Académique Documents
Professionnel Documents
Culture Documents
Introduction
“In one day we not only teach, we manage student’s behavior, plan lessons,
assess learning, counsel students, carry out first aid, reply to a long list of emails,
write reports, tidy classrooms, create resources, mark books and create displays –
the list is endless” according to one teacher in a public high school in Baler, Aurora.
safety, and student well-being, many have turned their attention to the role of
schools in promoting mental health. While most of this attention focuses on students’
mental health needs, it is also essential to explore ways of supporting teachers and
school staff that often experience high levels of stress. Relative to professionals in
other sectors, educators experience significantly more stress and suffer more often
Wellbeing has been a big topic in education for a while now and we cannot
just ignore the issue– not when so many colleagues are struggling not to succumb to
For the purpose of this research, I am going to use the definition of wellbeing
versa.’’
different levels, but that we all have the power to deal with these challenges if we
Thus, this study is designed to find out the factor that threatens the teacher’s
wellbeing and how it affects their teaching effectiveness in order to think of solutions
This study attempt to fill the recurring need to discover the factors that affects
or threatens the teacher’s wellbeing and how it affects their teaching effectiveness to
their students.
students?
2
Significance of the Study
that threaten the teacher’s wellbeing, hence, they could design strategic strategies
To the Teacher’s – The result of the study will give them a better understanding of
their mental health issues and how they are going to cope with that.
research study and it will satisfy her desire to know the factors affecting the teacher’s
To the Parents of The Students – Once the teacher’s wellbeing was sound and
smooth, they will be at peace that their children were in good hands.
To The Students - .They will greatly benefit from the good and stable wellbeing of
their teachers because the success of the teachers also means the success of the
students.
To the School – Teachers and Students that works together and has a positive and
To The Community – Having teachers and students with a sound and stable mind
will mean a greater contribution that can be made to the community as a whole
3
Scope and Delimitation of the Study
The discussion of the study will be centered to find out factor that threatens
This study is limited to the discussion of the data gathered from the teachers
Definition of Terms
artificial.
4
of positive psychology or holism, mental health may include an individual's ability to
enjoy life, and create a balance between life activities and efforts to achieve
intellectual and emotional potential, among others."[2] The WHO further states that
coping with normal stresses of life, productive work and contribution to their
service to others, for a direct and definite compensation, wholly apart from
expectation of other business gain.[1][2] The term is a truncation of the term "liberal
libérale". Originally borrowed by English users in the 19th century, it has been re-
borrowed by international users from the late 20th, though the (upper-middle) class
overtones of the term do not seem to survive retranslation: "liberal professions" are,
those providing intellectual and conceptual services in the interest of the client and
the public.
Resources can broadly classified upon their availability—they are classified into
5
renewable and non renewable resources. They can also be classified as actual and
potential on the basis of level of development and use, on the basis of origin they
can be classified as biotic and abiotic, and on the basis of their distribution, as
knowledge, or other assets that are transformed to produce benefit and in the
society, and the use of this stock of knowledge to devise new applications."[1] It is
used to establish or confirm facts, reaffirm the results of previous work, solve new or
may also be an expansion on past work in the field. Research projects can be used
project, they can be used to further a student's research prowess to prepare them for
research may replicate elements of prior projects or the project as a whole. The
between humanities and sciences. There are several forms of research: scientific,
technological, etc.
6
Stress - Occupational stress is stress related to one's job. Occupational stress often
stems from unexpected responsibilities and pressures that do not align with a
Occupational stress can increase when workers do not feel supported by supervisors
Teacher - A teacher (also called a school teacher or, in some contexts, an educator)
an individual or group. A high level of well-being means that in some sense the
Conceptual Framework
7
Review of Related Studies and Literature
Foreign Literature
Teachers are at breaking point. It's time to push wellbeing up the agenda. The
number of teachers seeking mental health support has risen by 35% in the past 12
months. Many of them are in crisis. When secondary school teacher Victoria broke
down in front of her class, she realized the stress of the job had got too much. “I
became exhausted,” she says. “I stepped into my classroom and instantly knew I
couldn’t be there.” She called our charity’s helpline, which offers mental health
support to those working in education. She’s just one of 8,668 people to have come
From April 2017 to March 2018, the number of teachers seeking support
Partnership hear daily from those struggling with the demands of ever-greater
It’s not only teachers who are feeling the pressure. For support staff such as
teaching assistants and administrators, budget constraints mean that what 10 years
ago was one job is now two or three. Senior leaders are also far from immune –
helpline calls from headteachers and deputy heads have risen by 24%. With growing
pressures from above and below, this is the group where we’re seeing some of the
is one of the most important jobs there is, a chance to shape the future of the next
8
generation. But by turning the role into an unmanageable task we risk alienating
There is also a link between poor staff mental health and poor pupil mental
health. There has not been nearly enough focus on the former in recent years, and
this must change if we are to improve the wellbeing of future generations. By turning
the role into an unmanageable task, we risk alienating those with the passion and
skill to succeed.
The recent growth in demand for mental health support underlines the
findings of our 2017 health survey, in which a third of education professionals said
their job had made them feel stressed most or all of the time in the past few weeks,
considered leaving the sector within the past two years because of health pressures.
Despite this bleak picture, I want more people to call our helpline next year, at
an earlier stage. The numbers are high, but the majority of those accessing our
support are doing so when they are in crisis. This can and should be avoided.
School leaders, governors, teachers and support staff must work to end the
continuing stigma around seeking support at the earliest sign of poor mental health.
Failure to address this will lead to more teachers leaving the profession and fewer
Teachers and other staff could also be offered additional training on aspects of the
9
job they find most challenging – which, if not addressed, can lead to poor mental
health.
acknowledge the vital role staff play educating the next generation by properly
Solutions exist. But real change will require a collective approach from
everyone in education to recognize the issue and take the practical and tangible
(https://www.theguardian.com/teacher-network/2018/apr/10/teachers-are-at-
breaking-point-its-time-to-push-wellbeing-up-the-agenda)
The aim of pastoral care is to create a caring school community which effectively
meets the academic and social and emotional development needs of both students
and staff. A focus on staff wellbeing also promotes and supports students’ wellbeing.
burden on school staff, with school leadership and teaching consistently associated
occupations. Chronic levels of work stress and burn-out are associated with physical,
emotional and mental health complaints, absenteeism, low job satisfaction and
attrition (Naghieh et al, 2013; Milfont et al, 2008; Stansfeld & Candy, 2006).
10
Carmel Cefai and Valeria Cavioni suggest a caring school community promoting staff
members being meaningfully and influentially engaged in the school community; and
addressing and supporting the emotional wellbeing and education of all school
the school administration, students and staff where all members feel valued and
through:
11
•being provided with adequate support, resources and technology;
the school’s provision of support for staff social and emotional needs and
•provision of designated areas where staff can take a break, or socialize and
•staff being given the opportunity to apply for positions, roles and promotions;
•school policies and provisions to help staff cope with, and manage stress,
•provisions for access to professional advice and assistance (Cefai & Cavioni,
2013).
Staff wellbeing and mental health can be actively promoted through a caring
and protective school community combined with personal social and emotional
resources (Cefai & Cavioni, 2013). Social and emotional competence enables staff
with effective coping and resilience, high social awareness and skills, being able to
12
collaborate with others and engage in decision making, being aware of their own
strengths and weaknesses and able to regulate their own emotions, and building
healthy relationships (Cefai & Cavioni, 2013; Leithwood & Beatty, 2008; Jennings &
wellbeing (Roeser et al, 2012; Skaalvik & Skaalvik, 2010; Mind Matters, 2012; Smith
policies and practices is essential to improve school staff wellbeing (Cefai & Cavioni,
2013). Regularly surveying staff about ways to improve their mental health and
intervention. A plan of action can then be developed collaboratively with all school
staff or a representative sample of staff, who prioritise targets for intervention, and
( https://www.teachermagazine.com.au/articles/pastoral-care-reviewing-staff-
wellbeing )
Teacher wellbeing and workload: Why a work–life balance is essential for the
teaching profession
‘Teachers need to know how to look after themselves. This may seem a
simple and easy task; however, when faced with a multitude of teaching tasks, one
of the areas all teachers can miss, is taking care of themselves.’ (Turner and Braine,
2016)
13
Teaching is a privilege! What other job enables you to transform lives? All the
hard work put into preparation, planning and assessment are forgotten during those
‘lean forward’ moments in the classroom when your pupils are so engaged in
learning that they physically move towards you, or their peers, to participate more.
And once your pupils are engaged, they can develop and flourish, with a whole world
of potential opportunities unfolding before them. This said, pupils can only blossom if
the ground that is feeding them is well nourished and refreshed. Teaching is a
challenging job that can impact negatively on teacher wellbeing (Briner and
Drewberry, 2007); (Turner and Braine, 2016). Understanding and supporting teacher
(Humes, 2011):
◦physical
◦social
and emotional wellbeing can be hard in a busy school, where we experience the
personal level. The physical demands of moving and talking all day can take their toll
– as can the social requirement to engage with other teachers, pupils and parents,
14
‘… happier, motivated teachers may make pupils feel happier, motivated and
more confident. Happier teachers may also be able to concentrate better on the job
workload as you enter this amazing profession? Here are just a few suggestions that
demonstrate ways in which you can help yourself, as well as how you can work with
your school leaders, mentor and initial teacher training (ITT) provider. Speak up
professional role and master a number of complex skills quickly, which can be
stressful. Those supporting you in school, and in particular your mentor, should
hopefully share realistic expectations in relation to your workload. Typically, the ITT
provider of a trainee teacher will agree specific task requirements with the school,
such as the requirements of lesson planning, and an NQT mentor will set out what is
expected of the NQT. The challenge for you comes if these expectations are not
◦You are asked, as a trainee, to use a specific pro forma for lesson planning by your
ITT provider and a different pro forma by your school placement mentor
◦Your department head asks you, as an NQT, to use the department scheme of
work, but the NQT mentor expects you to write your own.
You may feel uneasy about addressing different expectations that impact on
your workload, especially if they are being set by people that appear to have the
15
‘power’ to determine the outcome of your training or NQT year, but hopefully,
knowing that this is not how it should be will give you the confidence to address the
problem. Be professional; explain to your mentor in the first case that there are
different expectations in relation to the same task. No mentor would ever intend to
duplicate a task, and therefore your speaking up will highlight an issue that would not
etc.? As trainee teachers and NQTs, it can be hard to recognize when you need to
stop working. It is great to have high expectations of yourself in your new role as a
teacher, but sometimes this leads to unnecessary pressure and excessive workload.
Learning that there are times when ‘good is good enough’ and that work has to stop
balanced approach to work is one of the most important things for a teacher to
lesson planning. You may write your lesson plan and then spend hours refining and
honing it, concerned that one element may result in your pupils not progressing. You
need to remember that if the evidence base suggests that the tasks in your lesson
plan will support student progress then that is good enough. Stop there. Bubb and
Earley highlighted the negative impact on children, and on learning, when teacher
workload becomes impossible to manage (Bubb and Earley, 2004). Seek guidance
from your school mentors if you feel that you are spending too long on particular
tasks.
16
Seek support to manage school systems
School systems, processes and tools can all seem overwhelming when you first
encounter them as a trainee or NQT. If you consider that many teachers commit an
you understand how school systems work to enable you to manage your time more
effectively.
your workload, being shown practical and real ways to undertake the essential tasks
required by our profession. This support should extend into your NQT year, with your
mentor enabling you to discuss your wellbeing and workload. The Department for
which not only highlighted concerns across the profession for the long hours that
teachers are working, but also suggested ways to improve the situation:
‘Teachers should not be spending their time on bureaucracy that does not add
value. Teachers’ time should be protected and used to make a difference.’ ( b DfE,
2016)
The DfE is working with schools through a variety of projects, such as those
funded by the School Strategic Improvement Fund and the Teaching and Leadership
what you need to do in your role to maintain a work–life balance that sustains your
17
emotional, physical and social wellbeing is your responsibility, but there is plenty of
support out there to help you reach this understanding. You are not on your own;
teaching is a social profession and help is just a conversation away. Resilience does
https://impact.chartered.college/article/ovenden-hope-etal-teacher-wellbeing-
workload-why-work-life-balance-essential-teaching-profession/
As a teacher for more than 20 years I know exactly what it is like to run like a
headless chook for 10 weeks only to end up with the flu in the holidays. In those 10
weeks of term, I remember feeling like I was hitting my head against a brick wall as I
repeated the same conversation daily with students, covered for teachers, nodded
my head politely to parents and juggled meetings with endless admin. The truth is I
was exhausted.
I loved teaching and I loved seeing students thrive, yet I was drowning. My
health was suffering, my relationships failed and my life became one sided with
as teachers;
18
•Have more energy and vitality at work better teachers for our students.
( http://www.teacher-wellbeing.com.au/ )
socially and spiritually. Teaching can test our professional ability at times and
sometimes even test the very strength of our hearts and minds.
deal with the very real demands of teaching. That is not to say, that many external
factors do not need to be addressed. But focusing on wellbeing gives teachers the
strength and optimism to challenge and change the way they work without burning
supports the holistic wellbeing of its employees has higher retention, increased
and focuses on the spiritual, physical, mental and social wellness of teachers as
As teaching professionals, there are many ways we can improve our own individual
wellbeing. Professor Meihana Durie and psychologist Jacqui Maguire discussed the
importance of teachers taking care of themselves and each other in our recent
19
Teacher wellbeing is, however, a collective responsibility too. Many ECE centres,
kura and schools are already well along the road of exploring what it means to look
after the spiritual, mental, physical and social wellbeing of their teachers.
ECE centres, kura and schools all have their own distinct ways of cultivating teacher
wellbeing that reflect their own context. Below, you can see Sancta Maria College
and Te Kura Kaupapa Māori Te Whanau Tahi talk about teacher wellbeing in
collective teacher wellbeing - is the need to value teacher wellbeing as integral to the
Whether you are an individual seeking to improve your own wellbeing, or an ECE,
overarching themes:
• Teachers need to feel valued by and connected to the community and culture of the
• It is vital that there is reciprocity between the organisation and the individual and
to flourish.
20
• A frame provides the structure within which teacher wellbeing - their wairuatanga,
mauri and mana, can be cultivated. We notice ECE centres, kura and schools using
( https://educationcouncil.org.nz/content/very-real-value-of-teacher-wellbeing )
This is my 5-point plan for improving teacher wellbeing across England. Staff
wellbeing is not a peripheral issue. ‘Indeed, it should be a moral imperative for all
The topic in which I wrote a preamble is here: “Promoting wellbeing: How can we
July 2014, the following article: Teachers’ wellbeing: under scrutiny and under-
The 40% attrition rate is a damming headline. Those involved with education
in England, will be all-too familiar with this statistic. This figure is drummed across
the media and will be on the lips of every union leader across England in our drive to
reduce working conditions placed upon teachers and to attract the brightest
graduates. However, every statistic must be treated with caution and put into
context. “If we want to maintain our status and stay respected as a profession, we’ve
21
Of course, accountability comes hand-in-hand with staff wellbeing in schools
and is another debate not discussed here. Attrition rates will vary from school to
school and region across England’s green and pleasant land; yet we need to
seriously make a start, to accept that these startling figures of attrition is indicative of
the pressures placed upon schools and those who work in them. In many ways, the
the expense of less time and money to be able to do the same job?
Eye-Watering Statistics:
1.over half of teachers (52%) say that they have seriously considered leaving their
current job in the last 12 months and nearly half (47%) have seriously considered
2.two fifths of teachers (41%) say their job satisfaction has decreased in the last 12
months;
3.teachers’ biggest concern regarding their job is workload (79%), followed by pay
and pensions (66%), changes or reforms in the curriculum (59%) and school
inspections (51%). The vast majority of teachers (86%) say that their workload has
occupations in terms of either the financial rewards on offer (80%) or salaries (67%)
and only 21% of teachers feel optimistic about their career opportunities;
5.the top three things teachers love most about their jobs are seeing children learn
and progress (91%), interacting with pupils (90%) and making a positive difference
(83%). (Source)
22
6.research by the Association of Teachers and Lecturers (ATL) found that 55% of
teachers said work pressure is having a detrimental effect on their mental wellbeing.
Note, the research was conducted in April 2014 by polling agency ComRes,
surveying 2002 adults, of whom 1548 are parents and 933 have children under 25
Questions
management, Ofsted, the secretary of state, the public, the media? Or are their own
alleviate those pressures and help teachers cope with the workload?
4.How has the decline in status affected teachers? Do they feel the need to justify
1.Hold all staff to account, but retain support with constructive feedback and most of
all, flexibility.
23
2.Reduce unneccessary workload on staff. Endless meetings; tick-box proformas
3.Invest more than £500 per member of staff per year for professional development.
In fact, treble this to ensure there is scope for internal and external development, and
keep some cash spare for personal and professional classroom development; set by
4.That teachers, bloggers and school leaders share more and more good news
stories within the profession; to challenge the preconceptions cast by the media.
5.Praise and recognize every member of staff in the school. Promote staff wellbeing
as a school priority and not a wooly add-on! See academic research from Briner and
Dewberry (Birbeck University 2007) Staff well-being is key to school success. A key
( https://www.teachertoolkit.co.uk/2014/07/03/5-point-plan-for-teacher-wellbeing/ )
Local Literature
19, over the mental and professional qualifications of public school teachers
following the case of 21-year-old multi-grade teacher Emylou Malate, who killed
herself inside their house on July 12, less than a month from her first day of service
on June 25.
24
Malate, one of the two newly-hired teachers assigned to an upland primary school in
Bagacay village, some five kilometers away from the town proper of La Paz, Leyte,
was believed to have committed suicide due to “depression” as narrated by her 62-
While the police declared that Malate’s case was already “closed” and no foul play
said they had formed a fact-finding team and conducted inquiry into the “sad”
incident to shed light on the issue whether the teacher’s death was job-related.
The inquiry was also in response to a viral Facebook post that seeks “justice” to the
death of Malate, who belonged to batch 2017 graduates of Leyte Normal University,
a top learning institution for the teaching profession in Eastern Visayas based in
Tacloban City.
The post claimed that Malate’s teaching load, paper works, work pressure,
besetting the country’s public education system since its inception, became the
In his media interviews, Tenasas said he respected the airing out of views by
the anonymous Facebook poster whom they have already identified but did not
friend Desiree Abordo and their school principal Diomedes Tejome to respond to the
25
He maintained that Leyte division has not yet received complaints, either in
in Limba village, has “official” records to back his statement that they offered
technical assistance to Malate over her lesson planning and other school-related
Tenasas added that the assigned district supervisor in the area also issued a
teachers.
“Preparing lessons and making a report to track down learners have been part
of the teaching profession for decades,” said Tenasas, adding that teachers can
Education (DepEd) orders and are “necessary to ensure quality learning outputs and
reasons, he said.
“Monthly reports are must for all teachers to submit. Checking of work outputs
of the students and recording results can never be dispensed to equitably give
Tenasas said Leyte has 500 multigrade classes with the same number of teachers
26
The DepEd promoted “Multigrade Education” as one of its strategies “to
provide access to quality education for all school-age children in remote communities
“This Division has no choice but to assign newly hired to multigrade classes
on the ground that our Higher Educational Institutions are expected to teach the
Division Objective Open Ranking System, the hiring process “allowed applicants to
bring their own documents and personally hand it in to the assigned validators during
“The ratings of the appreciated documents are then posted on the screen so
that everyone could see their individual ratings. Every applicant who left the venue
has the knowledge of the actual rating they have during the document validation,” he
said.
of Qualified Applicants (RQA), which is posted online for the public to see, said
Tenasas.
In Leyte, Tenasas said that all school heads “are empowered to design their
appropriately fund the proposed activities. The activities deeply based on the
27
However, the education official admitted that they have a problem with the
“For many instances, the Schools Division of Leyte published its need to hire
guidance counselors but no one applied due to the very high qualification standards,
Incidentally, the DepEd central office this week announced the hiring of 3,500
guidance counselors, saying there should be one counselor for every 500 students.
DepEd also proposed the increase in the monthly salary of Guidance Counselor I
from P20,179 to P31,765 so that more professionals will apply for the job.
Yet for Tenasas, the case of Malate is different because based on their
“Tejome’s act to bring books to Emylou and his effort to go to the school to
comfort Emylou when he received the report from a teacher that Emylou was crying
The prodding of the District Supervisor, Edna Calades, to all school heads to extend
technical assistance and give preferential consideration to newly hired teachers are
In Malate’s three suicide notes, where two were addressed to her mother and
the third was addressed to her boyfriend, she “never failed to mention that she was
weak but never mentioned it in her letter to her boyfriend.” Quoting a study, Tenasas
sympathies to the bereaved family of Teacher Emylou. We are currently working for
the immediate release of any financial benefits due to her beneficiaries. We are
28
Malate’s death is everyone’s concern
importance of a support system in workplaces and the need to reach out to others if
“We will assure the public that this incident will reach to the division executive
teachers. This is worth to be elevated to the national. Whether they listen or not, we
will be pushing it to the top. This is a national concern,” he said. Tenasas assured
“They report to the school with different emotional ability. There is a need for
He reiterated that in the case of Malate, Tenasas said that “it cost her life, but
the principal can sleep very well because he has not done anything wrong against
her.” As this developed, Tenasas encouraged teachers to air complaints if they feel
Leyte Division has more than 15,000 teachers assigned in 1,107 elementary
schools, 149 secondary schools, and 126 senior high schools. As of this year’s
Oplan Balik Eskwela, the division has 136,022 students enrolled in both secondary
“To the new applicants or would-be teachers, please find time to ask yourself
and know the challenges in DepEd. You know the paperwork DepEd is making for
our reports. If we feel that we cannot handle it, let’s pause for a while because we
29
ourselves can only determine what we can do and what we cannot do,” he said.
“They should know how to ascertain themselves. It is not hidden that teaching is
Tenasas urged school heads to maintain social activities and interactions with
their teachers. “Part of our learnings, as proposed by the region, is we’ll have mental
health education. Also, we’ve already suspended the pre-evaluation in the first
quarter of the school year. We’ll only have mid-quarter evaluation because it is also
administrators not to be overwhelmed by their tasks. At the end of the day, Tenasas
said it is very important for anyone to reach out to their friends, family, or peers if
they have problems in their workplaces. He also admitted that “maybe experts can
help us on what’s behind Malate’s action.” Malate's suicide case is the second in the
Depression-Suicide link
from work, could be from home, from relationships, from friends, could be from
30
unmet expectations between what she thought her new career would be versus what
it actually is (e.g., maybe workload is too high, maybe interpersonal situation at work
stress mainly because they lack any sense of control over their work/life
circumstances. These stresses can and do accumulate overtime, and such chronic
forms of stress can negatively impact our health, both physically and psychologically,
which can then spiral downwards to worse conditions to a point where someone may
feel helpless and hopeless that could lead them to decide to end their lives (from
such a deep and dark place where they may believe that they can’t ever get out),” he
According to Gloria, who is also the president of the Hawaii Public Health
Association, “people who suffer from depression can appear to be fine.” “Because of
the stigma against mental health problems in the Filipino culture, people may simply
In the case of Malate, Gloria, who learned of the story in news reports, said
that when the teacher “seemed to have backed out from routine task like lesson
planning,” this could have been the point when she decided to end her life, when she
allowed the weight and expectations of the world to get off of her shoulders (i.e.,
“I don’t know much about work conditions in the Philippines, or the work
conditions specifically for teachers. But I can say, from my observations when I travel
around the Philippines and visit schools, that workload for teachers (and even
31
students) are exponentially higher compared to here in the US,” said the 36-year-old
“In addition to the high workload, high pressure, and high expectations, I had
also wondered about other stresses outside of the workplace (e.g., stress with the
very challenging public transportation, low wages, increasing cost of living, etc.),” he
added.
“If she is new to the job/career, it's possible that she was already
stressed/burned out/depressed before she started this job. It's possible that the
additional stresses of the job served like the last straw that broke the camel's back.
The additional work stress could have tipped the scale, to a point where she feels
she can longer carry on,” Gloria said after going through the initial information shared
“We teachers always joke about why we still feel so busy and overwhelmed
even with the conveniences of the modern world. But the conveniences and fast
pace only added pressure because now we are expected to get more things done,”
he said.
Yet he said that in the case of Malate, “it could be just too much and too
“Overwhelmed and buried under. I worry for teachers and students there,”
said Gloria while saying that he will be going to the Philippines soon in a hope to
help conduct mental health research with the Angeles University Foundation.
32
Individuals suffering from depression and needing such assistance may call
HopeLine Hotlines at (02) 804-HOPE (4673); 0917 558 HOPE (4673); and 2919 (toll-
( https://www.sunstar.com.ph/article/1753622 )
and called for full implementation of the Magna Carta for Teachers wherein the
priorities should include mental health and wellness of teachers. The Alliance of
Concerned Teachers (ACT) Philippines and the Teachers’ Dignity Coalition (TDC)
have expressed concern on the deaths of their colleagues and called on the
said it is high time for the government as well as the DepEd to pay more attention to
the mental health of the country’s teachers. “Mental health of our mentors has long
been overlooked despite the mandate of the Magna Carta for the State to ensure the
Basilio noted that “without the concrete health benefits program for teachers
and the burgeoning workload in the recent years due to oppressive policies,” the
ACT said that on the morning of August 23, they received news about the
suicide of the newly hired kindergarten teacher in Bacoor, Cavite. The said teacher
33
was 23 years old and hails from Antique. Basilio noted that leaders of ACT who
visited the wake were informed of her “struggle with the demands of her work.”
The group learned that the teacher teaches two classes from 7 a.m, to 4 p.m.
with 8 subjects each. “Even her lunch breaks are usually spent in the Office of the
Principal doing tasks especially assigned to her, she prepares 8 different logs, 8
lesson plans per day, 8 worksheets which she herself must provide,” ACT said. The
said teacher, the group noted, “underwent 3–4 observations since her start in June
which is brought about by the latest addition to teachers’ workload, the PPST
ACT noted that these – combined with public school teachers’ low income –
“are bound to take a toll on teachers’ overall wellbeing.” Basilio noted “one death is
one too many, and this has been the fourth in just a few months.”
teachers who undergo manifold of pressures and stresses due to work overload and
policies that require teachers to comply with “nonteaching-related tasks” which lead
to heavy workload. “We have been raising the issue of overburden due to clerical
chairperson Benjo Basas. Recently, he noted that DepEd “made things worse when
it introduced the new performance rating system that would again result in heavy
workloads.”
TDC has been appealing to Secretary Leonor Briones to “put a halt on all of
the required nonteaching-related tasks, class observations and paper works and
34
listen to us in a dialogue.” TDC alleged that the heavy workload of teachers might be
Basas claimed that in July, a newly hired teacher from barrio school of La
Paz, Leyte hanged herself. “The suicide is attributed to heavy burden of paper works
mentioned the death of the young teacher in Bacoor City was “found dead hanging
“According to colleagues, the teacher is complaining about her workloads and class
observations,” Basas said. He noted that these cases of “suicide in just two months
purportedly due to work-related issues should alarm DepEd and take necessary
steps.”
The group also added its demand for a comprehensive health care program
for teachers as mandated by Magna Carta for Teachers as early as 1966. The health
identified, such as the lack of educational support staff, shortages in classrooms and
instructional materials, the outcome-based framework for education, and the results-
Both TDC and ACT are also asking “how many more lives of teachers must it
budget, “we call on legislators to take into account the issues faced by teachers
which of late have undeniably factored in the demise of our colleagues. He explained
that with the current allocations and the proposal of Department of Budget and
35
Management (DBM) for next year, “the teachers cannot expect any relief from
“only real way to find a cause for celebration this year is for the government to bring
(https://news.mb.com.ph/2018/08/28/teachers-groupsflagalarm-on-colleagues-
deaths/
cases of teacher suicides following allegations that these have been caused by
heavy workload.
committees at the regional level to determine the cause of the incidents. DepEd will
also work to ensure that the mental health of teachers and other education
stakeholders are recognized and well taken care of, according to Sevilla.
“We need professional advice and (psychological and spiritual) guidance and
we will engage with external partners to provide assistance to our teachers like a
hotline for them to call when they are depressed or have anxiety,” she told The
STAR.
and regulations of the mental health law ongoing, support system of teachers need
36
The Teachers’ Dignity Coalition (TDC) yesterday met with DepEd officials to
It cited the heavy burden of paperworks as among the reasons of the teacher
issues should alarm the DepEd and take necessary steps. We have been raising the
issue of overburden due to clerical tasks required of teachers,” TDC chair Benjo
Basas said.
“Recently, the DepEd made things worse when it introduced the new
performance rating system that would again result in heavy workloads. We appeal to
Secretary Leonor Briones to put a halt on all of the required non-teaching related
tasks, class observations and paper works and listen to us in a dialogue,” he added.
Basas said the DepEd should stop the implementation of the results-based
performance management system and the order requiring the use of daily lesson
For the DepEd, Sevilla said that while a single case of death is saddening, it is
very inaccurate to highlight this as representative of the situation of the more than
The management system has already been improved with fewer content and
The DepEd has also created 5,000 non-teaching, 4,000 specialized teaching
37
(Read more at https://www.philstar.com/other-sections/education-and-
home/2018/08/30/1846977/deped-probes-teacher-suicides#hLLsrgf5ix27WUUu.99 )
It is necessary to conduct this inquiry in order to know the factor that threatens
the teacher’s wellbeing and how it affects their teaching effectiveness. Regardless
that this study is similar to other studies done, it is still essential to continue so that
we will be able to discover whether the findings of other studies were also true with
the findings found in the present locale of the study. There may also be a need to
continue with the present investigation to affirm or negate the findings of other
contributions of the present investigation together with other studies to the fund of
knowledge. This is one of the more important purposes of research; the contribution
38
Chapter 3
This chapter focuses on the method and procedures used in this study. It also
presents the research design, locale of the study, respondents of the study, the data
Method of Research
of the findings. It describes what is. It describes with emphasis what actually exist
fact that the present study or investigation was concerned with the factors that
threatens the teacher’s wellbeing and how it affects their teaching effectiveness, the
This research will be conducted in one of every Public High Schools of the
Central Towns of Aurora which consists of Baler, San Luis, Maria Aurora, and
Dipaculao. The Schools were Baler National High School in Baler Aurora; Rosauro R
Tangson Memorial National High School in San Luis Aurora; Maria Aurora National
High School in Maria Aurora, Aurora and Mucdol National High School in Dipaculao,
39
Aurora.
Map of Aurora
40
Respondents of the Study
The chosen respondents of the study are the Teachers of each of the public
high school in Central Aurora. It involves 60 respondents from the four (4) chosen
public high schools. There will be 20 Teaching personnel coming from each of one of
the chosen public high schools to cover the total number of respondents.
Sampling Procedure
the teacher’s wellbeing, how it affects their teaching effectiveness and the solutions
potential factors that threaten the teacher’s wellbeing; 5 possible effect that affects
teacher’s wellbeing. The questionnaire included items related to the problem stated.
The research instrument was a five (5) points Likert – scale that measured the stated
problem and possible solution. The score values converted into the factors that
threaten the teacher’s wellbeing was: 5 for Very Affective, 4 Affective, 3 for
Moderately Affective, 2 for Slightly Affective and 1 for Not affective. Likewise, for the
how it affects their teaching effectiveness was: 5 for Strongly Agree, 4 for Agree, 3
for Undecided/No Opinion, 2 for Disagree and 1 for Strongly Disagree and for the
for Strongly Agree, 4 for Agree, 3 for Undecided/No Opinion, 2 for Disagree and 1 for
41
Strongly Disagree. The questionnaire was validated by researcher.
All the data needed in this study will be gathered through a questionnaire.
Data collection will be conducted in Baler National High School, Rosauro R Tangson
Memorial National HS, Mucdol National High School and Maria Aurora National High
School.
Before the actual conduct, the researcher will ask permission to the principal of the
said schools. Upon approval, the researcher will personally hand the letters to the
teachers for them to answer the questionnaire. After collecting the answered
questionnaires, the researcher will tally, tabulate, analyse and interpret the data.
Statistical Treatment
statistical tools were used to analyse the degree of relationship among variables.
Responses of the participants were interpreted using a five point scale where five is
the highest while one is the lowest, followed by the criteria used in interpreting the
weighted mean.
5 Very Affective
4 Affective
3 Moderately Affective
42
2 Slightly Affective
1 Not Affective
5 Strongly Agree
4 Agree
3 Undecided/No Opinion
2 Disagree
1 Strongly Disagree
And also
5 Strongly Agree
4 Agree
3 Undecided/No Opinion
2 Disagree
1 Strongly Disagree
WM = F x W
Whereas:
F-frequency
43
W-weight
N-number of respondent
The weights were multiplied by the frequency of each item under the three heading.
The product was taken and divided by the total number of respondents to get the
weighted mean.
Chapter 4
Analysis
In the study of the factors that threatens the teacher’s wellbeing and how it
affects their teaching effectiveness, the researcher have listed the possible causes of
stress or mental health problems of the teachers and also the possible outcome or
result of having the said mental health problems in relation to their teaching
Presentation of Data
of numerical facts or data are given each a row and their subclasses are given each
a column in order to present the relationships of the sets or numerical facts or data in
facilitate the study and interpretation, the making of inferences and implications of
the relationships of statistical data. Also, the graph was used to show the result of
44
especially such a diagram in which lines, bars, or proportional areas represent how
one quantity depends on or changes with another. In this study the tables and
graphs below shows the rank of the factors that threatens the teacher’s wellbeing,
recommendations or solutions that will be done to cope with the said problems in
FACTORS RANK
45
12 false public perceptions that teachers are perfect 10
indiividuals
educational reforms
rank
16
14
12
10
8
6
4
2
0 rank
1. Conflict with management and colleagues ranked 1st, fatigue ranked 2nd and
ranked the highest in the factors that threatens the teacher’s wellbeing.
46
2. Aggression from parents and students rank 13th , lack of involvement at the
decision making level of educational reforms rank 14th and feeling isolated
and low morale ranked 15th . These factors ranked the lowest in the factors
Effects Rank
relationships
connectedness
47
Graphical presentation of Table 2
rank
5
4
3
2
1
0
rank
rank
teaching effectiveness.
SOLUTIONS RANK
48
3.Ensure all teachers can benefit from appropriate 2
training opportunities
principal
9.Being competent 9
10.Be GOD-fearing 5
1. The 1st , 2nd and 3rd highest in rank in possible solutions that can be
measures” to deal with the risks associated with working time and
2. The 8th, 9th and 10th lowest in rank in possible solutions that can be done
to cope with the teacher’s wellbeing problem were seeking support from
49
Implication of the Findings
1. It was observed that for the factors that threatens the teacher’s wellbeing, the
conflict with management and colleagues ranked 1st, it means that the problem in
colleagues were the ones who should help the teachers in their problem/s and not
2. It was noted that teacher’s unhealthy wellbeing will reflect to those of his/her
students. It means that if the teacher’s wellbeing is not healthy or unstable, his/her
performance in teaching will falter and it will reflect too to the performance of his/her
students. Likewise, the mental or psychological wellbeing of the teacher will have a
unfavourable because students should rely to their teachers if they have a problem,
address the problem in teacher’s wellbeing, the “control measures” to deal with risks
associated with working time and bureaucracy ranked 1st. It means that this findings
is favourable because the respondents have seen that in order to cope with the said
problem, teachers should cling to each other to find the remedy. Control measures
50
Chapter 5
Summary/ Conclusions
This study was conducted for the purpose of determining the factors that
threatens the teacher’s wellbeing and how it affects their teaching effectiveness. The
descriptive method of research was utilized and the questionnaire was used for
gathering data. The total respondents were 60 teachers having 15 teachers in each
Based on the findings, the researcher found out that teacher wellbeing
Be aware of the indicators of poor wellbeing and act on them. Teacher workload has
been identified as needing reform, and guidance on reducing workload has been
Recommendations
specialist support to help them cope with the emotional and mental strains of
teaching.
Therapy, web-based self-help, mindfulness, and social support may offer protection
against stress.
of the parent and students concerning teacher’s wellbeing. Student behaviour policy
51
is clearly communicated to students and parents and is supportively managed by the
52
APPENDICES
A. Bibliography
Books
Cefai, C., & Cavioni, V. (2013). Social and emotional education in primary school:
Integrating theory and research into practice. Springer Science & Business Media.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social
Leithwood, K., & Beatty, B. (Eds.). (2007). Leading with teacher emotions in mind.
Corwin Press.
Milfont, T. L., Denny, S., Ameratunga, S., Robinson, E., & Merry, S. (2008). Burnout
and wellbeing: Testing the Copenhagen burnout inventory in New Zealand teachers.
Naghieh, A., Montgomery, P., Bonell, C., Thompson, M., & Aber, J. (2013).
Roeser, R. W., Skinner, E., Beers, J., & Jennings, P. A. (2012). Mindfulness training
53
Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A
Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and
41(3), 681-714.
Stansfeld, S., & Candy, B. (2006). Psychosocial work environment and mental
32(6), 443-462.
Internet
( https://www.theguardian.com/teacher-network/2018/apr/10/teachers-are-at-
breaking-point-its-time-to-push-wellbeing-up-the-agenda )
( https://www.teachermagazine.com.au/articles/pastoral-care-reviewing-staff-
wellbeing
https://impact.chartered.college/article/ovenden-hope-etal-teacher-wellbeing-
workload-why-work-life-balance-essential-teaching-profession/
( http://www.teacher-wellbeing.com.au/ )
( https://educationcouncil.org.nz/content/very-real-value-of-teacher-wellbeing )
( https://www.teachertoolkit.co.uk/2014/07/03/5-point-plan-for-teacher-wellbeing/
( https://www.sunstar.com.ph/article/1753622 )
( https://news.mb.com.ph/2018/08/28/teachers-groupsflagalarm-on-colleagues-
54
deaths/
( https://www.philstar.com/other-sections/education-and-
home/2018/08/30/1846977/deped-probes-teacher-suicides#hLLsrgf5ix27WUUu.99 )
55
B. Request to Conduct the Study
Name of School
Address
Date
Dear Respondent,
In this regard, may I request your precious time to answer my questionnaire in the
said study. Rest assured that all your answers will be regarded with utmost
confidentiality.
----------------------------------
Researcher
56
C. Questionnaire
Direction: This questionnaire has been constructed to solicit the needed data for
Please accomplish this form by answering the questions the way you best feel to
respond to them. Rest assured that your answers will be treated as confidential.
Name: _______________________________________
(optional)
Age :
____ 25- 30
____ 31- 35
____ 36- 40
____ 41- 45
____ 46- 50
57
Gender : Civil Status:
Position: ______________________________________
____ MPA/MBA
58
Part II. Factors that threatens the teacher’s wellbeing
3 – Moderately Affective
FACTORS 5 4 3 2 1
59
individuals
educational reforms
Legend:
3 – Undecided/No Opinion
5 4 3 2 1
60
negative school experiences – student
connectedness
teacher’s wellbeing.
Legend:
3 – Undecided/No Opinion
5 4 3 2 1
61
feedback
opportunities
9. Being competent
62
63