##plugins.themes.academic_pro.article.sidebar##
Published
Feb 23, 2025
Download
Statistic
Read Counter : 42
Download : 16
Downloads
Download data is not yet available.
Main Article Content
Abstract
This study was conducted to determine teachers’ well-being and job performance 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 research 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. Appropriate 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 respondents had a moderate extent of well-being and a very satisfactory job performance level. Despite the challenges of the learning modality, the well-being of the teachers did not influence their job performance. The demographics 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 pandemic. 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.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Guiritan, M. O., Sabacajan, B. T., & Nahial, W. L. (2025). Teachers’ Well-Being and Job Performance. International Journal of Multidisciplinary: Applied Business and Education Research, 6(2), 586-596. https://doi.org/10.11594/ijmaber.06.02.14
References
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
Bastías, L. (2021). El Bienestar subjetivo y la Calidad de vida: una aproximación desde el ejercicio de la docencia. Educere. 25, 897–908.
Bermejo-Toro, L., Prieto-Ursúa, M., and Hernández, V. (2016). Towards a Model of Teacher Well-Being: Personal and Job Resources Involved in Teacher Burnout and Engagement. Educ. Psychol. 36 (3), 481–501. doi:10.1080/01443410.2015.1005006
Bintliff, A.V. (2020). How COVID-19 has influenced teachers’ well-being: A new study shows decreases in teacher well-being during the pandemic, Psychology today [online]: Available from psychologytoday.com/ca/blog/multidimensional-aspects-adolescent-well-being/202009/how-covid-19-has-influenced-teachers-well.
Branand, B., and Nakamura, J. (2017). “The well-being of teachers and professors,” in: The Wiley Blackwell Handbook of the Psychology 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.
Brickman, P., Coates D., Janoff-Bulman R. (1978). Lottery winners and accident victims: Is happiness relative? J of Pers and Soc Psych.36: 917–927
Brunzell, T. (2021). “Trauma-aware practice and positive education,” in The Palgrave Handbook of Positive Education, eds. M.L. Kern, M. L. Wehmeyer (Cham: Palgrave Macmillan). p. 205–223
Carlotto, M. S., and Câmara, S. G. (2017). Psychosocial risks associated with burnout syndrome among university professors. Avances Psicol Latinoam. 35, 447–457. doi:0.12804/revistas.urosario.edu.co/apl/a.4036
Chan, D. W. (2010). Gratitude, gratitude intervention and subjective well-being among Chinese school teachers in Hong Kong. Educ. Psychol.30, 139–153. doi: 10.1080/01443410903493934
Chan, D. W. (2011). Burnout and life satisfaction: Does gratitude intervention make a difference among Chinese school teachers in Hong Kong Educ. Psychol. 31, 809–823 doi:10.1080/01443410.2011.608525
Chaplain, R. P. (2008). Stress and Psychological Distress Among Trainee Secondary Teachers in England. Educ. Psychol. 28 (2), 195–209. doi:10.1080/01443410701491858
Chew. Q.H., Wei K.C., Vasoo S., Chua H.C., Sim K. (2020). Narrative synthesis of psychological and coping responses towards emerging infectious disease outbreaks in the generalpopulation: Practical considerations for the COVID-19 pandemic. Singap Med J. Apr. Forthcoming. pmid:32241071
Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects. doi: 10.1007/s11125- 020-09464-3
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
David, Clarissa C., et al. “Pressures on Public School Teachers and Implications on Quality.” Philippine Institute for Development Studies Policy Notes, no. 2019–1, 2020.
Dialsingh, I. (2008). Face-to-face interviewing. In P. J. Lavrakas (Ed.), Encyclopedia of survey research methods (pp. 276-261). Sage Publications, Inc., https://dx.doi.org/10.4135/9781412963947.n174
Edwards, J. A., & Billsberry, J. (2010). Testing a multidimensional theory of person-environment fit. Journal of Managerial Issues, 22(4), 476–493
Ferguson, K., Frost, L., and Hall, D. (2012). Predicting Teacher Anxiety, Depression, and Job Satisfaction. J. Teach. Learn. 8 (1), 27–42. doi:10.22329/jtl. v8i1.2896
Fullana, M.A., Hidalgo-Mazzei D., Vieta E., Radua J. (2020). Coping behaviors associated with decreased anxiety and depressive symptoms during the COVID-19 pandemic and lockdown. J of Affec Dis.;275: 80–81. pmid:32658829
Garca-Ivarez et al. (2020). Psychological Well-Being in Teachers During and Post-Covid-19: Positive Psychology Interventions. https://www.frontiersin.org/articles/10.3389/fpsyg.2021.769363/full
Gómez, B.D., Lucia-Casademunt A.M., & Salinas-Pérez J.A. (2018) Gender differences in psychological well-being and health problems among European health professionals: Analysis of psychological basic needs job satisfaction. Int J Environ Res Pu He. 15,1474. https://doi.org/10.3390/ijerph15071474
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
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 Outcomes. J. Positive Behav. Interventions. 20 (2), 90– 100. doi:10.1177/1098300717732066
Huertas, J., and Dávila, J. (2020). Claves contextuales y psicológicas del bienestar docente. Cuad. pedagog. 507, 73–76.
Jansen, K., & Kristof-Brown, A. (2006). Toward a multidimensional theory of person-environment fit. Journal of Managerial Issues, 18(2), 193–212. https://www.jstor.org/stable/40604534
Kern, M., Waters, L., Adler, A., and White, M. (2014). Assessing employee wellbeing in schools using a multifaceted approach: associations with physical health, life satisfaction, and professional thriving. Psychology 5, 500–513. doi: 10.4236/psych.2014.56060
Kim, L. E., and Asbury, K. (2020). 'Like a Rug Had Been Pulled from under You': The Impact of COVID‐19 on Teachers in England during the First Six Weeks of the UK Lockdown. Br. J. Educ. Psychol. 90 (4), 1062–1083. doi:10.1111/bjep.12381
Klaiber, P., Wen J.H., DeLongis A, Sin N.L. (2020). The ups and downs of daily life during COVID- 19: Age differences in affect, stress, and positive events. The Js of Gerontology.
Klassen, R. M., and Chiu, M. M. (2010). Effects on Teachers' Self-Efficacy and Job Satisfaction: Teacher Gender, Years of Experience, and Job Stress. J. Educ. Psychol. 102 (3), 741–756. doi:10.1037/a0019237
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
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
Lozano-Paz, C. R., and Reyes-Bossio, M. (2017). Docentes universitarios: una mirada desde la Autoeficacia general y engagement laboral. Rev. Digit. Invest. Docencia Univ. 11, 134–148. doi: 10.19083/ridu.11.503
MacIntyre, P. D., Gregersen, T., and Mercer, S. (2020). Language Teachers' Coping Strategies during the Covid-19 Conversion to Online Teaching: Correlations with Stress, Wellbeing and Negative Emotions. System. 94, 102352. doi:10.1016/j.system.2020.102352
Madigan, D. J., and Kim, L. E. (2021). Does Teacher Burnout Affect Students? A
Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes. Int. J. Educ. Res. 105, 101714. doi:10.1016/j.ijer.2020.101714
Peterson, C., and Seligman, M. E. (2004). Character Strengths and Virtues: A Handbook and Classification, Vol. 1. New York, NY: Oxford University Press.
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/ajpor.2020.8.4.478
Ryff, C. D. (2014). Psychological well-being revisited: advances in the science and practice of eudaimonia. Psychother. Psychosom. 83, 10–28. doi: 10.1159/000353263
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.
Seligman, M. E. (2012). Flourish: A Visionary New Understanding of Happiness and Well-Being. New York, NY: Simon and Schuster.
Skaalvik and Skaalvik (2016) “Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion.
Skaalvik, E. M., and Skaalvik, S. (2016). Teacher Stress and Teacher Self-Efficacy as Predictors of Engagement, Emotional Exhaustion, and Motivation to Leave the Teaching Profession. Creative Education. 07, 1785–1799. doi:10.4236/ce.2016.713182
Tabares-Díaz, Y. A., Martínez-Daza, V. A., and Matabanchoy-Tulcán, S. M. (2020). Síndrome de Burnout en docentes de Latinoamérica: una revisión sistemática. Univ. Salud 22, 265–279. doi: 10.22267/rus.202203.199
Terrazola, Vanne Elaine. “DepEd, DOH to Address Teacher Suicides” Manila Bulletin, 2018.
Tweed, R.G., Mah, E.Y., & Conway, L.G. (2020). Bringing coherence to positive psychology: Faith in humanity. The Journal of Positive Psychology, 16, 298 - 309.
UNESCO. (2020a). TVET Systems and Labour Markets. UNESCO COVID-19 Education Response, 5.2.
World Health Organization (2021). WHO Menu of Cost-Effective Interventions for Mental Health. Geneva: World Health Organization.
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-sectional study. International Journal of Environmental Research and Public Health, 17(7), 2381. https://doi.org/10.3390/ ijerph17072381
Bastías, L. (2021). El Bienestar subjetivo y la Calidad de vida: una aproximación desde el ejercicio de la docencia. Educere. 25, 897–908.
Bermejo-Toro, L., Prieto-Ursúa, M., and Hernández, V. (2016). Towards a Model of Teacher Well-Being: Personal and Job Resources Involved in Teacher Burnout and Engagement. Educ. Psychol. 36 (3), 481–501. doi:10.1080/01443410.2015.1005006
Bintliff, A.V. (2020). How COVID-19 has influenced teachers’ well-being: A new study shows decreases in teacher well-being during the pandemic, Psychology today [online]: Available from psychologytoday.com/ca/blog/multidimensional-aspects-adolescent-well-being/202009/how-covid-19-has-influenced-teachers-well.
Branand, B., and Nakamura, J. (2017). “The well-being of teachers and professors,” in: The Wiley Blackwell Handbook of the Psychology 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.
Brickman, P., Coates D., Janoff-Bulman R. (1978). Lottery winners and accident victims: Is happiness relative? J of Pers and Soc Psych.36: 917–927
Brunzell, T. (2021). “Trauma-aware practice and positive education,” in The Palgrave Handbook of Positive Education, eds. M.L. Kern, M. L. Wehmeyer (Cham: Palgrave Macmillan). p. 205–223
Carlotto, M. S., and Câmara, S. G. (2017). Psychosocial risks associated with burnout syndrome among university professors. Avances Psicol Latinoam. 35, 447–457. doi:0.12804/revistas.urosario.edu.co/apl/a.4036
Chan, D. W. (2010). Gratitude, gratitude intervention and subjective well-being among Chinese school teachers in Hong Kong. Educ. Psychol.30, 139–153. doi: 10.1080/01443410903493934
Chan, D. W. (2011). Burnout and life satisfaction: Does gratitude intervention make a difference among Chinese school teachers in Hong Kong Educ. Psychol. 31, 809–823 doi:10.1080/01443410.2011.608525
Chaplain, R. P. (2008). Stress and Psychological Distress Among Trainee Secondary Teachers in England. Educ. Psychol. 28 (2), 195–209. doi:10.1080/01443410701491858
Chew. Q.H., Wei K.C., Vasoo S., Chua H.C., Sim K. (2020). Narrative synthesis of psychological and coping responses towards emerging infectious disease outbreaks in the generalpopulation: Practical considerations for the COVID-19 pandemic. Singap Med J. Apr. Forthcoming. pmid:32241071
Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects. doi: 10.1007/s11125- 020-09464-3
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
David, Clarissa C., et al. “Pressures on Public School Teachers and Implications on Quality.” Philippine Institute for Development Studies Policy Notes, no. 2019–1, 2020.
Dialsingh, I. (2008). Face-to-face interviewing. In P. J. Lavrakas (Ed.), Encyclopedia of survey research methods (pp. 276-261). Sage Publications, Inc., https://dx.doi.org/10.4135/9781412963947.n174
Edwards, J. A., & Billsberry, J. (2010). Testing a multidimensional theory of person-environment fit. Journal of Managerial Issues, 22(4), 476–493
Ferguson, K., Frost, L., and Hall, D. (2012). Predicting Teacher Anxiety, Depression, and Job Satisfaction. J. Teach. Learn. 8 (1), 27–42. doi:10.22329/jtl. v8i1.2896
Fullana, M.A., Hidalgo-Mazzei D., Vieta E., Radua J. (2020). Coping behaviors associated with decreased anxiety and depressive symptoms during the COVID-19 pandemic and lockdown. J of Affec Dis.;275: 80–81. pmid:32658829
Garca-Ivarez et al. (2020). Psychological Well-Being in Teachers During and Post-Covid-19: Positive Psychology Interventions. https://www.frontiersin.org/articles/10.3389/fpsyg.2021.769363/full
Gómez, B.D., Lucia-Casademunt A.M., & Salinas-Pérez J.A. (2018) Gender differences in psychological well-being and health problems among European health professionals: Analysis of psychological basic needs job satisfaction. Int J Environ Res Pu He. 15,1474. https://doi.org/10.3390/ijerph15071474
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
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 Outcomes. J. Positive Behav. Interventions. 20 (2), 90– 100. doi:10.1177/1098300717732066
Huertas, J., and Dávila, J. (2020). Claves contextuales y psicológicas del bienestar docente. Cuad. pedagog. 507, 73–76.
Jansen, K., & Kristof-Brown, A. (2006). Toward a multidimensional theory of person-environment fit. Journal of Managerial Issues, 18(2), 193–212. https://www.jstor.org/stable/40604534
Kern, M., Waters, L., Adler, A., and White, M. (2014). Assessing employee wellbeing in schools using a multifaceted approach: associations with physical health, life satisfaction, and professional thriving. Psychology 5, 500–513. doi: 10.4236/psych.2014.56060
Kim, L. E., and Asbury, K. (2020). 'Like a Rug Had Been Pulled from under You': The Impact of COVID‐19 on Teachers in England during the First Six Weeks of the UK Lockdown. Br. J. Educ. Psychol. 90 (4), 1062–1083. doi:10.1111/bjep.12381
Klaiber, P., Wen J.H., DeLongis A, Sin N.L. (2020). The ups and downs of daily life during COVID- 19: Age differences in affect, stress, and positive events. The Js of Gerontology.
Klassen, R. M., and Chiu, M. M. (2010). Effects on Teachers' Self-Efficacy and Job Satisfaction: Teacher Gender, Years of Experience, and Job Stress. J. Educ. Psychol. 102 (3), 741–756. doi:10.1037/a0019237
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
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
Lozano-Paz, C. R., and Reyes-Bossio, M. (2017). Docentes universitarios: una mirada desde la Autoeficacia general y engagement laboral. Rev. Digit. Invest. Docencia Univ. 11, 134–148. doi: 10.19083/ridu.11.503
MacIntyre, P. D., Gregersen, T., and Mercer, S. (2020). Language Teachers' Coping Strategies during the Covid-19 Conversion to Online Teaching: Correlations with Stress, Wellbeing and Negative Emotions. System. 94, 102352. doi:10.1016/j.system.2020.102352
Madigan, D. J., and Kim, L. E. (2021). Does Teacher Burnout Affect Students? A
Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes. Int. J. Educ. Res. 105, 101714. doi:10.1016/j.ijer.2020.101714
Peterson, C., and Seligman, M. E. (2004). Character Strengths and Virtues: A Handbook and Classification, Vol. 1. New York, NY: Oxford University Press.
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/ajpor.2020.8.4.478
Ryff, C. D. (2014). Psychological well-being revisited: advances in the science and practice of eudaimonia. Psychother. Psychosom. 83, 10–28. doi: 10.1159/000353263
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.
Seligman, M. E. (2012). Flourish: A Visionary New Understanding of Happiness and Well-Being. New York, NY: Simon and Schuster.
Skaalvik and Skaalvik (2016) “Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion.
Skaalvik, E. M., and Skaalvik, S. (2016). Teacher Stress and Teacher Self-Efficacy as Predictors of Engagement, Emotional Exhaustion, and Motivation to Leave the Teaching Profession. Creative Education. 07, 1785–1799. doi:10.4236/ce.2016.713182
Tabares-Díaz, Y. A., Martínez-Daza, V. A., and Matabanchoy-Tulcán, S. M. (2020). Síndrome de Burnout en docentes de Latinoamérica: una revisión sistemática. Univ. Salud 22, 265–279. doi: 10.22267/rus.202203.199
Terrazola, Vanne Elaine. “DepEd, DOH to Address Teacher Suicides” Manila Bulletin, 2018.
Tweed, R.G., Mah, E.Y., & Conway, L.G. (2020). Bringing coherence to positive psychology: Faith in humanity. The Journal of Positive Psychology, 16, 298 - 309.
UNESCO. (2020a). TVET Systems and Labour Markets. UNESCO COVID-19 Education Response, 5.2.
World Health Organization (2021). WHO Menu of Cost-Effective Interventions for Mental Health. Geneva: World Health Organization.
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-sectional study. International Journal of Environmental Research and Public Health, 17(7), 2381. https://doi.org/10.3390/ ijerph17072381