed Sozialmed Umweltmed. 2019;54:47–55.
Gray, C., Wilcox, G. & Nordstokke, D. (2017). Teacher Mental Health, School Climate, Inclusive Education and Student Learning: A Review, Canadian Psychology, 58, (3), 203-10. Health Safety Executive (HSE). (2017). Managing the causes of work-related stress: A step-by-step approach using the Management Standards, http://www.hse.gov .uk/pubns/priced/hsg218.pdf [accessed May 5, 2017].
Gunter, H., Rayner, S., Thomas, H., Fielding, A., Butt, G., & Lance, A. (2015). Teachers, time and work: Findings from the evaluation of the transforming the school workforce pathfinder project. School Leadership and Management, 25(5), 441- 454. doi: 10.1080/13634230500340781
Hamrick, F. (2021) Faculty Roles and Responsibilities - The Teaching Role, The
ResearchRole, The Service Role, Integration of Faculty Roles and Responsibilities - StateUniversity.com https://education.stateuniversity.com/pages/1972/Faculty-Roles-Responsibilities.html#ixzz7s8klxs4G
Hu NC, Chen JD, Cheng TJ. The associations between long working hours, physical inactivity, and burnout. J Occup Environ Med. 2016;58:514–8. https://doi.org/10.1097/JOM.0000000000000715.
Huppert, Felicia A. (2013). The State of Wellbeing Science Concepts, Measures,
Interventions, and Policies
Kidger, J., Brockman, R., Tilling, K., Campbell, R., Ford, T., Araya, R., et al. (2016), Teachers' wellbeing and depressive symptoms, and associated risk factors: a large cross sectional study in English secondary schools, Journal of Affective Disorders, 192, 76–82.
Klassen RM, Chiu MM(2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology. 2010;102(3): 741–756.
Kovess-Masfety V, Sevilla-Dedieu C, Rios-Seidel C, Nerriere E, Chee CC. (2012). Do teachers have more health problems? Results from a French cross-sectional survey. BMC Public Health. 6:101. doi: 10.1186/1471-2458-6-101.
Larson L.M, et.al (2019). The Academic Environment and Faculty Well-Being: The Role
of Psychological Needs
Leonard, N. R., Gwadz, M. V., Ritchie, A., Linick, J., Cleland, C., Elliott, L., & Grethel, M. (2015). A multi-method exploratory study of stress, coping, and substance use among high school youth in private schools. Frontiers in Psychology, 1028(6).
Lewis, C. (2013). State of knowledge report. Physical work, gender, and health in working life. Faculty of Health and Occupational Studies, Centre for Musculoskeletal Research. ISSN 1650-3171.
Li, Q., Miao, Y., Zeng, X., Tarimo, C. S., Wu, C., and Wu, J. (2020). Prevalence and factors for anxiety during the coronavirus disease 2019 (COVID-19) epidemic among the teachers in China. J. Affect. Dis. 277, 153–158. doi: 10.1016/j.jad.2020.08.017
Mäkelä K, Hirvensalo M, Whipp PR. Should I stay or should I go? Physical education teachers’ career intentions. Research Quarterly for Exercise and Sport. 2014;85(2): 234–244. () pmid:25098019
Marette, C. (2019) The Challenges of Teaching Online https://www.kritik.io/Resources
/challenges-of-teaching-online
Naylor, Charlie, & White, Margaret (Oct. 2012). The Work-life of BC Teachers in 2011: A BCTF Study of Working and Learning Conditions. Vancouver, BC.
Oberle E, & Schonert-Reichl KA (2016). Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students. Social Science & Medicine, 159, 30–37.
Organogianni, P. (2021) Stop Killing Teachers With Paperwork https://savedyouaspot
.com/2021/02/05/stop-killing-teachers-with-paperwork/
Pacaol, N. (2021). Teacher’s workload intensification: A qualitative case study of its
implications on teaching quality. International Online Journal of Education and Teaching (IOJET), 8(1). 43-60.
Prado-Gascó, V., Gómez-Domínguez, M. T., Soto-Rubio, A., Díaz-Rodríguez, L., and Navarro-Mateu, D. (2020). Stay at Home and Teach: A Comparative Study of Psychosocial Risks Between Spain and Mexico During the Pandemic. Front. Psychol. 11:566900. doi: 10.3389/fpsyg.2020.566900
Ruggeri K. et al (2020). Well-being is more than happiness and life satisfaction: a
multidimensional analysis of 21countries.https://hqlo.biomedcentral. com/articles/ 10.1186/s12955-020-01423-y
Schulte PA, Vainio H [2010]. Well-being at work – overview and perspective. Scan J Work
Environ Health 36(5):422-429. Retrieved byhttps://www.jstor.org/stable/40967878
Sellen P. (2016). Teacher workload and professional development in England's secondary schools: insights from TALIS. London: Education Policy Institute.
Singh, M. (2018) The Advantages and Disadvantages of an Online Examination System
https://blog.mettl.com/advantages-disadvantages-online-examination/
Sonnentag S, Fritz C. Recovery from job stress: the stressor-detachment model as an integrative framework. J Organ Behav. 2015;36(Suppl 1):72–103. https://doi.org/10.1002/job.1924.
Sugden, N. (2010). Teacher workload: A formula for maximizing teacher performance and
well-being (Doctoral thesis, Walden University,USA).Retrieved from https://scholarworks .waldenu.edu/cgi/viewcontent cgi?article. =1562&context= dissertations
Terrazola, Vanne Elaine. “DepEd, DOH to Address Teacher Suicides” Manila Bulletin, 2018.
The Alberta Teachers’ Association (2012). The New Work of Teaching: A Case Study of the Work-life of Calgary Public Teachers. Edmonton, AB.
Thompson, J. G. (2018). The Teacher’s Challenge: Balancing Work and Life. Middleweb. https://www.middleweb.com/37861/the-teachers-challenge-balancing-work-and-life/
Unterbrink T, Zimmermann L, Pfeifer R, Wirsching M, Brähler E, Bauer J. (2014). Parameters influencing health variables in a sample of 949 German teachers. Int Arch Occup Environ Health. 82(1):117–123. doi: 10.1007/s00420-008-0336-y.
Wahyuningsih, D., Wahyono, S.B., A. Nugroho (2021) Teachers' Difficulties in
Developing Learning Resources https://knepublishing.com/index.php/KnE-Social/article/view/10024/16469
Walker M, Worth J, Van den Brande J.(2019) Teacher workload survey UK: National Foundation for Educational Research, 2019.
Wepfer AG, Allen TD, Brauchli R, Jenny GJ, Bauer GF. Work-life boundaries and well-being: does work-to-life integration impair well-being through lack of recovery? J Bus Psychol. 2018;33:727–40. https://doi.org/10.1007/s10869-017-9520-y.
Whiteley, R. F., & Richard, G. (2012). Timetabling and extracurricular activities: A study of teachers' attitudes towards preparation time.
Willemsen, A., Gosen, M., Van Braak, M., Koole, T., De Glopper, K., (2018), Teachers’
open invitations in whole-class discussions, Linguistics and Education, 45, 40-49.
https://doi.org/10.1016/j.linged.2018.03.001
Wong K, Chan AHS, Ngan SC. (2019). The effect of long working hours and overtime on occupational health: a meta-analysis of evidence from 1998 to 2018. Int J Environ Res Public Health. 2019;16:2102. https://doi.org/10.3390/ijerph16122102.
Yildirim, Kamil (2021). Main factors of teachers’ professional well-being.
https://johnjerrim.files.wordpress.com/2020/11/working_paper_workload_wellbeing_november_2020.pdf
https://www.indeed.com/career-advice/career-development/tenured-employee