1

CHAPTER 1

The Problem and Its Background

Introduction

A teacher is said to be the most influential person in

the society. They do not only equip the next generation with

the skills needed in to thrive in the workplace but also

life skills needed to endure the challenges. A teacher’s

mental health plays a significant role in teaching –

learning process. With the pressures of demands on their

teaching career, teachers should have good adjustment skills

and stable mental well – being. It is therefore important to

not just merely focus on students’ but also to pay attention

to the mental health status of the teachers.

The College of Arts and Sciences (CAS) comprises of

interesting studies in Mathematics, Applied Physics,

Computer Science, Information Technology and Industrial

Psychology. The CAS is known for its exceptional educational

experience in providing students the necessary requirements

in achieving global competence and preparing them to be

excellent leaders as soon as they become part of workforce

of the society. One of the goals of the college is to

encourage students to realize the importance of reaching

personal and professional goals through self – motivation,

 2

individual growth and pursuit excellence. In line with this,

CAS faculty members should be mentally alert and emotionally

stable since they serve as role model and reflection of

mentally healthy and productive students in the institution.

According to the World Health Organization (WHO,2013),

mental health is a state of well-being in which the

individual realizes his own abilities, can cope with the

normal stresses of life, can work productively and

fruitfully, and is able to make contributions to

communities. Teachers juggle multi-tasking at once.

Attending to student’s needs, giving lectures during class,

meeting deadlines, personal and private matters give stress

to the professors. Despite heavy loads, busy schedules and

tremendous duties, teachers could still manage to smile and

able to finish their workloads without complaints.

Therefore, it is imperative to check the mental health

status of the teachers to prove that they are reliable and

credible of promoting positive mental health to their

students. This study will be a big help to the college in

terms of managing, maintaining and improving the quality of

their teaching personnel. And also, this research will help

the college to evaluate the mental health status of its

teaching personnel. Its purpose is to raise the level of

 3

awareness among each faculty members and to become vigilant

with one another’s words and actions. The researchers

developed interest in the topic since it gave them a

challenging task to coordinate to the CAS faculty members

and ask them to become part of this study.

Theoretical Framework

Dual-Factor Model of Mental Health formulated by

Greenspoon  Saklofske (2001) emphasized that mental health

is a complete state, it is to overcome the clinical

deficiencies in traditional mental health psychopathology.

It implies that mental health and illness should be

conceptualized as two separated yet related constructs. This

does not only emphasize the important role of subjective

well-being (SWB) but also advocates psychopathology (PTH)

indicator. PTH and SWB are not simply opposite poles of a

single continuum, however, the constructs have yet to be

integrated. The absence of psychopathology (PTH) was

considered indicative of a positive sense of subjective

well- being (SWB). This model supports for positive mental

illness prevention, treatment and positive mental health

education. It also believed that the connotation of SWB

 4

should be composed of life satisfaction, positive affect and

negative affect in this model.

Theoretical Paradigm

Theoretical paradigm presents the distinct, established

patterns and theories which will support the present study.

This study is anchored on the Dual-Factor Model of Mental

Health of Greenspoon  Saklofske (2001).

Dual-Factor Model of Mental Health addresses to explain

the interrelations between psychological distress and well-

being. Mental health is not just the absence of negative

symptoms or negative reactions such as depression, self-

depreciation, anxiety or social disengagement. It must also

include signs of happiness, mental balance, self-esteem,

self-control, sociability and social involvement.

Dual- Factor Model of

Mental Health

PSYCHOPATHOLOGY SUBJECTIVE WELL-BEING

1. Depression 1. Happiness
2. Self- Depreciation 2. Mental Balance
3. Anxiety or Social 3. Self- Esteem
Disengagement 4. Self- Control
5. Sociability
6. Social Involvement

Mental Health Status

Figure 1. The Theoretical Paradigm of the Study

 5

Mental health is a state wherein the emotional and

behavioral adjustment of individual is in satisfactorily

level. People who have difficulty in adjustments may have

negative effect on their well- being, or worse may lead to

mental illness.

Conceptual Framework

A conceptual framework is an analytical tool with

several variations and contexts. It is used as the synthesis

of the study on how to explain a phenomenon. It is used to

make conceptual distinctions and organize ideas. This

research used the Input-Process- Output (IPO) scheme which

guided the researchers in the conduct of the study as shown

in Figure 2.

INPUT (I) consists of the demographic profiles as to

age, sex, employment status, level of position, length of

service, range of salary, teaching load and number of

preparations of the faculty members in CAS which is

important in assessing the Distress and Well-being of the

respondents.

PROCESS (P) involves the gathered data through

distribution and administration of survey questionnaire,

applying statistical treatment of data, presentation of

data, analysis and interpretation of data.

 6

OUTPUT (O) shows the result of the study which is a

proposed wellness program for the teaching personnel.

INPUT PROCESS OUTPUT

1. Demographic profile
of the teaching
personnel as to:
1.1 age Collection of Data
1.2 sex
1.3 employment status
1.4 Level of Position
Statistical Treatment
1.5 Length in Service
of Data
1.6 Range of salary
1.7 Teaching Load A Proposed Wellness
Program for the CAS
1.8 Number of Load
Presentation of Data Faculty Members
Preparations
to be collected
2. Distress of CAS
faculty members
Subjective Analysis and
Interpretation of
Data
3. Well- Being of CAS
faculty members

ASSESSMENT

Figure 2. The Input – Process – Output System of the Study

The Input- Process – Output served as map or rudder

that guide the researchers toward realizing the objectives

or intent of this study.

Statement of the Problem

This study assessed the Distress and Well- Being of CAS

Faculty Members in EARIST, Manila.

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Specifically, this sought answers to the following sub

problems:

1. What is the demographic profile of the respondents

in terms of:

1.1 Age;

1.2 Sex;

1.3 Employment status;

1.4 Level of Position;

1.5 Length of Service;

1.6 Range of Salary;

1.7 Teaching Profile; and

1.8 Number of Preparations?

2. What is the assessment of the CAS faculty members

on

Distress in terms of:

2.1 Anxiety;

2.2 Depression; and

2.3 Loss of behavioral or emotional control?

3. What is the assessment of the CAS faculty members

on

Well- Being in terms of:

3.1 General positive affect and

3.2 Emotional ties?

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4. What is the assessment of the CAS faculty members

in the dimensions of mental health as to:

4.1 Distress; and

4.2 Well- Being?

5. Is there a significant relationship between the

demographic profile of the respondents and the following

5.1 Distress; and

5.2 Well- Being?

6. Based on the findings, what proposed intervention

program may be offered to the College of Arts and Sciences?

Hypothesis

The hypothesis is tested at 0.05 level of significance.

1. There is no significant relationship between the

demographic profile of the faculty members and the

following:

1.1 Distress; and

1.2 Well- Being.

Scope and Limitations of the Study

This research covered the assessment of the distress

and well-being of the CAS faculty members. The research was

conducted at Eulogio “Amang” Rodriguez Institute of Science

and Technology at the College of Arts and Sciences, in

Manila. The researchers strived to utilize the total

 9

population of the CAS teaching personnel. However, due to

some instances such as non-participation of the other CAS

teaching personnel, the researchers were just able to

collect the data that were returned back. The researchers

also believed that they are not yet capable to execute or

conduct a proper clinical assessment.

Significance of the Study

The results of this may be beneficial to the following:

CAS Faculty Members This study may help them in

assessing their distress and well- being. The data of this

study may be used as guidelines towards a healthy workplace.

CAS Department This study can serve as a call for

awareness to the Mental Health of the faculty members. This

study may also help the CAS Department in terms of managing,

monitoring and maintaining the image of CAS and the teaching

quality of its faculty members.

CAS Students This study will benefit the students as

they will have an awareness that they will have competent

and mentally healthy professors.

School Administration This study can serve as

guidelines for teachers in evaluating the performance of

their teaching personnel. The output of this study may also

be used in other departments for their faculty members.

 10

Future Researchers This study can be used as a

reference or basis for future and further researches.

Definition of Terms

The following important terms are defined conceptually

and operationally to provide a common type of references:

Anxiety Is an emotion characterized by feelings of

tension, worried thoughts and physical changes like

increased blood pressure. (DSM-5)

Depression Is more than just sadness, it is lack of

interest and pleasure in daily activities, significant

weight loss or gain, insomnia or excessive sleeping, lack of

energy, inability to concentrate, feelings of worthlessness

or excessive guilt and recurrent thoughts of death. (APA

dictionary)

Distress Refers to negative mental states. (Veit and

Ware, 1983)

Emotional Ties Is a subjective feeling that creates

connection and attachment on significant people of someone’s

life.

Loss of Behavior is the failure to maintain one’s

composure and unable to control a strong emotion.

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Mental Health Refers to cognitive, behavioral, and

emotional well- being; It is all about how one thinks, feels

and behaves. (WHO, 2013)

Mental Health Status Is the assessment in overall state

of mental health of an individual.

Positive Affect Is an internal feeling state that

occurs when a goal has been attained, a source of threat has

been avoided or the individual is satisfied with the present

state of affairs. (APA dictionary)

Psychological Distress Refers to negative mental

states. (Veit  Ware, 1983)

Psychopathology Is a behavioral or psychological

syndrome or pattern that occurs in an individual. (DSM-5)

Well-being Is the experience of happiness, satisfaction

and sense of purpose. It includes the feeling of being loved

and hopeful for the future.

Workload Is the amount of work to be done by someone or

something.
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CHAPTER 2

Review of Related Literature and Studies

Local Literature

Teachers are very compassionate when it comes to work.

What make them stressful is having a big number of students

in class. It is important that teachers know the techniques

that could assist them to remain efficient since stress is

unavoidable. The teachers who are on probation are more

calmed and more inspired while the permanent teachers are

more innovative (Gamban, Aguado and Torres, 2014).

Jaminal (2015) stated that the 21st century had given

new challenges to the educators the arrival of new

information technology and the change of the curriculum had

modified the role of teachers. Coping with this advancement

may seem stressful to the teachers. Their stress may affect

their Mental Health and also their efficiency in teaching.

According to Tan (2017), academic functions of

university faculty are comprehensive, which include teaching

and mentoring students, preparing papers and presentations

for both class lectures and research conferences, attending

to the needs of one’s college or department/ institute and

so on. Given them numerous roles and responsibilities, many

of the university faculty experience significant levels of

 13

stress and have shown particular responses to stress such as

increased turnover intent, decreased job performance,

decreased job satisfaction, increased anxiety and increased

depression.

There are extensive and widely varied, interrelated and

cumulative sources of psychological distress among teachers.

Personal and life stressors are most often sustained and

high level brought by the different demands of the work in

teaching. If coping skills are disregarded or have not

learned, if there are developed internal resources and

provisions of strong social support, this may result to poor

teaching performance, burnout, loss of job, physical

illness, frustration, depression, and even worse mental

illness (Olmedo and Gempes, 2016).

Mapilot (2018) published in an article that various

teachers’ groups addressed their concerns by asking the

Department of Education to reduce the clerical tasks of the

teachers, and burden of lesson preparation. Having too much

work loads, clerical tasks and to prepare lesson which

sometimes are the reasons why teachers were over worked. The

author mentioned that this could lead to work-related stress

and eventually could affect their mental health. The leader

groups urged the department of education to implement

 14

interventions regarding on the issues and take care on the

teachers’ welfare.

Foreign Literature

Good mental health will lead to psychological well-

being or psychological well-being will improve the mental

health. It was mentioned that having a good mental health

means being happy, sociable, jovial, and socially stable.

The teachers who are mentally healthy will accept

challenges, make efforts for personal development and strive

for the growth of their student. Psychological well –being

helps in developing a positive relationship with others and

establishes better adjustment with another (Johal and Pooja,

2016).

Sharma and Godiyal (2015) stated that if the teacher is

free from worries, anxieties and tensions, then no one can

confer the capacity of advancing mental health and mental

cleanliness. A teacher must know how to be free from the

maladjustment like aggression, personal problem and

pressure. Higher level of adjustment level of a teacher

cause high level of efficiency in is work or profession. He

concluded that the male teachers and female teachers differ

significantly in their total adjustment level. Whereas,

 15

females were better adjusted with the school environment

than their male counterpart.

It was suggested that well-being can be improved via

lifestyle change such as implementing an exercise, routine

or improve one’s nutrition. Opportunities to engage in

activities related to self-relevant goals or values tend to

be self-affirming, promote self-esteem, build self-efficacy

and are central to maintaining mental health. It was also

mentioned that well-adjusted people are able to down

regulate negative emotion (sadness, shame, anger) in order

to behave in ways that are effective in living with their

goals and values, and how to savor pleasant events when they

occur (Lhynn, Donohure andLilienfield,2015).

With regards to level of experience, result indicated

that early career teachers have more extreme negative

emotion more than other groups. Thus, it appeared that

teacher experiences fewer negative emotions as they gain

experience in teaching. Beers (2012) also concluded that

differences between groups may be based on differences in

maturity or general wisdom accumulated with age, instead of

teaching.

Poormahmood, Moayedi, and Haji (2016) explained that

positive emotional experiences not only indicate personal

 16

health but also promote psychological well-being and

personal evolution. In other words, what should be done to

achieve well-being is to emphasize the positives and put the

negatives aside. It has been shown that Psychological well –

being depend on positive affect to a large extent but at the

same time it is characterized by the relative absence of

negative emotions. Their findings suggested that having a

good mental health is one of the inhibiting factors for the

negative effects of occupational stress.

Local Studies

In an article of Reyes (2018), a research has indicated

that the low-level employees tend to experience high levels

of stress mainly because they lack any sense of control over

their work. It is claimed that teaching load, paper works,

work pressure, professional relationship and working

environment among other various issues besetting the

country’s public education system since its inception became

the major factor of suicide. It concludes that teacher’s

mental health is directly related to the work of classroom.

Thus, good mental health of the teacher should be as

important as academic competence.

Tan (2017) highlighted in his multiple regression

analysis that faculty stress had significant positive

 17

correlations with part-time/ full-time status. Whereas full-

time experienced more stress than those who were working

part-time. It also revealed that although full-time faculty

members had higher stress levels, it decreases as faculty

members got older.

In a qualitative research conducted by Olmedo and

Gempes (2016), they concluded that student’s misbehavior is

the most common cause of teacher’s distress. School

conflicts carries adverse effects aside from teacher’s

psychological distress, it breaks harmonious relationship

between and among the members of the school community, loses

the trust and confidence and reduces organizational

cooperation and collaboration. They also found out that not

only school-related stressors but also personal stressors

contribute to the psychological distress of teachers.

Furthermore, teachers use combined or paired coping

strategies depending on the nature of the problem.

Controlling the emotion was found to be significant as the

most utilized coping strategy.

Tancinco (2016) expressed that teachers have still more

additional works to perform aside from teaching loads. Each

faculty member is expected to perform the trilogy of

functions namely instruction, research and extension. When a

 18

teacher cannot cope up with the work standard because he

lacks the preparations, experience and capacity, the

perception of distress arising from competence occurs. He

emphasized that the problem of workload greatly affected

efficiency and effectiveness of teaching. As much as

possible, teacher must be assigned to teach subject areas in

line with their field of specialization and with minimum

teaching load for them to prepare for effective teaching. He

also found out that workload status of the teachers had a

significant relationship to their job performance.

De Cadiz and Sonon (2012) noted the stress levels of

faculty members of Eastern Visayas State University. It was

found out that there is no significant differences in all

the interested variables including age, sex, academic rank,

length of service and field of specialization due to the

normal level of stress and high levels of confidence and

stress tolerance.

Foreign Studies

Kumar, Panwar, Gorsy and Chanderkan (2015) postulated

that mental health is the condition in which the individual

manifest through self-evaluation, adjustability, maturity,

regular life, absence of extremism, satisfactory, social

adjustment and satisfaction from his chief occupation. They

 19

discussed in their study “Mental Health of Government School

Teachers” that the majority of the government teachers

experience higher mental health associated with their

occupational demands. Kumar et.al found out that male

teacher experience better mental health as compared to their

female counterparts. Reasons may be, single role as a

teacher by male teacher, whereas female has to maintain

personal as well as professional fronts.

It was mentioned that it is important that mental

health can be affected by stressors like workload, work-

related stress, low relationship quality, or low sense of

control under work, and working hours. By consequence,

balance between personal and professional life can be

affected by mental health. The environment is always

becoming more and more stressful which increase the problems

of employees’ health, well-being, satisfaction and

motivation (Boas and Morin, 2014).

In a study conducted by Abdurrahman, Cengiz, Ata 

Akram (2015), it was found out that female teachers have

higher psychological well-being score than male teachers.

Also, older teachers have lower psychological well-being

than the younger ones. They found negative relationship

 20

between age and psychological well-being scores of teachers.

In other words, older teachers were found to have lower

psychological well-being than the younger ones.

Uche and Ngwu (2017) revealed in their study that

middle aged female teacher with strong social relationships,

good working environment and strong family relationships

have corresponding higher levels of subjective well- being

than their counterparts with weak social relationships, poor

working environment and weak family relationships. They also

pointed out the fact that quantity and quality of social

relationships are strongly linked to well- being and

satisfaction in adulthood. To have a life satisfaction, it

is important to have good social relationships and

opportunities for productive work. However, individuals

learning to live with what they have and accepting that the

current positions they hold are the best they are likely to

get, engenders sense of subjective well- being.

Rile, Tan, Salazar, and Perez (2015) investigated the

psychological well-being of university professors in UAE.

They found out that there was a gender differences in

psychological well-being between male and female. It was

also stated that males have generally higher level of

psychological well-being than female. They also expressed

 21

that those who have shorter service gained develops a better

sense of well-being as compared to those longer tenured

ones.

Synthesis

The concepts and studies that were included in this

review were highly relevant and useful in crafting the

entire research. These will help the researchers to explore

how every teacher’s mental health differs from one another:

from more experience, more workloads and preparations,

length of service and status of employment. This study is

designed to elucidate the mental health status of teachers

in order to constructively deal with psychological distress,

not only to reduce the negative outcome associated with

distress, but also to promote teacher energy, vitality,

engagement with students and colleagues.

According to Abdurrahman et. al. (2015) studies, women

have better psychological well-being compared to men,

however, in the study of Kumar et. al. (2015) showed male

teachers experience better mental health as to compare to

female counterparts. In support to the study of Rile et. al.

(2015) wherein showed that there was a gender differences in

psychological well-being between male and female. However,

Cadiz and Sonon (2012) found out in their study that there
 22

were no significant differences in all the interested

variables including age, sex, academic rank, length of

service and field of specialization due to the normal level

of stress and high levels of confidence and stress

tolerance.

In the studies of Gamban et. al. (2014), Sharma and

Godiyal (2015) both stated that teachers must know

techniques to help them manage their stress and could free

from maladjustment, then the teachers would remain

efficient. Jaminal (2015) supported their studies by

mentioning that the stress of teachers may affect their

efficiency in teaching and also their Mental Health.

Tan (2017), and Olmedo and Gempes (2016) conducted

study in the country, they found out in their perspective

study that teachers in the Philippines experience

significant level of stress because of the different demands

of the work, their numerous roles and responsibilities.

Lhynn et. al. (2015) showed in their studies that well-

adjusted people are able to down regulate negative emotion,

Poormahmood et. al (2016) agreed and stated in order to

achieve well-being is to emphasize the positives and put the

negatives aside.
 23

Uche and Ngwu showed that in spite of the challenges

experienced in most work places, high sense of well- being

will lead to happiness and life satisfaction. Parallel to

the study of Johal and Pooja (2016) who mentioned that well-

being improves the mental health, engaging in activities

related to self- relevant goals, promoting self- esteem,

building self- efficacy are central to maintaining mental

health were also mentioned by Lhyn, Donuhure and Lilienfield

(2015). Correlated to the study of Johal and Pooja (2016),

having a good mental health means being happy, sociable,

jovial and socially stable. Good Mental Health will lead to

psychological well-being.

Tan (2017), highlighted in his study that the full-time

faculty members experienced more stress than those who were

working part-time. Conversely to recent article of Reyes

(2018) which indicated that the low-level employees tend to

experience high levels of stress mainly because they lack

any sense of control over their work.

Despite the fact that Kumar et. al. (2015) and

Abdurrahman et. al. (2015) found out that age and sex were

variables that can affect and determine mental health,

however, researchers of this study found out that age and

sex of the respondents had no significant relationship to

 24

their mental health. The respondents of this study have good

mental health regardless of their age and sex.

Rile, Tan, Salazar and Perez (2019) found out in their

study that there was a gender differences in psychological

well-being of their respondents however, the results of this

study were in contradiction to the earlier findings of Rile

et. al. (2015). This study showed results that the well-

being of the respondents does not affect by their sex.

The researchers of this study had drawn results in

contrast to the study of Reyes (2018). The said author

indicated that teachers tend to experience high level of

stress because of their teaching load while the researchers

of this study found out that teaching load had significant

relationship to the well-being of the respondents regardless

of the number of workloads they had.

The reviewed literature and studies and the present

study are both concerned with the mental health and

adjustments not only of teachers but also of every

individual. Several studies have proposed that too much

work-loads can lead to psychological distress. Thus, this

research conducted more systematic analysis and assessment

on the factors that may contribute to the teacher’s mental

health.
 25

CHAPTER 3

Methodology

Research Design

This research used descriptive method in order to

determine the Distress and Subjective Well- Being of CAS

faculty members. Descriptive research is a study designed to

depict the participants in an accurate way. It allows to

collect and describe the nature of the demographic segment.

It attempts to determine, describe or identify what is that

way or how it came to be. Descriptive research provides

evidences and observations that test the hypothesis.

Specifically, the researchers used the survey design in

which the respondents answered the questions administered in

the questionnaires. After answering the questionnaires, the

researchers described and analyzed the responses given.

Population and Sampling

Random sampling was applied in this study. Respondents

were composed of twenty- five (25) faculty members of CAS

Department in EARIST, Manila. The respondents were comprised

 26

of eleven (11) female and fourteen (14) male faculty

members.

Respondents of the Study

The respondents are the faculty members of CAS

department in EARIST-Manila, both full-time and part-time,

for the academic year 2018-2019. The respondents are from

the three (3) departments of the college; Computer Science

with eleven (11) faculty members, the Industrial Psychology

with six (6) faculty members and Mathematics with eight (8)

faculty members.

Research Instrument

This study utilized the standardized questionnaire from

the experts which has gone through the process of

psychometric validation. Mental Health Inventory (Veit and

Ware, 1983) was designed to measure general psychological

distress (anxiety, depression, loss of behavioral or

emotional control) and well-being (general positive affect,

emotional ties and life satisfaction). It is a 38-item self-

rated questionnaire which assesses an individual’s mental

health status over the past 30 days.

The said instrument was composed of two parts:

Part I. The part of the instrument contained the

demographic profiles of the respondents namely age, sex,

 27

employment status, level of position, length of service,

range of salary, teaching load and number of preparations.

Part II. This part covered the assessment of distress

and well- being of CAS faculty members in EARIST-Manila. The

questions were answerable by All the time, Most of the time,

A good bit of the time, some of the time, A little of the

time, and none of the time. The Mental Health Inventory is

presented in Table 1.

Table 1

Scale of Mental Health Inventory

Scale Range Descriptive Narrative Interpretation

interpretation
This means that the feeling
6 5.50 – 6.00 All the time and coping is extremely
happy or satisfied

Most of the time This means that the feeling

5 4.50 – 4.49 and coping is very happy

A good bit of the This means that the feeling

4 3.50 -4.49 time coping is very satisfied

This means that the feeling

3 2.50 – 3.49 Some of the time and coping is fairly
satisfied/fairly unhappy

A little of the This means that the feeling

2 1.50 - 2.49 time and coping is
dissatisfied/unhappy

None of the time This means that the feeling

1 1.00 – 1.49 coping is very dissatisfied

Data Gathering Procedures

 28

The following steps discussed below helped in gathering

information that are pertinent to the study:

1. The researchers requested for the total number,

names and list of CAS faculty members including the part

timers from the CAS faculty and they divided equally to each

members of the group.

2. The researchers requested a permit to the school

library for them to be able to gather related literature and

studies from other libraries.

3. The researchers also searched for websites where the

researchers can get references related to their study.

4. Survey questionnaires were given and distributed to

the CAS faculty members.

5. The data were collected, sorted and analyzed to

measure the reliability of scale in the survey

questionnaire.

6. The data were computed and tabulated using a G-power

with the assistance of a statistician and the adviser.

7. The data were interpreted, and presented in textual

and tabular form with the consideration of the problems and

hypothesis of the study.

Statistical Treatment of Data

 29

The data were gathered, compiled, summarized and were

separated per group. The items were categorized based on the

specific problem that was raised. The following statistical

tools were applied in the treatment of the data.

Sub-problem No. 1 Frequency and percentage were used to

quantify the demographic variables of the respondents.

f
p= x 100 %
n

Where:

p = Percentage

f = Frequency

n = Total number of respondents

Sub-problem No. 2, 3 & 4 Weighted mean was used to

test the average responses to the questions that have

relation with distress and well- being of the CAS faculty

members.

The formula is

∑ fx
x=∑
∑f

Where:

x= Weighted mean

∑fx= Sum of the respondents’ assessment on Mental

Health Inventory
 30

∑f= Total number of respondents’ assessment on Mental

Health Inventory

Sub-problem No.5 Chi-Square and Kendall Tau were used

to measure the degree of association between the demographic

profile and Distress and Well- being of CAS faculty members.

The formula for chi-square is

χ2 = ∑ (O − E)2 / E

Where,

 O = Observed frequency
 E = Expected frequency
 ∑ = Summation
 χ2 = Chi Square value

The formula for Kendall Tau is

Kendall’s Tau = (C – D / C + D)

Where,
 C = the number of concordant pairs
 D = the number of discordant pairs
 31

CHAPTER 4

Presentation, Analysis, and Interpretation of Data

Sub- Problem No.1 What is the demographic profile of

the respondents in terms of:

1.1 Age

Table 2

Demographic Profile of the Respondents in terms of Age

Age Frequency Percent (%)

Above 50 years old 4 16.00
46 – 50 years old 3 12.00
41 – 45 years old 4 16.00
36 – 40 years old 2 8.00
31 – 35 years old 4 16.00
25 – 30 years old 6 24.00
Below 25 years old 2 8.00

Total 25 100.00
 32

Table 2 shows the distribution of respondents according

to age. The total number of respondents are from the

different departments of CAS. Based on the results above,

most of the respondents are in early adulthood with ages

between 25-30 years old. They constitute the majority of the

significant workforce in the society. It is where they start

establishing their independence and becoming responsible of

their actions. Moreover, the least of the respondents are

comprised of ages 36-40 which are now in the transitional

period of adulthood. Thus, CAS faculty office is diverse in

terms of age of the faculty members.

1.2 Sex

Table 3

Demographic Profile of the Respondents in terms of Sex

Sex Frequency Percent (%)

Female 11 44.00
Male 14 56.00
Total 25 100.00

Table 3 represents the distribution of respondents in

terms of sex. Greater number of respondents with the

frequency of 14 are male and females comprising the

frequency of 11 from the total number respondents.

1.3 Employment Status

 33

Table 4

Demographic profile of respondents in terms of Employment

Status
Employment Status Frequency Percent (%)
Permanent 18 72.00
Part – Time 2 8.00
Temporary 4 16.00
Others 1 4.00
Total 25 100.00

Table 4 reflects the employment status of the

respondents. Out of 25, majority of them have already gained

their tenure in the college with the percentage comprising

of 72%; 16% which belonged to temporary; and the 8%

corresponds to the part-timers.

1.4 Level of Position

Table 5

Demographic Profile of the Respondents in terms of Level of

Position
Position Level Frequency Percent (%)
Instructor I 14 56.00
Assistant Professor 7 28.00
Associate Professor 3 12.00
Others 1 4.00
Total 25 100.00

Table 5 comprises the demographic profile of the

respondents in terms of level of position. Majority of the

respondents are in Instructor I level which composed of 56%.

This level of position provides the students the

 34

opportunities for appropriate coaching and guidance;

followed by assistant professor level with 28% and the

least, associate professor with only 3% of the total

respondents.

Table 6 indicates the length of service of the

respondents, the result above shows that most of the

respondents with the percentage of 52% are novice in terms

of teaching. Novice instructors are more prone to job-

related challenges and adaptation challenges, however,

respondents with those 26-30 years in service may help

facilitate and mentor the novice instructors to be flexible

in adapting to the challenges that they may encounter in the

teaching service.

1.5 Length in Service

Table 6

Demographic Profile of the Respondents in terms of Length

of Service
Length of Service Frequency Percent (%)
30 years above 2 8.00
26 - 30 years 1 4.00
21 – 25 years 4 16.00
16 – 20 years 2 8.00
11 – 15 years 0 0.00
6 – 10 years 3 12.00
0 – 5 years 13 52.00
Total 25 100.00
 35

1.6 Range of Salary

Table 7

Demographic Profile of Respondents in terms of Range of

Salary
Range of Salary Frequency Percent (%)
Above P 20,000 21 84.00
P 15,001 – P 20,000 1 4.00
P 10,001 – P 15,000 2 8.00
P 5,000 – P 10,000 0 0.00
Below P 5,000 1 4.00

Total 25 100.00

Table 7 illustrates the profile of the respondents in

terms of range of salary. It shows that 84% majority of the

respondents are receiving Php20,000.00 above while only one

is earning below Php5,000.00.

1.7 Teaching Profile

Table 8

Demographic Profile of Respondents in terms of Teaching

Profile
Teaching Profile Frequency Percent (%)
Full Time 20 80.00
Detailed 5 20.00
Total 25 100.00

Table 8 indicates the teaching profile of the

respondents where 80% of the respondents are full-time

faculty which are expected to work 40 hours a week and serve

 36

as academic advisors. 20% of the respondents constitutes

the detailed faculty.

1.8 Number of Load Preparations

Table 9

Demographic Profile of Respondents in terms of Number of

Load Preparations
Number of Loads Frequency Percent (%)
7 or more 3 12.00
4 – 6 14 56.00
1 – 3 8 32.00
Total 25 100.00

Table 9 distinguishes the demographic profile of the

respondents according to number of load preparations. The

least from the respondents prepares more than seven (7)

number of workloads. Average workloads of 4-6 are carried

out by most of the respondents however, least preparations

are done by eight respondents.

Sub- Problem 2 What is the assessment of the CAS

faculty members on Distress in terms of:

2.1 Anxiety

Table 10

Assessment of CAS Faculty Members on Distress in terms of

Anxiety
Weighted Verbal
Anxiety Rank
Mean Interpretation
3. How often did you become
A Good Bit of the
nervous or jumpy when faced with 3.96 1
Time
excitement or unexpected situations?
 37

11. Have you been a very nervous

3.24 4 Some of the Time
person?
13. Have you felt tense or “high
strung?” 3.04 7 Some of the Time

15. How often did your hand shake

2.68 9 Some of the Time
when you tried to do something?
22. Were you able to relax without A Good Bit of the
3.84 2
difficulty? Time
25. Have you been bothered by
2.72 8 Some of the Time
nervousness, or your “nerves”?
29. Have you felt restless,
fidgety or impatient? 2.56 10 Some of the Time
32. How often did you get rattled,
upset or flustered? 2.80 3 Some of the Time

33. Have you been anxious or

3.13 6 Some of the Time
worried?
35. How often did you find yourself
trying to calm down? 3.20 5 Some of the Time

General Weighted Mean 3.10 Some of the Time

Table 10 displays that the anxiety among CAS Faculty

Members prevails some of the time. Two questions got the

highest responses which are “how often did you become

nervous or jumpy when faced with excitement or unexpected

situations?” and “Were you able to relax without

difficulty?” which have a weighted means of 3.96 and 3.84

with a verbal interpretation of “A good Bit of the Time.”

However, the lowest weighted mean is t “Have you felt

restless, fidgety or impatient?” with a weighted mean of

2.56 and a verbal interpretation of “Some of the Time.”

This finding is strengthened by the context of Sharma

and Godiyal (2015) which emphasized that if the teacher is

free from worries, anxieties and tensions, then no one can

 38

confer the capacity of advancing mental health and mental

cleanliness.

2.2 Depression

Table 11 illustrates the assessment of CAS Faculty

Members in terms of Depression. As shown in the table, the

question which denotes “Have you been under or felt you were

under any strain, stress or pressure?” got the highest

response from the respondents with a general weighted mean

of 3.36, whereas the question “Did you feel depressed?” got

the least response with the weighted mean of 2.40 with a

verbal interpretation of “A Little Bit of the Time.”

Table 11

Assessment of CAS Faculty Members on Distress in terms of

Depression
Weighted Verbal
Depression Rank
Mean Interpretation
A little of the
9. Did you feel depressed? 2.40 5
Time
19. Have you felt downhearted
2.52 4 Some of the Time
and blue?
30. Have you been moody or
2.88 2 Some of the Time
brooded about things?
36. Have you been in low or very
2.60 3 Some of the Time
low spirits?
38. Have you been under or felt
you were under any strain, 3.36 1 Some of the Time
stress or pressure?
General Weighted Mean 2.75 Some of the Time

Affirmed by Lhynn, Donohure and Lilienfield (2015),

they stressed that well-adjusted people are able to down

 39

regulate negative emotion (sadness, shame, anger) in order

to behave in ways that are effective in living with their

goals and values, and how to savor pleasant events when they

occur.

2.3 Loss of Behavioral or Emotional Control

Table 12 describes the assessment of CAS faculty

members on Distress in terms of Loss of Behavioral Control.

It shows that the question “Have you been in firm control of

your behavior, thoughts or feelings?” got the highest

response which gained a weighted mean of 4.76 with a verbal

interpretation of “Most of the Time.” Followed by the

question “Have you felt emotionally stable?” has a weighted

mean of 4.24 and a verbal interpretation of “A Good Bit of

the Time”. Least responses from the question “Have you felt

that others would be better off if you were dead?” garnered

a weighted mean of 1.68 and has a verbal interpretation of

“A Little of the Time.”

Table 12

Assessment of CAS Faculty Members on Distress in terms of

Loss of Behavioural or Emotional Control
Loss of Behavioural or Emotional Weighted Verbal
Rank
Control Mean Interpretation
8. Have you had any reason to
wonder if you were losing your
mind, or losing control over the 2.88 4 Some of the Time
way you act, talk and think or of
your memory?
14. Have you been in firm control 4.76 1 Most of the Time
 40

of your behavior, thoughts or

feelings?
16. Did you feel that you have A Little of the
2.04 7
nothing to look forward to? Time
18. Have you felt emotionally A Good Bit of
stable? 4.24 2
the Time
20. Have you felt like crying? 2.67 5 Some of the Time
21. Have you felt that others would A Little of the
1.68 9
be better off if you were dead? Time
24. Did you feel that nothing
turned out for you the way you 3.28 3 Some of the Time
wanted to?
27. Have you felt so down in the
dumps that nothing could cheer you 2.52 6 Some of the Time
up?
28. Did you think of taking your A Little of the
1.79 8
own life? Time
General Weighted Mean 2.88 Some of the Time

The finding was highlighted in the study of Sharma and

Godiyal (2015) which stated that a teacher must know how to

be free from the maladjustment like aggression, personal

problem and pressure.

Sub-Problem No.3 What is the assessment of the CAS

faculty members on Well- Being in terms of:

3.1 General positive affect

Table 13

Assessment of CAS Faculty Members on Well - Being in terms

of General Positive Affect
Weighted Verbal
General Positive Affect Rank
Mean Interpretation
1. How happy, satisfied or pleased have
5.20 1 Most of the Time
you been with your personal life?
4. How much of the time have you felt
that the future looks hopeful and 4.80 4 Most of the Time
promising?
5. How much time has your daily life
been full of things that were 4.76 5 Most of the Time
interesting to you?
 41

6. How much time did you feel relaxed A Good Bit of the
3.95 11
and free from tension? Time
7. How much of the time have you
4.68 7 Most of the Time
generally enjoyed the things you do?
12. When you got up in the morning, did
4.60 9 Most of the Time
you expect to have an interesting day?
17. Have you felt calm and peaceful? 4.68 7 Most of the Time
26. Has living been a wonderful
adventure for you? 4.96 3 Most of the Time
31. Have you felt cheerful,
4.68 7 Most of the Time
lighthearted?
34. Were you a happy person? 5.08 2 Most of the Time
37. Have you been waking up feeling A Good Bit of the
4.24 10
fresh and rested? Time

General Weighted Mean 4.70 Most of the Time

Table 13 reveals the assessment of the CAS Faculty

members in well-being in terms of general positive affect.

Based on the findings, it shows that the respondents are

happy, satisfied and pleased with their personal lives most

of the time with a weighted mean of 5.20. Thus, respondents

feel lonely “Some of the Time” which gained a weighted mean

of 2.68. This has positive emotions and deals with life’s

challenges in a positive way.

The findings will fortify by the empirical evidence of

(Johal and Pooja, 2016) which stated that the teachers who

are mentally healthy will accept challenges, make efforts

for personal development and strive for the growth of their

student.

3.2 Emotional Ties

Table 14
 42

Assessment of CAS Faculty Members on Well - Being in terms

of Emotional Ties
Weighted Verbal
Emotional Ties Rank
Mean Interpretation
2. How much of the time have you
2.68 3 Some of the time
felt lonely?
10. Have you felt loved and A good bit of
4.40 2
wanted? the time
23. Did you feel that your love
Most bit of the
relationships, loving and being 4.92 1
time
loved, were full and complete?
A good bit of
General Weighted Mean 4.00
the time

Table 14 presents the assessment of CAS Faculty members

on well-being in terms of emotional ties. It shows that the

question number 23 obtained the highest response with a

weighted mean of 4.92 which has a verbal interpretation of

“Most of the Time.” However, question number 2 has the least

response with a weighted mean of 2.68 with a verbal

interpretation of “Some of the Time.” It indicates that the

respondents are satisfied when it comes to their emotional

ties or connection to other people. They have good emotional

health and are aware of their thoughts, feelings, and

behaviours.

This outcome is supported by the study of Lhynn,

Donohure and Lilienfield (2015) which pointed that well-

adjusted people are able to down regulate negative emotion

in order to behave in ways that are effective in living with

 43

their goals and values, and how to savour pleasant events

when they occur.

Sub- Problem No. 4 What is the assessment of the CAS

faculty members in the dimensions of mental health as to:

4.1 Distress

Table 15 presents the assessment of mental health of

CAS faculty members in terms of distress. It displays that

the respondents have been in firm control of behavior,

thoughts and feelings which gained a weighted mean of 4.76

and is interpreted as “Most of the Time” thus, a feeling

that others would be better off if they were dead gained a

weighted mean of 1.68, interpreted as “a Little of the

Time.”

Table 15

Assessment of CAS Faculty Members on Dimensions of Mental

Health in terms of Distress
Distress Weighted Rank Verbal
Mean Interpretation
3. How often did you become nervous or jumpy 3.96 3 A good bit of the
when faced with excitement or unexpected time
situations?
8. Have you had any reason to wonder if you were 2.87 12 Some of the time
losing your mind, or losing control over the way
you act, talk and think or of your memory?
9. Did you feel depressed? 2.40 21 A little of the
time
11. Have you been a very nervous person? 3.24 7 Some of the time
13. Have you felt tense or “high strung?” 3.04 10 Some of the time
14. Have you been in firm control of your 4.76 1 Most of the time
behavior, thoughts or feelings?
15. How often did your hand shake when you tried 2.68 15 Some of the time
to do something?
16. Did you feel that you have nothing to look 2.04 22 A little of the
forward to? time
18. Have you felt emotionally stable? 4.24 2 A good bit of the
time
 44

19. Have you felt downhearted and blue? 2.52 19.5 Some of the time
20. Have you felt like crying? 2.67 16 Some of the time
21. Have you felt that others would be better 1.68 24 A little of the
off if you were dead? time
22. Were you able to relax without difficulty? 3.84 4 A good bit of the
time
24. Did you feel that nothing turned out for you 3.28 6 Some of the time
the way you wanted to?
25. Have you been bothered by nervousness, or 2.72 14 Some of the time
your “nerves”?
27. Have you felt so down in the dumps that 2.52 19.5 Some of the time
nothing could cheer you up?
28. Did you think of taking your own life? 1.79 23 A little of the
time
29. Have you felt restless, fidgety or 2.56 18 Some of the time
impatient?
30. Have you been moody or brooded about things? 2.88 11 Some of the time
32. How often did you get rattled, upset or 2.80 13 Some of the time
flustered?
33. Have you been anxious or worried? 3.13 9 Some of the time
35. How often did you find yourself trying to 3.20 8 Some of the time
calm down?
36. Have you been in low or very low spirits? 2.60 17 Some of the time
38. Have you been under or felt you were under 3.36 5 Some of the time
any strain, stress or pressure?
General Weighted Mean 2.95 Some of the time

It is shown that the respondents are resilient to

control their behavior whenever they are in distress. This

result is in good agreement to the research conducted by

Olmedo and Gempes (2016) which discussed that controlling

emotion was found out to be significant as most utilized

coping strategy.

4.2 Well- Being

Table 16

Assessment of Mental Health of CAS Faculty Members in terms

of Well-Being
Weighted Verbal
Well – Being Rank
Mean Interpretation
1. How happy, satisfied or pleased have you been
5.20 1 Most of the time
with your personal life?
2. How much of the time have you felt lonely? 2.68 14 Some of the time
4. How much of the time have you felt that the
future looks hopeful and promising? 4.80 5 Most of the time
 45

5. How much time has your daily life been full of

4.76 6 Most of the time
things that were interesting to you?
6. How much time did you feel relaxed and free A good bit of
from tension? 3.95 12
the time
7. How much of the time have you generally enjoyed
4.68 8 Most of the time
the things you do?
8. Have you had any reason to wonder if you were
losing your mind, or losing control over the way 2.88 13 Some of the time
you act, talk and think or of your memory?
A good bit of
10. Have you felt loved and wanted? 4.40 10
the time
12. When you got up in the morning, did you expect
4.60 9 Most of the time
to have an interesting day?
17. Have you felt calm and peaceful? 4.68 8 Most of the time
23. Did you feel that your love relationships,
4.92 4 Most of the time
loving and being loved, were full and complete?
26. Has living been a wonderful adventure for you? 4.96 3 Most of the time
31. Have you felt cheerful, lighthearted? 4.68 8 Most of the time
34. How often did you find yourself trying to calm
5.08 2 Most of the time
down?
A good bit of
37. Have you been waking up and rested? 4.24 11
the time
A good bit of
General Weighted Mean 4.43
the time

The assessment of mental health of CAS faculty members

in terms of well-being is presented on Table 16. It is

reflected that the respondents are happy, satisfied and

pleased with their personal lives “Most of the Time” with

the weighted mean of 5.20. The lowest weighted mean of 2.68

describes that the respondents feel lonely “Some of the

Time.”

This has positive effect to their profession because

according Johan and Pooja, they reiterated that teachers who

are mentally healthy will accept challenges, make efforts

for personal development and strive for the growth of their

student.
 46

Sub – Problem No. 5 Is there a significant relationship

between the demographic profile and the following:

5.1 Distress

Table 17

Relationship between the Demographic Profile of the

respondents and their distress when group according to Age
Computed P-
Distress Decision Interpretation
Value value
Failed to
Anxiety -0.134 0.426 No Significance
Reject HO

Depression -0.175 0.180 Failed to No Significance

Reject HO
Loss of Behavioral
Failed to
or Emotional -0.155 0.293 No Significance
Reject HO
Control

It is shown in Table 17 that anxiety, depression and

loss of behavioural/emotional control gained a computed P-

value greater than the significance level of 0.05, thus, the

null hypothesis is failed to reject. It shows that the

respondents have been in firm control of their behaviour,

thoughts and feelings.

This result is supported by the study of De Cadiz and

Sonon (2012) which noted that there are no significant

differences in all the interested variables including age,

sex, academic rank, length of service and field of

specialization due to the normal level of stress and high

levels of confidence and stress tolerance.

 47

Table 18

Relationship between the Respondents and their Distress in

terms Sex
Chi –
P-
Distress Square Decision Interpretation
value
Value
Failed to
Anxiety 4.911 0.178 No Significance
Reject HO

Depression 4.772 0.189 Failed to No Significance

Reject HO
Loss of Behavioral
Failed to
or Emotional 4.099 0.251 No Significance
Reject HO
Control
Table 18 shows that the components of distress as to

anxiety, depression and loss of behavioural/ emotional

control have gained a computed value greater than the 0.05

level of significance, thus no significant relationship is

found between the respondent’s sex and their distress.

This outcome is strongly emphasized also by the study

of De Cadiz and Sonon (2012) which stated that there are no

significant differences in all the interested variables

including age, sex, academic rank, length of service and

field of specialization in relation to the stress level due

to high levels of confidence and stress tolerance.

Table 19

Relationship between the Respondents and their Distress in

terms Employment Status
Computed P-
Distress Decision Interpretation
Value value
Failed to
Anxiety -0.092 0.550 No Significance
Reject HO
Depression -0.071 0.685 No Significance
Failed to
 48

Reject HO
Loss of Behavioral
Failed to
or Emotional -0.133 0.482 No Significance
Reject HO
Control

Based on the findings, Table 19 shows that there is

insufficient evidence to support the relationship between

the components of distress when grouped according to

employment status. It is displayed that p-values are greater

than the 0.05 level of significance, therefore, there is no

significant relationship between the respondent’s employment

status and their distress.

Even though the respondents felt restless, stressed or

pressured because of their employment status some of the

time, they still managed to cope up with the difficulties

they encounter and takes it in a positive way. The claim is

supported by the study of Gamban, Aguado and Torres (2014)

that teachers who are on probation are more calmed and more

inspired while the permanent teachers are more innovative.

Table 20

Relationship between the Respondents and their Distress in

terms Level of Position
Computed P-
Distress Decision Interpretation
Value value
Failed to
Anxiety -0.263 0.088 No Significance
Reject HO

Depression -0.068 0.701 Failed to No Significance

Reject HO
Loss of Behavioral -0.149 0.315 Failed to No Significance
 49

or Emotional
Reject HO
Control

Table 20 shows that the p-values are greater than the

0.05 level of significance. Therefore, it is concluded that

there is no significant relationship between the

respondents’ demographic profile and distress when grouped

according to level of position.

The result is reiterated by Uche and Ngwu (2017), which

affirms that individuals who are learning to live with what

they have and accepting that the current positions they hold

are the best they are likely to get, engenders sense of

subjective well- being

Table 21

Relationship between the Length in Service of Respondents

and their Distress
Computed P-
Distress Decision Interpretation
Value value
Failed to
Anxiety -0.096 0.633 No Significance
Reject HO

Depression -0.058 0.746 Failed to No Significance

Reject HO
Loss of Behavioral or Failed to
-0.150 0.362 No Significance
Emotional Control Reject HO

Based on the results from Table 21, components of

distress as to anxiety, depression and loss of behavioral/

emotional control emphasizes a greater computed p-value than

the 0.05 level of significance, thus, there is no

 50

significant relationship with the demographic profile of the

respondents in terms of their length in service.

The result is also reflected on the study conducted by

Beers (2012) which appeared that teacher experiences fewer

negative emotions as they gain experience in teaching. It

may be due to the tenure that may give a teacher the

confidence in job security and sense that they are free of

political pressures within a school system, it may improve

teacher motivation, satisfaction and overall productivity.

Table 22

Relationship between the Range of Salary of Respondents and

their Distress
Computed P-
Distress Decision Interpretation
Value value
Failed to
Anxiety 0.254 0.114 No Significance
Reject HO
Failed to
Depression 0.145 0.396 No Significance
Reject HO
Loss of
Failed to
Behavioral or 0.158 0.290 No Significance
Reject HO
Emotional Control

Table 22 depicts that range of that the computed p-

values of the anxiety, depression and loss of behavioral or

emotional control are greater than the 0.05 level of

significance. Thus, Salary of the respondents has no

significant relationship with the components of distress.

 51

It was stressed by Gamban, Aguado and Torres (2014)

that teachers are very compassionate when it comes to work,

thus, regardless whether they have a high or lower salary,

they are still committed to their passion which is teaching.

Table 23 denotes that there is insufficient evidence to

support the relationship between the components of distress

and the respondent’s teaching profile since the computed p-

values are greater than the 0.05 level of significance.

Table 23

Relationship between the Teaching Profile of the

Respondents and their Distress
Chi –
Distress Square P-value Decision Interpretation
Value
Failed to
Anxiety 4.117 0.904 No Significance
Reject HO

Depression 5.234 0.813 Failed to No Significance

Reject HO
Loss of Behavioral or Failed to
2.937 0.967 No Significance
Emotional Control Reject HO

It is expressed by Tancinco (2016) that teachers have

still more additional works to perform aside from teaching

loads. Each faculty member is expected to perform the

trilogy of functions, namely instruction, research and

extension. Thus, an evident from the findings of Kumar,

 52

Panwar, Gorsy and Chanderkan (2015) which emphasized that

the majority of the government teachers experience higher

mental health associated with their occupational demands.

Table 24

Relationship between the Number of Loads of Respondents and

their Distress
Computed P-
Distress Decision Interpretation
Value value
Failed to
Anxiety 0.168 0.277 No Significance
Reject HO

Depression 0.120 0.523 Failed to No Significance

Reject HO
Loss of Behavioral Failed to
0.006 0.962 No Significance
or Emotional Control Reject HO

Table 24 depicts that the anxiety, depression, and loss

of behavioral or emotional control gained a computed p-

values greater than the 0.05 level of significance. Thus,

the number of loads of the respondents have no significant

relationship with the components of distress as to anxiety,

depression and loss of behavioral/ emotional control. The

result shows that the despite the number of workloads, the

respondents can still manage to stay calm and able to finish

their required number of workloads. The result is related to

the findings of Tancinco (2016) which emphasized that the

problem of workload greatly affects efficiency and

effectiveness of teaching.

5.2 Well- Being

 53

Table 25

Relationship between the Age of the Respondents and their

Well - Being
Computed P-
Well – Being Decision Interpretation
Value value
General Positive Failed to
0.085 0.611 No Significance
Affect Reject HO
Failed to
Emotional Ties 0.060 0.680 No Significance
Reject HO

Table 25 illustrates the relationship between the

demographic profile of the respondents and their well-being

in terms of age. It can be gleaned from the results that the

emotional ties and the general positive affect of the

respondents have p-values greater than significance level of

0.05. This result explains that age of the CAS Faculty

Members does not affect their well- being. They generally

enjoy the things that they do and always feel satisfied in

life. They are hopeful and living has been adventure to

them.

Table 26

Relationship between the Sex of Respondents and their Well

- Being
Chi –Square P-
Well – Being Decision Interpretation
Value value
General Positive Failed to
1.867 0.600 No Significance
Affect Reject HO
Failed to
Emotional Ties 0.911 0.823 No Significance
Reject HO
 54

Table 26 shows the relationship between the demographic

profile of the respondents and their well - being in terms

of sex. Based from the results, the respondents are able to

maintain their emotional bond to their loved ones since the

p-values are greater than the 0.05 level of significance.

With this, respondents are contented in their personal lives

regardless of their sex. This result is supported by

Abdurrahman, Cengiz, Ata  Akram (2015). They found

negative a negative relationship between age and

psychological well-being scores of teachers.

Table 27 illustrates the relationship between the

demographic profile of the respondents and their well -

being in terms of employment status.

Table 27

Relationship between the Employment Status of Respondents

and their Well - Being
Computed P-
Well – Being Decision Interpretation
Value value
General Positive Failed to
0.023 0.909 No Significance
Affect Reject HO
Failed to
Emotional Ties -0.058 0.732 No Significance
Reject HO

The results showed that p-values are greater than the

0.05 significance level, therefore, employment status of the

respondents has no significant relationship to their well-

being. The CAS Faculty Members can still find happiness and
 55

contentment through their work regardless of their

employment status.

This is strongly emphasized by the findings from Uche

and Ngwu (2017), which stressed that individuals who are

learning to live with what they have and accepting that the

current positions they hold are the best they are likely to

get, engenders sense of subjective well- being.

Table 28

Relationship between the Level of Position of the

Respondents and their Well - Being
Computed P-
Well – Being Decision Interpretation
Value value
General Positive Failed to
0.173 0.211 No Significance
Affect Reject HO
Failed to
Emotional Ties 0.145 0.319 No Significance
Reject HO

Table 28 illustrates the relationship between the

demographic profile of the respondents and their well -

being in terms of level of position. The result above

discusses that p-values of the general positive affect and

the emotional ties are greater than the significance level

of 0.05, thus, the emotional connection of respondents to

their love ones does not affect by their position.

This is strongly emphasized by the findings from Uche

and Ngwu (2017), which stressed that individuals who are

learning to live with what they have and accepting that the
 56

current positions they hold are the best they are likely to

get, engenders sense of subjective well- being.

Table 29

Relationship between the Length in Service of the

Respondents and their Well - Being
Computed P-
Well – Being Decision Interpretation
Value value
General Positive Failed to
0.100 0.578 No Significance
Affect Reject HO
Failed to
Emotional Ties 0.067 0.692 No Significance
Reject HO

Table 29 portrays the relationship between the

demographic profile of the respondents and their well- being

in terms of length in service. It can be gleaned from the

results that p-values are greater than the significance

level of 0.05, therefore, length of service of the

respondents is not a factor that affects their emotional

bond to their loved ones. The result is prominent to the

findings of Boas and Morin (2014) that balance between

personal and professional life can be affected by mental

health.

Table 30

Relationship between the Range of Salary of the Respondents

and their Well - Being
Computed P-
Well – Being Decision Interpretation
Value value
General Positive Failed to
-0.257 0.082 No Significance
Affect Reject HO
Failed to
Emotional Ties -0.197 0.256 No Significance
Reject HO
 57

Table 30 portrays the relationship between the

demographic profile of the respondents and their well -

being in terms of range in salary. Result tackles that p-

values are greater than the 0.05 level of significance.

Therefore, range of salary has no significant relationship

and does not affect the respondents’ well- being.

Table 31

Relationship between the teaching profile of the

Respondents and their Well - Being
Chi –Square P-
Well – Being Decision Interpretation
Value value
General Positive Failed to
7.057 0.631 No Significance
Affect Reject HO
Failed to
Emotional Ties 12.879 0.168 No Significance
Reject HO

Table 31 evaluates the relationship between the

demographic profile of the respondents and their well -

being in terms of teaching profile. Results show that with

the significance level of 0.05, p-values of the general

positive affect and emotional ties are greater, thus, CAS

faculty members are happy and contented with their personal

lives regardless of their teaching profile.

Relative to the findings is featured by Lhynn, Donohure

and Lilienfield (2015) wherein they pointed out that

opportunities to engage in activities related to self-

 58

relevant goals or values tend to be self-affirming, promote

self-esteem, build self-efficacy and are central to

maintaining mental health.

Table 32

Relationship between the Number of Load Preparations of the

Respondents and their Well -
Computed P-
Well – Being Decision Interpretation
Value value
General Positive
-0.373 0.009 Reject HO Significance
Affect
Emotional Ties -0.418 0.003 Reject HO Significance

Based on the findings, Table 32 shows the well- being

of respondents in terms of range of number of loads. Results

modified that the computed p-values did not meet the level

of significance of 0.05, however, it confirms that the

respondents manage to equip their self-efficacy, maintain

being happy, healthy and continue to establish their work

and more importantly to have a good mental health.

This result substantiates previous findings in the

study of Kumar, Panwar, Gorsy and Chanderkan (2015). In

their study, it was stated that majority of the government

teachers experience higher mental health associated with

their occupational demands. Thus, Tancinco (2016) stresses

that workload greatly affected efficiency and effectiveness

of teaching.
 59

CHAPTER 5

Summary, Conclusions and Recommendations

Summary

The notable findings are:

1.Demographic Profile of the Respondents

Profile of the total respondents in terms of age are

comprised mostly of 25-39 years of age with the frequency of

16 (24%) and the least with the frequency of 2(8%) are below

25 years old. Mostly are male which constitutes the

frequency of 14 (56%) and 11 females (44%). In terms of

 60

employment status, majority are permanent with the frequency

of 18 (72%) and the least with the frequency of 2 (8%) are

part-timers. Most of them are Instructor I with the

frequency of 14(56%) and at least 3(12%) are associate

professors. In terms of length of service, majority are in

0-5 years with the frequency of 11(52%) and has 1(4%) 26-40

years in service. Findings also shows that most of them are

receiving an above P20,000.00 salary with the frequency of

21 and 1 (4%) that receives P5,000.00 below salary. Teaching

profile consists of 20(80%) full-time faculty and 5 (20%)

are detailed- faculty. And majority of them with the

frequency of 14 (56%) carry 4-6 load preparations and at

least 3 (12%) carry seven or more load preparations.

2. Assessment of CAS Faculty Members in terms of Distress

Respondents’ assessment on distress in terms of

anxiety, depression and loss of behavioural/ emotional

control have gained a general weighted means of 3.10, 2.75

and 2.88 with the verbal interpretation of “Some of the

Time.”

3. Assessment of CAS Faculty Members in terms of Well-Being

The assessment of the respondents to their well-being

in terms of general positive affect and emotional ties

reflects a general weighted mean of 4.70 with a verbal

 61

interpretation of “Most of the Time” while in terms of

emotional ties, it is interpreted as “A Good Bit of the

Time” with the general weighted mean of 4.00.

4. Assessment of CAS Faculty Members in the Dimensions of

Distress

The dimensions of Mental Health of CAS faculty members

in terms of distress is interpreted as “Some of the Time”

which garnered a general weighted mean of 2.95 while the

respondent’s well-being is “A Good Bit of the Time” which

gained a general weighted mean of 4.43.

5. Assessment of CAS Faculty Members in the Dimensions of

Well-Being

The researchers found out that there is no significant

relationship between the demographic profile of the

respondents and their well-being in terms of age, sex,

employment status, Position, Length in Service, Range of

Salary, and Teaching Profile however researchers found

important findings stating that there was a significant

relationship between the demographic profile of the

respondents and their well-being in terms of number of

loads.

These are important findings in the understanding of

the factors that may affect the well-being of the

 62

respondents. Therefore, the researchers conclude that

various factors such as, cannot affect the well-being of

age, sex, employment status, Position, Length of Service,

Range of Salary, and Teaching Profile cannot affect their

well- being while the number of loads is an important factor

that could affect their well-being.

Conclusions

Based on the findings of the study, the researchers

present the following conclusions:

1. Most of the respondents are in the age bracket of

25-

30 years old, most of them are male with permanent status.

Also, majority are Instructor I, in their 0-5 years in

service and majority are receiving Php 20,000.00.

Furthermore, they are mostly full-time faculty, with five

detailed faculty and have 4-6 number of load preparations.

2. Components of Distress including anxiety, depression

and loss of behavioural/ emotional control has no

significant relationship with the demographic profile of

respondents except for the number of workloads which is the

most common distress that the CAS faculty members are

experiencing. However, though they may face harmful or

worrying triggers, it shows they are flexible in alleviating

 63

their negative emotions when dealing with difficult

situations.

3. As to the assessment of the respondents to their

well-

being in terms of general positive affect and emotional

ties, it reflects a positive emotional experience that

enables the respondents to learn more and build their own

skills that leads to doing better on tasks.

4. Results indicate that they experience distress every

now and then, nonetheless they are quick to recover from it

because they are individuals who have good general well-

being. They can able to overcome their distress because of

they have satisfaction and contentment.

5. From the results emerged from this study,

researchers

concluded that various factors cannot affect the Well-Being

of the respondents but strikingly, the number of workloads

can affect their Well-Being.

Recommendations

Based on the conclusions of the study, the researchers

present the following recommendations:

1. For the future researchers, they may also consider

 64

Other factors may affect the distress and well-being of the

CAS Faculty Members like the social and economic factors.

2. The researchers also suggest to test the difference

in the level of distress (anxiety, depression, loss of

behavioural/ emotional control) and well-being (general

positive affect, emotional ties) according to the given

demographic profile of the CAS faculty members for further

assessment.

3. The College may also conduct a peer group coaching

so

That there could be a sharing of thoughts and perspective of

how to cope effectively with the stress. These activities

may be conducted at least twice a month or as needed (after

a long heavy day) by the teaching personnel.

4. The Institute may also consider establishing a

“Teacher-Support-Network that promotes workforce well-being

which can be available to the teachers who are in distress,

thus, high quality of emotional and social support from the

seniors and colleagues are received.

5. Department heads of the college may also review the

Workloads given to the faculty, thus, may reduce the

paperwork associated with quantity and preparation of their

loads.
 65

6. The College may consider to create a wellness

program

such as fitness activities including dancing Zumba, Yoga

classes for meditation, or other wellness adventures such as

team building not only for the teaching personnel of the

college but also for all the staff of the CAS department.

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 66

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 70

APPENDICES

A. Approved Letter
 71

B. Letter to Adviser
 72

C. Title Proposal
73
 74

D. Letter for Statistician

 75

E. Certification from Statistician

 76

F. Letter for English Critique

 77

G. Certification from English Critique

 78

H. Statistical Data Report

 79

I. Curriculum Vitae of all Researchers

80
81