University Educator and Staff Well-being and Common Mental Health Symptoms during the COVID-19 Pandemic in the Philippines

Educators and staff adapted to work-from-home setup amidst the covid-19 pandemic.  The transition to full-online classes and services leads to poor mental health. The current study explored the association of educator and staff personal characteristics, well-being, and mental health.  326 university employees completed the demographic profile, mental health, and well-being scales. Various hierarchical regression was conducted to determine if personal characteristics and well-being predict common mental health symptoms (depression, anxiety, and stress). Series of multivariate analyses of variance (MANOVA) was conducted to determine the difference between the levels of mental health symptoms according to mental health category, and personal characteristics. The results support the hypothesis with psychological and emotional well-being inversely predicting depression, anxiety, and stress. However, social well-being failed to serve as a significant determinant of common mental health symptoms. MANOVA obtained a significant difference with common mental health symptoms and mental health category and personal characteristics

The moderating role of psychological capital components in the Job Demands Resources (JD-R) model among a sample of filipino elementary and secondary school teachers

The presence of high job demands among teachers make them susceptible to burnout. Academic administrators should increase their attention to the educators’ work engagement as it is related to favorable work-related outcomes benefitting the students as well. This current study extends the Job Demands-Resources (JD-R) model by examining the predictive and moderating role of personal resources (psychological capital) in work engagement. The data from a total of 273 teachers from selected elementary and secondary schools were included in the study. Hierarchical regression analysis was utilized to understand the objectives of this research. Results show that supervisor support, hope, self-efficacy, and optimism were positively associated with work engagement whereas work overload was found to be negatively associated with it. Nonsignificant findings among student misbehavior, co-worker support, and resilience were established. Hierarchical regression analysis results indicate that among components of psychological capital, only the hope construct serves as a protective factor between teacher’s work overload and their engagement at work. For the student misbehavior-work engagement relationship, only the self-efficacy component emerged as a moderator. The findings also partially support the hypothesized buffering effect of hope between work overload and work engagement and self-efficacy between student misbehavior and work engagement. Research findings highlight the importance of supervisor and teacher relationships, time management training, and hope- and efficacy-based intervention programs in promoting engagement at work. Keywords: job resources, job demands, work engagement, personal resource

Role of Work Engagement, Autonomy Support, Psychological Capital, and Economic Factors to Educator and Staff Well-being in the Philippines

Educational institutions are transitioning their learning modalities to flexible learning from remote education; educators and staff continuously encounter ambiguous work demands that negatively affect their well-being. Literature indicates the influence of autonomy support, psychological capital, work engagement, and economic factors (i.e., financial preparedness and job insecurity) on well-being. We propose that social, psychological, work, and economic factors influence the well-being of university educators and staff. 315 employees voluntarily completed the autonomy support, work engagement, hope, self-efficacy, job insecurity, and financial preparedness scales. We used IBM SPSS Amos for the confirmatory factor analysis and structural equation modeling. Five separate models were conducted to test the research objective. Results indicate good to excellent model fit indices for the research scales and structural model. We also found that self-efficacy, work engagement, hope, and financial preparedness during emergencies positively predict well-being, while job insecurity is detrimental. Our findings could serve as a basis for mental health programs to address the mental issues of educators and staff

University Educator and Staff Well-being and Common Mental Health Symptoms During the COVID-19 Pandemic in the Philippines

Educators and staff adapted to work-from-home setup amidst the covid-19 pandemic. The transition to full-online classes and services leads to poor mental health. The current study explored the association of educator and staff personal characteristics, well-being, and mental health. 326 university employees completed the demographic profile, mental health, and well-being scales. Various hierarchical regression was conducted to determine if personal characteristics and well-being predict common mental health symptoms (depression, anxiety, and stress). Series of multivariate analyses of variance (MANOVA) was conducted to determine the difference between the levels of mental health symptoms according to mental health category, and personal characteristics. The results support the hypothesis with psychological and emotional well-being inversely predicting depression, anxiety, and stress. However, social well-being failed to serve as a significant determinant of common mental health symptoms. MANOVA obtained a significant difference with common mental health symptoms and mental health category and personal characteristics