De La Salle Medical and Health Sciences Institute

De La Salle Medical and Health Sciences Institute i
SPECIAL HEALTH SCIENCES SENIOR HIGH SCHOOL
COMPARATIVE STUDY ON THE DEPRESSION LEVELS BETWEEN

JUNIOR HIGH SCHOOL AND SENIOR HIGH SCHOOL
TEACHERS IN THE PUBLIC SCHOOLS OF THE
CITY OF DASMARIÑAS, CAVITE
A Capstone Project
Presented to
The Faculty of the Special Health Sciences Senior High School
De La Salle Medical and Health Sciences Institute
City of Dasmariñas, Cavite
In Partial Fulfilment of the Requirements in

Inquiries, Investigation, and Immersion
BIANCA EMMANUELLE DANA R. BARZAGA

JERSEY MARIELL E. CO
JERICHO DANIEL D. IGDANES
ANFERNIE S. LORILLA
CAITLIN JOY A. SANCHEZ
ALYANNA KIARA S. SARINAS
July 2019
De La Salle Medical and Health Sciences Institute ii
RESEARCH OUTPUT OPEN ACCESS PERMISSION
We, Bianca Emmanuelle Dana R. Barzaga, Jersey Mariell E. Co, Jericho Daniel D.
Igdanes, Anfernie S. Lorilla, Caitlin Joy A. Sanchez, And Alyanna Kiara S. Sarinas,
authors of the research output Comparative Study on the Depression Levels between
Junior High School and Senior High School Teachers in the Public Schools of the City
Of Dasmariñas, Cavite, submitted to De La Salle Medical and Health Sciences Institute –
Special Health Sciences Senior High School in partial fulfillment of the year level 12th Grade,
do hereby grant DLSMHSI the right to reproduce, publish, and distribute copies of the said
research output in whatever form deemed appropriate by DLSMHSI subject to applicable
laws, institutional policies, and contracts. Specifically, the following rights are granted to
DLSMHSI:
1. To upload a copy of this research output and be made accessible online through the
institutional repository or database,
2. To publish a copy of this research in the Compendium of Research Abstracts or
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3. To provide open access to the research output provided that the author/s is/are
properly acknowledged and the work is cited.
RESEARCH OUTPUT ACCESS AUTHORIZATION

FOR POTENTIALLY PATENTABLE WORK
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BIANCA EMMANUELLE DANA R. BARZAGA ANFERNIE S. LORILLA
JERSEY MARIELL E. CO CAITLIN JOY A. SANCHEZ
JERICHO DANIEL D. IGDANES ALYANNA KIARA S. SARINAS

Student Authors
JOSE ISAAK M. CALAMLAM, LPT, MA

Research Adviser
VIVIAN B. RAMIREZ, MSc

Director, SHSSHS
De La Salle Medical and Health Sciences Institute iii
ABSTRACT
Through the years, very few studies have been made on depression-
causing factors among public school teachers despite the increase in work-related
depression in the teaching profession. The objective of the present study was to
determine the differences between the levels of depression among Junior High
School and Senior High School Teachers in Public Schools in Dasmariñas City,
Cavite. This study investigated the relationship between the professional and
personal concerns on the mental health of a public school teacher. The research
was carried out in 3 public high schools in Dasmariñas City, Cavite, with a
sample consisting of 108 teachers by using a data questionnaire model of a
Correlational Quantitative Study with elements of a Comparative Qualitative
Study. Analysis and statistical testing rendered the result that there was no
significant difference between the depression levels of both groups. Generally
speaking, both are most susceptible to a moderate degree of depression, as a result
of exposure to personal and professional stressors.
Key Terms: stressors, public high schools, mental health, PHQ-9

De La Salle Medical and Health Sciences Institute iv
RESEARCH APPROVAL SHEET
This is to certify that this Research titled COMPARATIVE STUDY ON THE

DEPRESSION LEVELS BETWEEN JUNIOR HIGH SCHOOL AND SENIOR
HIGH SCHOOL TEACHERS IN THE PUBLIC SCHOOLS OF THE CITY OF
DASMARIÑAS, CAVITE prepared and submitted by BIANCA EMMANUELLE
DANA R. BARZAGA, JERSEY MARIELL E. CO, JERICHO DANIEL D.
IGDANES, ANFERNIE S. LORILLA, CAITLIN JOY A. SANCHEZ, and
ALYANNA KIARA S. SARINAS in partial fulfillment of the requirements in Inquiries,
Investigation, and Immersion (I3) was successfully defended by the researchers and
approved by the Research Review Panel (RRP) on ____________________.
JOSE ISAAK M. CALAMLAM, LPT, MA SHAIYNE C. DEQUE, LPT

Research Adviser Chair, RRP
MARK LAWRENCE F. FABREGAS, LPT LENARD CHARLES C. MONSADA, MD

Member, RRP Member, RRP
The Special Health Sciences Senior High School Department (SHSSHS)

endorses acceptance of this Research as partial fulfillment of the requirements in
Inquiries, Investigation, and Immersion (I3).
JOSE ISAAK M. CALAMLAM, LPT, MA VIVIAN B. RAMIREZ, MSc

Academic Chair, SHSSHS Director, SHSSHS
De La Salle Medical and Health Sciences Institute v
ACKNOWLEDGMENTS
This research would not have happened without the support of the De La
Salle Medical and Health Sciences Institute. We thank our professors from the
Special Health Sciences Senior High School, particularly our subject instructor,
Mr. Jose Isaak Calamlam. Their input and support significantly supported the
research, and their insights on the topic further fueled our desire to work in the
field of the health sciences.
We thank Mr. Lord Joseas Conwi for providing us a Psychometrician’s
point of view. His comments greatly improved and refocused the trajectory of this
study. Also, we would like to show our gratitude to Ms. Maria Ligaya Lopez, Ms.
Mia Maica Mangoba, Mr. Jose Royce Aledia, and Ms. Edeline Quial for sharing
their expertise with us during the early stages of instrument construction.
We are also immensely grateful to Ms. Imee Serrano for being a
consultant during the statistical analysis stage. Her in-depth discussions of the
treatments required in the study also provided us a refresher of the foundations to
statistics and probability. We are also thankful to Ms. Charina Shane Co, who was
instrumental in removing and revising grammatical errors in this paper.
Any oversights are our own and should not tarnish the reputations of these
esteemed persons. The participation of the respondents of the study is highly
valued, as well as the approval of their respective school principals.

De La Salle Medical and Health Sciences Institute vi
Certainly, we would also like to thank our friends and family members
who remained supportive all throughout the duration of the study.
Lastly, we would like to acknowledge the Filipino teachers. They are truly
valuable assets to this nation and they are undeniably the foundation of our
workforce.
To God be the glory.

De La Salle Medical and Health Sciences Institute vii
TABLE OF CONTENTS
Title Page i
Research Output Open Access Permission ii
Abstract iii
Approval Sheet iv
Acknowledgments v
Table of Contents vii
List of Tables x
List of Figures xii
CHAPTER 1 INTRODUCTION
Background of the Study 1
Conceptual Framework 3
Statement of the Problem 4
Hypotheses 4
Scope and Limitations 5
Significance of the Study 6
Definition of Terms 7
CHAPTER 2 LITERATURE REVIEW
Mental Health 11
Stress 12
Depression 13
Depression vs. Sadness 15

De La Salle Medical and Health Sciences Institute viii
Severity of Depression 16
Gender and Age Range-Specific Depression 17
Work-Related Stress 18
Teachers and Stressful Workload 20
Cases of Depression and Suicide among Teachers 21
Erik Erikson’s Stages of Psychosocial Development 22
Theory of Anomie 24
Psychiatric Hegemony 25
Bell Curve of Abnormal Psychology 26
CHAPTER 3 METHODOLOGY
Research Design 28
Population and Sampling 28
Respondents of the Study 28
Research Instrument 29
Validity and Reliability of Instruments 30
Ethical Considerations 31
Data Gathering Procedure 31
Analysis of Data 32
CHAPTER 4 RESULTS AND DISCUSSION
Demographic Profile of the Respondents 33
Item Analysis of Personal and Professional Concerns 37
Depression Level Based on Mental Health Assessment 54

De La Salle Medical and Health Sciences Institute ix
Comparison between Depression Levels of the Departments 56
CHAPTER 5 SUMMARY OF FINDINGS, CONCLUSION, AND
RECOMMENDATIONS
Summary of Findings 57
Conclusion 58
Recommendations 60
Cited References 62
Appendices
A. Informed Consent Form 72
B. Research Instrument 74
C. Site Map 78
D. Letter for School Principal 79
E. Photo Documentation 81
F. Validation of Research Instrument 82
G. Certification from the Psychometrician 87
H. Certification from the Statistician 88
I. Certification from the Editor 89
Curriculum Vitae 90
De La Salle Medical and Health Sciences Institute x
LIST OF TABLES
Table 1. Age Range of Respondents 33
Table 2. Sex of Respondents 34
Table 3. Civil Status of the Respondents 35
Table 4. Teaching Load of the Respondents 36
Table 5.1 Responses from JHS Participants 37

(Communication with Family and Friends)
Table 5.2 Responses from SHS Participants 37

(Communication with Family and Friends)
Table 6.1 Responses from JHS Participants 39

(Misunderstandings with Family Members)
Table 6.2 Responses from SHS Participants 39

(Misunderstandings with Family Members)
Table 7.1 Responses of JHS Participants 40

(Misunderstandings with Friends and Significant Others)
Table 7.2 Responses of SHS Participants 41

(Misunderstandings with Friends and Significant Others)

(Problems Relating to Finances)

(Problems Relating to Finances)

(Entertainment Habits)

(Entertainment Habits)

(Deadlines and Time Allocation)
De La Salle Medical and Health Sciences Institute xi

(Deadlines and Time Allocation)

(Exertion of Effort)

(Exertion of Effort)

(Working Atmosphere)

(Working Atmosphere)

(Relationship with Supervisors)

(Relationship with Supervisors)

(Relationship with Co-workers)

(Relationship with Co-workers)
Table 15.1 Frequency Distribution of Level of 55

Depression of Junior High School Teachers
Table 15.2 Frequency Distribution of Level of 55

Depression of Senior High School Teachers
De La Salle Medical and Health Sciences Institute xii
LIST OF FIGURES
Figure 1. Conceptual Framework 3
Figure 2. Age Range of Respondents 33
Figure 3. Sex of Respondents 34
Figure 4. Civil Status of Respondents 35
Figure 5. Teaching Load of Respondents 36
Figure 6.1 Responses to Question No. 1 (JHS) 38
Figure 6.2 Responses to Question No. 1 (SHS) 38

De La Salle Medical and Health Sciences Institute xiii
Figure 16. Map of Dasmariñas City, Cavite 78
Figure 17. Photo during the Data Gathering 81

De La Salle Medical and Health Sciences Institute 1
CHAPTER 1
INTRODUCTION
1.1 Background of the Study
The increase in cases of depression among public school teachers
increased the intent of the researchers to investigate the phenomena. The study of
depression has become an important aspect of the society for it is a major health
problem (Cujipers, et al., 2011). Depression is a mental disorder wherein it
negatively affects the way a person thinks, acts, and feels. It makes one lose
interest in things that are enjoyed before, unable to find the will to function and
live every day. This disorder can lead not only to emotional problems but to
physical problems as well that some of the worst cases lead to self-harm or
suicide.
Due to personal and professional concerns, an increasing number of
teachers have been experiencing mental health problems (Gorsy, Panwar, &
Kumar, 2015). The journal, Social Psychiatry and Psychiatric Epistemology,
published a report showing that the education industry falls in the mid-level of
those who suffer from depression (Wulsin, Alterman, Bushnell, Li, & Shen, 2014,
p. 1805). It has a depression rate of about 10 percent while the average rate across
all industries is 10.45 percent (DiMauro, 2016). Teachers who have depression
are having a hard time resisting themselves not to break down in front of the class.
Insomnia and feelings of dread are additional symptoms. Their depression leads to
being too physically and mentally drained that they do not have the energy to do
their jobs anymore. They would procrastinate their work which would make them
feel stressed.
It is commonly suggested that the key to overcome depression is to seek
help and prioritize one's mental health. Dilekmen (2013) found out that teachers
in Turkey experience some psychological problems that affect their students
negatively. Some teachers reported several symptoms of depression, such as
feelings of shame, dread, and insomnia (Finley, 2018). In addition, up to 93
percent of elementary school teachers have reported feeling high levels of stress
(Terada, 2018).
Although a numbers of research papers have been published on the topic
of mental health, only a limited number has focused solely on teachers for
responses. Hence, additional studies investigating the mental health of teachers
are needed to further increase awareness and research efforts. The study will be
obtaining responses by the means of administering examinations gauging the
workload and personal symptoms of the respondent.
This study aims to determine and compare the difference of the levels of
depression among junior high school and senior high school teachers. In addition
to that, this research aims to identify if there’s a relationship between being a
teacher assigned in a particular department and being depressed.

1.2 Conceptual Framework
The diagram below shows the research paradigm of the proposed study:
Junior High School Senior High School

Public Teachers in Public Teachers in
Dasmariñas, Cavite Dasmariñas, Cavite
Personal and Professional

Concerns
Personal – family, friends, habits,
relationships, finances
Professional – relationship with co-

workers, academic workload, schedule,
work ethic
Depression Levels
Mental Health
Figure 1. Conceptual Framework
This study is anchored on a conceptual framework composed of two
groups of factors leading towards depression. The first of these is personal
concerns, which involves the respondent’s family, friends, habits, relationships,
and finances. On the other hand, professional concerns are concerned with
relationships with co-workers, academic workload, schedule, and work ethic
make up the second group. This framework is influenced by concepts employed
in a study by Kinser and Lyon (2014). The aforementioned study focused on
stress vulnerability, depression, and health outcomes among women and
complementary therapies for depression.

1.3 Statement of the Problem
This study aims to determine if there are any differences between the
levels of depression among Junior High School and Senior High School Teachers
in Public Schools in Dasmariñas City, Cavite. The study also seeks to answer the
following questions:
1. What is the depression level of the respondents in terms of:
a. Personal Concerns
b. Professional Concerns?
2. What is the depression level of the respondents as categorized as:
a. Mild
b. Moderate
c. Severe
d. Profound?
1.4 Hypotheses
The following hypotheses are to be tested to accept or reject the proposed
study on the Comparative Study on the Depression Levels between Junior High
School and Senior High School Teachers in the Public Schools of the City of
Dasmariñas, Cavite:
1) Null Hypothesis (H0) – There is no statistical difference between the
average level of depression among JHS teachers to the average level of
depression among SHS teachers.

2) Alternative Hypothesis (H1) – There is a statistical difference between the
average level of depression among JHS teachers to the average level of
depression among SHS teachers.
1.5 Scope and Limitations
This correlational study deals with determining the difference between the
depression levels among Junior High School and Senior High School Teachers in
Public Schools in Dasmariñas City, Cavite. The study was conducted in three (3)
public schools in Dasmariñas City, Cavite. These schools have both Junior High
School and Senior High School Departments. A questionnaire inquiring about the
personal concerns, professional concerns, and mental health of the respondents is
administered.
Demographics such as age, sex, civil status, teaching load, socioeconomic
status, and wage earnings were not taken into account. These factors were not
concerned with the problems this research sought to address. Furthermore, the
data gathering stage occurred within one month. This time frame was influenced
by extraneous factors such as availability and academic constraints. It is not based
on any related literature and is not historical in nature.
The questionnaire specifies a two-week period in some items. This is
consistent with the Diagnostic and Statistical Manual of Mental Disorders, which
characterizes major depressive disorder by episodes of at least two (2) weeks
duration.
1.6 Significance of the Study
Teachers. This refers to professionals tasked with helping people acquire
knowledge, competences, values, and ethics. This research aims to help raise
teachers’ awareness on issues concerning their mental health.
Students. This refers to people studying at schools, colleges, or
universities. This research aims to inform students and school officials about the
experiences of teachers with depression.
Mental Health Practitioners. This refers to professionals who diagnose,
and treat mental illnesses and behavioral disorders. Psychologists,
psychometricians, and guidance counselors fall within this umbrella classification.
This study aims to provide mental health practitioners additional knowledge and
possible interventions regarding teachers who are also vulnerable to depression.
Academic Institutions. This refers to schools, colleges, universities,
review centers, and workplaces. The study will be of help to academic institutions
in creating appropriate workplace environments for their teachers and employees.
Government. This refers to a group of individuals tasked with making
decisions for a department, region, or country. The study will be of help to the
government, particularly agencies concerned with education, in the adjustment of
curricula, policies, and educational system that may be contributing to the
depression levels of teachers.
Society. This is defined as a large group of individuals sharing a common
interaction, territory, occupation, religion, or culture. This study aims to raise

awareness on the phenomena of depression among teachers. The study will not
only contribute to their awareness of the topic, but also their understanding of the
concept of depression in the workplace.
Researchers and Research Community. This refers to individuals
interested in conducting research or investigative studies about teachers and
depression in the Philippines. This study will further help and contribute to future
studies, potentially serving as a reference for further research involving the topic
at hand. The results and findings of the study will contribute to further research
developments in the field of education, psychology, psychiatry, medicine, and
humanities, especially within the Philippine setting.
1.7 Definition of Terms
The following terms are defined for conceptual and technical purposes.
Anxiety. Refers to a feeling of apprehension and fear characterized by
physical symptoms such as palpitations, sweating, and feelings of stress.
Curriculum. Defined as the syllabus and totality of the application of an
educational system in a particular level of education.
Depression. Defined as a serious medical illness and mood disorder that
causes a persistent feeling of sadness and loss of interest. Several classifications
of depression are recognized. In this paper, depression is limitedly defined to
major depressive disorder (MDD).

Depression Levels. Defined as the degree of melancholic mood and loss
of interest in hobbies, work, and other activities. Categorized as mild, moderate,
severe, or profound.
Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition
(DSM-5). The most recent and available version of the taxonomic and diagnostic
tool published by the American Psychiatric Association (APA) as of this writing.
It is used by health care providers for treatment recommendations. DSM-5 is
frequently cited in this paper.
Educational System. The educational system is a working body designed
to be the backbone of an academic institution. Composed of teachers,
administrative officials, students and stakeholders. The system is heavily
influenced by the curricula being mandated by government agencies such as the
Department of Education and Commission on Higher Education.
Hamilton Depression Rating Scale (HAM-D). A 23-item questionnaire
used to determine indications of depression, and provide suggestions to evaluate
recovery. It should be administered by a psychologist or specialist who has
experience working with psychiatric patients.
Insomnia. Refers to a sleep disorder that is characterized by difficulty
falling and/or staying asleep. It can be caused by psychiatric and medical
conditions, unhealthy sleep habits, and stress.
International Statistical Classification of Diseases and Related Health
Problems, 10th revision (ICD-10). Refers to the 10th revision of a medical

classification list by the World Health Organization. ICD-10 contains codes and
classifications of psychiatric diseases, and is also frequently cited in this paper.
Junior High School (JHS). In the K-12 curriculum, defined as grade
levels 7 to 10 in secondary education.
K to 12 Program. It covers Kindergarten and 12 years of basic education
(6 years of primary education, 4 years of Junior High School, and 2 years of
Senior High School). It is to provide sufficient time for mastery of concepts and
skills, develop lifelong learners, and prepare students for tertiary education,
average skills developments, employment, and entrepreneurship.
Major Depressive Disorder (MDD). Also known as clinical depression,
or simply depression. It is a mental disorder benchmarked by at least two weeks
of symptoms affecting the feelings, thoughts, and activities of an individual. In
this paper, depression pertains to MDD.
Patient Health Questionnaire-9 (PHQ-9). An instrument available
within the public domain that is used to measure the severity of depression in
adults. It may be used and reproduced by researchers and specialists.
Personal Concerns. Features of personality that describe personal
adaptations to developmental tasks. Personal concerns cover the big 3 motives
(need for achievement, power, and intimacy/affection), attachment styles, and
status of psychosocial stage resolution.
Professional Concerns. Matters pertaining to a person's work,
particularly jobs that require special training or educational attainment.

Public School. An academic institution subsidized by the government.
Senior High School (SHS). Defined as the 11th and 12th grades in
secondary education.
Stress. A concept that forces usually situational or environmental
impinging on the individual. It can lead to a host of physical and psychological
issues and, left untreated, develop into full-scale depression.
Teacher. A person involved in facilitating, teaching, creating lesson plans,
and reporting and/or submitting relevant information within the academic
institution. Also referred to as professors or instructors, these individuals are
found in schools, colleges, universities, and review centers.

CHAPTER 2
LITERATURE REVIEW
2.1 Conceptual Literature
Mental Health
Mental health includes the emotional, psychological, and social aspects of
a person. It affects how an individual thinks, feels, and acts. It also aids in
determining how people handle stress, interact with others, and make important
decisions. Mental health is essential in all stages of life, from childhood and
adolescence to adulthood (U.S. Department of Health & Human Services, 2017).
A mental illness is a disorder that disrupts an individual’s method of
thinking or feeling (National Alliance on Mental Illness, 2018). These
circumstances may affect a person’s ability to relate to others, as well as their
quality of work and output. Varying experiences will manifest in each patient,
even in people with identical diagnosis. Mental illnesses are not the outcome of a
single event. Studies imply that there are many overlapping causes: genetics,
environment, and lifestyle affect the development of a mental health disorder. A
stressful professional or personal life increases susceptibility in a number of
individuals, as well as distressing life events. Biochemical mechanisms and basic
brain structure are also important factors.

Stress
The word “stress” was devised by Hans Selye in 1936 (American Institute
of Stress, 2018). It is defined as the non-specific response of the body to any
demand for change” is the most generic. Stress persists as a negative feeling
rather than a positive feeling. Instances of positive stress include manifestations
while under pressure, which motivates an individual to finish a task. A working
explanation for stress that is appropriate for multiple scenarios is that it is a
condition wherein an individual is triggered and made anxious by an
uncontrollable stimulus. This leads to fear and anxiety. The scale of the stress and
its physiological effects like anxiety or post-traumatic stress disorder are affected
by the individual’s discernment of their capability to handle the stressor (Fink,
2016).
According to the U.S. National Library of Medicine, stress is a sensation
manifesting in emotional or physical strain. It may result from any event or
thought that makes an individual feel frustrated, angry, or nervous. There are two
primary subdivisions of stress: Acute Stress, which is short-range stress that
resolves quickly, and it aids an individual manage a dangerous situation. It also
occurs when doing a task that is new or exciting. Conversely, Chronic Stress
persists for an extended period of time. It could last for even weeks or months and
if it’s not managed, it may lead to health problems (U.S. National Library of
Medicine, 2018).
Examples of short-term effects of stress include headaches, shallow
breathing, difficulty in sleeping, anxiety, and an upset stomach. Long-term
constant stress can amplify the risk for heart disease, back pain, depression,
persistent muscle aches and pains, and an impaired immune system (Blaivas &
Nelson, 2018). Stress is also related to reducing concentration and imagination.
Depression
Defined as a state of apathy and repulsion to activity, depression may have
a deliberate impact on a person’s thoughts, feelings, behavior, and sense of well-
being. Major Depressive Disorder (or Clinical Depression) is a critical and
restricting psychiatric condition and occasionally leads to suicide or premature
death (Qahtani, 2017).
Symptoms must be present for at least two weeks before one can be
diagnosed with depression (National Institute of Mental Health, 2018). The yearly
prevalence rate of Major Depressive Disorder is 6.6 %, while the lifetime
prevalence rate of depression is 16.2%. The prevalence of depression and increase
in suicide risk is a growing public health concern (Miller & Chung, 2009).
Anxiety and depression are also common among persons belonging to the
working population. Depression is also associated with functional disability and
work impairment (Andrea, Bültmann, van Amelsvoort, & Kant, 2009). Despite its
prevalence in employees, little is known about the incidence rate and possible risk
factors for developing depression in the working population.

Worldwide, there is an estimated 676 million (one in ten) people
experiencing depression. Furthermore, 804,000 people committed suicide in 2012.
This makes depression one of the top causes of death in young adults (ages 15-
29), second only to road traffic accidents. Individuals experiencing major
depression have a 40% higher chance of premature death than people who do not
experience it. The link between depression and higher chance of death and
morbidity is a clear sign of the danger the disorder poses, particularly when the
WHO data on life expectancy and the causes of death is considered.
A considerable dimension of depression encompasses the psychosocial
difficulties (PSDs) that people experience. PSDs make up the deficiency on
psychological and social daily behaviors of individuals, in connection to their
health concerns. The broad range of PSDs does not only include the personal, but
also the economic and social bearings of depression (Kamenov et al., 2014).
Depression is also characterized by the imbalance of neurotransmitters in the
brain, and is the leading cause of suicide (Schimelpfening, 2018).
Lerner, Adler, and Reed (2010) found out that the incidence of depression
and its symptoms severely affect the capacity to work. Based on their study,
depressed workers had four times the amount of work limitation than health
controls. Presenteeism and absenteeism were also higher with at least two to three
times for the workers with depression symptoms. Investigations on the
relationship between work related circumstances and depression showed an
increase in cases of depression in work situations that possessed high

psychological demands. These include low reward, low social support, low
decision latitude, stressful experiences, and mismatched tasks (de Vries, Koeter,
Nabitz, Hees, & Schene, 2012).
Depressive symptoms also have “an adverse effect on immediate recall of
new information and the amount (not rate) of acquisition, but not on retrieval or
retention (long delay free recall and recognition hits, respectively)”. Moreover,
when compounded with anxiety, depression has also an adverse effect on the
retrieval of newly learned information (Kizilbash, Vanderploeg, & Curtiss, 2002).
Depression vs. Sadness
Considering the fact that sadness is one of the primary symptoms of
depression, the discrepancy between the two psychological states may be difficult
to recognize. Sadness is defined as an emotional state that everyone will
experience throughout a lifetime, and is brought about by a trigger. A trigger may
be a situation, person, or event. In the case of depression, a specific cause may not
be present. Sadness also does not cause lack of enthusiasm for hobbies and other
activities. A depressed individual will no longer find enjoyment in activities that
he or she once found pleasurable (Shelton, 2019).
Depression also causes disruptions in eating and sleeping patterns, as well
as persistent feelings of worthlessness and guilt. These symptoms are not present
in mere sadness. However, it is possible for major depressive disorder to occur in
tandem to sadness. This may occur due to significant loss, such as mourning,
bankruptcy, or a fatal sickness. The verdict as to whether a diagnosis of
depression should be declared will hinge on the physician’s discretion.
Severity of Depression
The fifth edition of the Diagnostic and Statistical Manual of Mental
Disorders (DSM-5) uses number of symptoms, degree of distress affected by
intensity of symptoms, and damage to social and occupational functioning as
markings to define severity. Four severity levels of intellectual disorder are the
most extensively outlines (mild, moderate, severe, profound). Although research
outcomes have not been completely stable, intensity of depression has been linked
to health-related living conditions, functional damage, suicidality, longitudinal
course, and numerous biological variables (Zimmerman, Morgan, & Stanton,
2018).
The 10th version of the International Statistical Classification of Diseases
and Related Health Problems identifies three levels of severity for depression—
mild, moderate, and severe. Mild depression denotes the occurrence of two or
three symptoms that are troubling the patient, but does not affect daily activity.
Moderate depression involves four or more symptoms and greatly affects the
patient’s lifestyle. Severe depression is benchmarked by the appearance of several
symptoms that are difficult and distressing, and involve self-esteem loss, feelings
of worthlessness, and guilt. Harmful and even suicidal thoughts and actions are
prevalent, and somatic symptoms may be present.

Despite these distinctions, the ICD-10 designations may be accurate due to
a lack of symmetry in the given descriptions. Due to this, ICD-10 may be
imprecise and is not recommended for use in diagnosis (Zimmerman, Morgan, &
Stanton, 2018). Clusters of DSM-5 symptoms, with the aid of the Hamilton
Depression Rating Scale (HAM-D), may help clinical practitioners accurately
infer depression severity (Tolentino & Schmidt, 2018). The HAM-D form lists
twenty-one (21) items, although scoring is based on the first seventeen (17). The
HAM-D has an 86.4% sensitivity rate and a 92.2% specificity rate.
A scoring of 0-7 on the HAM-D would indicate the absence of depression,
while 8-13 shows mild depression and 14-18 suggests moderate depression. A
score within the values of 19-22 signposts severe depression and 23 specifies very
severe or profound depression. Patient Health Questionnaire–9 (PHQ-9), a
measure of depression severity in adults, has an interpretation table with similar
signposts and values as the HAM-D. PHQ-9 is in the public domain and is widely
available to researchers.
Gender and Age Range-Specific Depression
Although the belief that depression is a “women’s disease” relating to
factors such as hormones and premenstrual syndrome has been debunked, studies
have shown that men are less prone to depression than women (National Institute
of Mental Health, 2017). Over the course of a lifetime, women are twice as likely
as men to develop symptoms of depression (Kuehner, 2016). Subtypes of

depression that are associated with gender have been proposed to exist, from
which the developmental subtype has the highest possible chance to impact the
gender gap. In 2010, the global annual prevalence rate of depression in women
was 5.5% and 3.2% for men. This demonstrates a 1.7-fold greater frequency rate
in women (Albert, 2015).
According to the Substance Abuse and Mental Health Services
Administration, data from 2008 to 2010 indicates that 8.4% of full-time college
students aged 18 to 22 and 8.2% of other young adults underwent a major
depressive episode within the past year. From the projected 9.3 million adults in
the United States who described having suicidal ideations in the past year,
college-aged or young adults (ages 18 to 25) had the leading percentage of grave
thoughts about suicide at 7.4% (Levine, 2017).
Work-Related Stress
Depression is a primary cause of psychiatric indisposition and may be
hastened by psychosocial factors in the workplace. In a study conducted by Jens
Peter Bonde (2008), adversarial psychosocial factors in the workplace are linked
to a higher predisposition to depressive symptoms or major depressive episodes.
Depression was most consistently associated with job strain.
Work-related stress refers to the response people have demonstrated after
experiencing work demands and pressures that are inappropriate to their
knowledge and abilities (World Health Organization, 2018). These manifestations

challenge the employees’ ability to cope with everyday tasks and responsibilities.
This type of stress occurs in a broad scope of situations in the workplace, but is
often hastened when there is a lack of support from co-workers and superiors.
There is often confusion between pressure and challenge, leading to bad
management practices. Thus, this places a burden onto the workers.
Stigma is a major problem in the workplace, leading to situations where
employees are afraid to voice out their concerns. Their reluctance to seek support
or report their condition stems from the fear of losing their job. Thus, mental
health problems often go undiagnosed and untreated (Schoeman, 2018). The
demands in a fast-paced work environment may be a source of stress for
employees (Doyle, 2018). The work pattern and work environment of an
employee tend to incorporate stressors such as unrealistic deadlines,
unmanageable workload, under recruitment and long work hours. A lack of
influence over aspects of their job has also been cited as a cause for stress and
burnout.
Stress also increases the risk of error in tasks due to a lack of
concentration. Constant stress can affect one’s emotions and behavior by
rendering a person impatient and less enthusiastic (Blaivas & Nelson, 2018).
Furthermore, the societal expenses of work stress are excessive. Based on a recent
report from the European Agency for Safety and Health at Work (2014), it was
projected that the annual economic liability of work stress totals to an estimated
EUR 617 billion in Europe and EUR 219 billion in the United States.
Male managers served as the respondents in a study investigating work-
related stress. For the first two years of the study, all respondents were subjected
to an 18-hour psychotherapeutic SMI intervention which was adapted from the
Effort-Reward Imbalance (ERI) model: stressor on mismatch between effort and
reward and encouraging recovery on overcommitment. Work stress was exhibited
as the main outcome, and the secondary outcome was symptoms of depression
(Li, et al., 2017).
Teachers and Stressful Workload
Teachers have referred to their working routines as toxic (Tapper, 2018).
Support and self-affirmation can help people in a high-demand job such as
teaching adapts to stress easier. This construct is defined as “decision latitude”.
Decision latitude is critical in professions wherein high job demands are part of
the routine, such as in teaching and education. Extra workload is given to
teachers, such as observations, marking, and substitutions. These additional tasks
contribute to the physical and mental stress that teacher’s experience. When put
together, these tasks add about seven hours to the average time a teacher works in
a day.
Teachers have reported experiencing numerous symptoms of depression,
including shame, confusion and weakness (Finley, Teaching with Depression,
2018). Educators have also experienced difficulty in continuing their work while
experiencing these symptoms. Teachers have felt that there is no time to deal with
these symptoms, and are forced to dismiss their mental health concerns in favor of
continuing their responsibilities as educators (Keating, 2017).
A study was conducted among Italian-state schoolteachers employing the
Karasek Job Content Questionnaire, the Self-Rating Anxiety Scale (SAS) and the
Center for Epidemiologic Studies Depression Scale (CES-D) (2014). The results
showed that about half of the respondents scored more than the threshold for
depression and ~1 in 10 for anxiety and depression on self-rating questionnaires.
Factors such as high job demand and low social support was then concluded to be
linked to inadequate mental health.
A separate study focusing on Behavioral Dysphonia and depression in
elementary teachers was conducted in 2014. Among all respondents, the
pervasiveness of dysphonia was 33.9%. 55% conveyed that they went on leave
due to problems relating to stress. These affected voice and overall performance
(da Rocha, Behlau, & de Mattos Souza, 2014).
Cases of Depression and Suicide among Teachers
Underdiagnosis of clinical depression in teachers is a cause of concern
(Soria-Saucedo, Lopez-Ridaura, Lajous, & Wirtz, 2018). The unhealthy behavior
and toxic environment prevalent in the teaching workplace is associated with
severe depression and may result in self-harm and suicide. In the study by Soria-
Saucedo et al., a number of 7, 026 teachers met the severe depression category
(16%).
There have been cases of suicide among teachers in the Philippines during
the past year (De La Cruz & Mocon-Ciriaco, 2018). This has become a cause of
alarm in the country, and the Teachers Dignity Coalition (TDC) and Camarines
Sur Rep. Luis Raymund F. Villafuerte have called on the government to act on the
spate of suicide involving teachers and children. TDC National Chairman
Benjamin Basas claims that the DepEd’s usage of a new performance rating
system known as the “Learner Information System,” or LIS, has added pressure to
teachers and educators. On the contrary, the Department of Education has claimed
that the LIS helps teachers save time spent on the system and allows them to put
their attention towards teaching. Despite this, the TDC continues to attest that the
system would lead to heavy workloads.
As a result, the Department of Education has been urged to lessen teaching
workloads (Esguerra, 2018). The TDC group also demands for a comprehensive
health care program for teachers as indicated by the Magna Carta for Teachers,
which was ratified in 1966. This health program should compensate for mental
wellness as well.
Erik Erikson’s Stages of Psychosocial Development
Erikson's Stages of Psychosocial Development is a wide-ranging
psychoanalytic theory that recognizes a succession of eight stages that a
developing person undergoes from infancy to late adulthood. This theory is often
deemed similar to Freud’s Psychosexual Stage, but Erikson’s focus on a person’s
ego throughout their lifespan makes it distinct from the former (Cherry, 2014).
According to the theory, psychosocial challenges or turning points would
occur at each stage which individuals are especially vulnerable, but also have
great potential for development. Once a person resolves a psychosocial challenge
or crisis consisting of opposing psychological and sociocultural needs, a healthy
personality and basic virtues will be acquired, which the ego can subsequently use
to resolve other crises that may follow. On the other hand, failure to resolve a
crisis and complete a stage might result in a more unhealthy personality and lower
state of well-being (Bornstein, 2018).
Ego identity, ego strength, and conflict are the three essential components
of this theory.
Stage Age Virtue
Trust versus Mistrust 0–2 Hope
Autonomy versus Shame and Doubt 2–4 Will
Initiative versus Guilt 4–5 Purpose
Industry versus Inferiority 5 – 12 Competence
Identity versus Role Confusion 13 – 19 Fidelity
Intimacy versus Isolation 20 – 39 Love
Generativity versus Stagnation 40 – 59 Care
Integrity versus Despair 60+ Wisdom

A 2016 study published in the International Journal of Behavioral
Development focusing on adult crisis used a sample of British adults in early life
(20–39 years), midlife (40–59 years) and later-life (60+) (Robinson, Demetre, &
Litman, 2016). The same ranges were used in this study’s instrument as they are
representative of the teaching population in the Philippines.
Theory of Anomie
All nations create normal behavior patterns and belief systems as their
residents evolve. Anomie is referred to as a person’s self-reported loneliness or
powerlessness. Moreover, it is a state of mind that portrays one’s despair,
frustration, confusion, and isolation. As the educational system changes and
technological advancement makes itself prominent, teachers experience variance
in their anomie (Abrutyn, 2019).
A theoretical construct on anomie was presented that defines it as a
psychosocial phenomenon utilizing at unit-level of social reality that are effects of
chronic or acute disturbances that produce present or unrealistic pressures.
Furthermore, the disruptions of anomie are not only expected by imagined or real
isolation from society (Zhao & Cao, 2010). Comprehensible social disconnection
and physical dislocation from others are at play. Anomie shows factors of pain of
losing important social relationships that are possible which pushes one to do self-
harm, become anti-social or pro-social in order to run away from this kind of pain.
It is also an effect of the rapid social changes happening all over the world and the
coping strategies of an individual for these changes (Teymoori, Jetten, & Wohl,
2016).
Psychiatric Hegemony
Psychiatry, during its beginnings, was developed with an aim to cast
society’s ills as mental health problems of an individual. A number of books have
sought to discuss psychiatry’s crimes against humanity; nevertheless, only some
analyze psychiatry in tandem with capitalism. In Marxist philosophy, Hegemony
is the process by which the views and interests reflected by the ruling class come
to be accepted as an absolute truth by the oppressed despite being directly
affected by those in power.
Cohen (2016) stresses how psychiatry serves the capitalist system through
a Marxist analysis. According to him, psychiatry supports capitalism by taking
social problems and diagnosing these as cognitive or biological disorders, which
in turn fuels how the capitalist class avoid responsibility for these problems. This
phenomenon incites dismissing disorders as natural occurrences. As such, the
growing epidemic of mental illnesses only further frames social issues as medical
in causation.
In Psychiatric Hegemony: A Marxist Theory of Mental Illness, Cohen
rebukes the claim that the prime factors of the increase in mental illnesses are
solely loss of social support and inequality. He further explains that Psychiatric
Hegemony is manifested when the medicalization of social problems and

suffering in society results to people self-diagnosing themselves and others. If
Psychiatric Hegemony is adapted, society is thought to be associated with risks of
mental illness and should periodically self-evaluate for possible symptoms of
disorder (p.90).
Abnormal Psychology
Evaluating when a patient case is a psychiatric diagnosis is a tough duty.
The “Four D’s” consisting of Deviance, Dysfunction, Distress, and Danger is a
valuable tool when weighing described traits, symptoms, or conditions in order to
clarify the crux where these factors might signify a psychological disorder, such
as depression.
Image credit: Psychology for Beginners

The normal bell curve or normal distribution is a statistical outlook of
normality that represents a bell-shaped curve. It illustrates the ABC’s of
frequency: Amount of time, Behavior, and the Curve. Frequency is the amount of
time that behavior persists. The duration of these thoughts, feelings or behaviour
is also focused on. It also involves the amount of time that the behavior is
experienced (Curtis & Kelley, 2017).
Next is the frequency of the behavior as an indicator of abnormality. A
high frequency or low frequency of behavior is deemed abnormal or disordered. It
is that many actions are normally distributed in terms of frequency. Lastly, the
curve deals with how many people struggle with this issue.
CHAPTER 3
METHODOLOGY
3.1 Research Design
This research employs a correlational research design in order to critically
compare the depression levels between Junior and Senior High School Public
Teachers in Dasmariñas City, Cavite. It makes use of both quantitative and
qualitative data because it is a quantitative correlational study fused with elements
of qualitative comparative study.
3.2 Population and Sampling
The study incorporates stratified random sampling. This type of sampling
divides the population into subgroups called Strata. Separate random samples
from each stratum were obtained. The sample of the study is one hundred eight
(108) teachers handling either Junior or Senior High School from three (3) Public
Schools located in Dasmariñas City, Cavite.
3.3 Respondents of the Study
There are five (5) Public Schools in Dasmariñas City, Cavite that have
Junior High School and Senior High School departments. The respondents of the
study are fifty-seven (57) junior high school teachers and fifty-one (51) senior
high school teachers working in three (3) of these schools. Overall, there are one
hundred eight (108) respondents.
3.4 Research Instrument
The questionnaire developed by the researchers incorporates a few
concepts from a health and well-being assessment program, WorkSafe™. The
program was created by the local government of Tasmania, Australia. Items from
the Swedish Demand Control Support Questionnaire (SDCSQ) were also adapted.
However, majority of the questions in the final instrument were retooled to be in
line with the factors illustrated in the conceptual framework of this paper. Several
questions were also added to render more streamlined results.
The instrument is composed of two parts that utilize four-point Likert
Scale (by agreement and frequency). The first part consists of questions pertaining
to personal and professional concerns, which are both essential in this study’s
conceptual framework. These aspects were gauged because inadequate mental
health in teachers is reportedly linked to poor support systems and job-related
problems (Borrelli et al., 2014).
The second portion of the questionnaire adapted elements from the Patient
Health Questionnaire–9 which focused on questions pertaining to the mental
health of teachers. These are queries that expand emphasis on the mental and
emotional well-being of the teachers. All questionnaires contained a control
number in order to track the location or school where it was used. These numbers
also allowed the data to be easily double-checked once recorded in a spreadsheet.
Questions were encoded in both English and Filipino for the respondents’
convenience.
3.5 Validity and Reliability of Instruments
Before administering the questionnaires, the instrument was subjected to a
validity test. This was first done by a group of guidance counselors. These
consultants checked the appropriateness of the questions and ensured that none
were triggering of any depressive episodes.
Grammar in both English and Filipino was checked by licensed professors
from De La Salle Medical and Health Sciences Institute and St. Edward
Integrated School.
This was further crystallized upon consultation with a psychometrician.
This resulted in an updated version of the instrument which allowed the study to
be more direct and operative.
As a follow-up, a pilot test was conducted in two schools — Dasmariñas
West National High School and De La Salle Medical and Health Sciences
Institute. Fifteen (15) participants from each school answered the test. Cronbach’s
alpha, a psychometric test, was used to compare the expected correlation of the
two parts of the questionnaire.
Upon completion of the pilot testing and further discussion with research
consultants, the instruments were deemed ready for distribution.

3.6 Ethical Considerations
Ethical considerations that were taken into account include the possibility
of questions being too invasive and triggering. Any questions that met these
criteria were modified or omitted altogether. Consultants (guidance counselors,
psychometrician) were instrumental to this process. Furthermore, private
demographic information that was unnecessary to the results was marked as
“optional”.
Other considerations revolved around the privacy of the participants of the
study. Any personal data collected were only used for academic and research
purposes, and were managed with strict confidentiality. A letter of consent was
signed by the respondents in order to verify that the researchers were given full
permission to collect the data. This informed consent form was attached to the
instrument upon instrument distribution.
3.7 Data Gathering Procedure
The researchers administered the instrument to Junior High School and
Senior High School Teachers from three (3) Public Schools located in Dasmariñas
City, Cavite. This was done over the course of April to May 2019. Before
proceeding, letters of correspondence were addressed to the principals and
department heads of each school.
To give ample amount of time for the respondents to accomplish
instrument, the researchers collected the materials upon being notified by the
department secretaries. This also allowed the respondents to take the test at their
most convenient time.
3.8 Analysis of Data
Analysis of the data was accomplished with the validation of a statistician.
Item analysis was done for each group of items. T-test of independent mean was
later used to compare the depression levels of the Junior High School and Senior
High School teachers. Frequency distribution tables were created for each
department, taking into account the mean, standard deviation, and the sample of
the population. Lastly, interpretation and conclusion for the result of t were made.
CHAPTER 4
RESULTS AND DISCUSSION
The researchers have collected all the data and used the necessary tools
needed to come up with the results. This chapter elaborates more on the findings
gathered on this study. It presents all the data accumulated from the research
instrument which contains questions about personal concerns, professional
concerns, and mental health of Junior High School and Senior High School
Teachers.
4.1 Demographic Profile of the Respondents
4.1.1 Age Range of Respondents
Table 1. Age Range of Respondents
Age Range Tally Percentage

20 – 39 79 73.15%
40 – 59 27 25.23%
60 and above 2 1.90%
AGE RANGE OF
RESPONDENTS
20 - 39 40 - 59 60 and above
2%
25%
73%
Figure 2. Age Range of Respondents

For the ages of the respondents, the students referred to Erik Erikson’s
stages of psychosocial development. Erikson’s concept is highly suitable for this
particular demographic concern as the teaching profession requires the application
of physical and mental skills acquired throughout one’s lifespan. The ages are
classified into three: 20 – 39 (early adulthood), 40 – 59 (middle adulthood), and
60 above (late adulthood).
73.15% of the respondents (77 out of 108) belong to the 20 – 39 range.
25.23% (27 out of 108) fall under 40 – 59, with only 2% (2 out of 108) part of the
60 above category.
4.1.2 Sex of Respondents
Table 2. Sex of Respondents
Sex Tally Percentage

Male 31 28.70%
Female 77 71.30%
SEX OF RESPONDENTS
Male Female
29%
71%
Figure 3. Sex of Respondents

For the sex, most of the respondents were mostly female. Women made up
71.30% of the respondents, with 77 out of 108 respondents. Males accounted for
28.70% (31 out of 108).
4.1.3 Civil Status of the Respondents
Table 3. Civil Status of Respondents
Civil Status Tally Percentage

Single 39 36.11%
Married 66 61.11%
Divorced/Annulled 0 0%
Separated 1 0.93%
Widowed 2 1.85%
CIVIL STATUS OF
RESPONDENTS
Single Married
Divorced / Annulled Separated
Widowed
2%
0% 1%
36%
61%
Figure 4. Civil Status of Respondents
61.11% (66 out of 108) of the respondents are married, while 36.11% (39
out of 108) are single. 1.85% accounted for those widowed (2 out of 108), while
less than 1% were separated from their partners (1 out of 108, 0.93%). None of
the respondents were divorced or annulled.

4.1.4 Teaching Load of the Respondents
Table 4. Teaching Load of Respondents (per week)
Teaching Load (per week) Tally Percentage

Less than 30 hours 56 51.85%
More than 30 hours 52 48.15%
TEACHING LOAD OF
RESPONDENTS
(PER WEEK)
Less than 30 Hours More than 30 Hours
48%
52%
Figure 5. Teaching Load of Respondents
The teaching load of the respondents was included in their demographic
profiles as the Cavite chapter of the Department of Education implemented a
standard of 30 hours weekly teaching load for all public school teachers
(Department of Education - Region IV-A, 2018). Since the teaching load is
standardized at thirty (30) hours, data obtained from this field is purely nominal.
51.85% (56 out of 108) of the respondents are teachers who have a load of less
than 30 hours per week. The remaining 52 respondents (48.15%) had more than
30 hours per week.

4.2 Item Analysis of Personal and Professional Concerns
4.2.1 Personal Concerns
The first section of the instrument talks about personal and professional
factors that may contribute to the mental well-being of an individual. The first
five (5) questions encompass the “big 3 motives” (need for achievement, power,
and intimacy/affection), attachment styles and status of psychosocial stage
resolution.
A 4-point Likert scale was used (although the inclusion of 0 makes the
system function similarly to a 5-point scale). The legend is as follows:
4 – Always 3 – Often 2 – Sometimes 1 – Seldom 0 – Never
4.2.1.1 Communication with Family Members and Friends
Table 5.1 Responses from JHS Participants
4 3 2 1 0
Question No. 1
(Always) (Often) (Sometimes) (Seldom) (Never)
How often do you
communicate with
44 12 0 1 0
family members or
friends?
Percentage 77.19% 21.05% 0% 1.75% 0%
Table 5.2 Responses from SHS Participants
4 3 2 1 0
Question No. 1
How often do you
communicate with
34 14 2 1 0
family members or
friends?
Percentage 66.67% 27.45% 3.92% 1.96% 0%
RESPONSES RESPONSES
TO QUESTION TO QUESTION
NO. 1 (JHS) NO. 1 (SHS)
4 (Always) 3 (Often) 4 (Always) 3 (Often)
2 (Sometimes) 1 (Seldom) 2 (Sometimes) 1 (Seldom)
0 (Never) 0 (Never)
2% 0%
0% 2% 0% 4%
21%
27%
77% 67%
Figure 6.1 Responses to Question No. 1 (JHS) Figure 6.2 Responses to Question No. 1 (SHS)
For this question, majority (77.19%, 44 out of 57) of the Junior High
School-teaching respondents stated that they always communicate with their
family members and friends. This sentiment is echoed with those respondents
belonging to the Senior High School department (66.67%, 33 out of 51). Based on
this data, both sets of respondents frequently talk to their family and friends.
Second to “always” for the Junior High School group is “often” at 21.05%
(12 out of 57), and then “seldom” (1.75%, 1 out of 57). No respondents answered
“sometimes” or “never”.
As for the Senior High School teachers, trailing “always” is “often”
(27.45%, 14 out of 51), then “sometimes” (3.92%, 2 out of 51), and “seldom”
(1.96%, 1). No respondents answered “never”.

4.2.1.2 Misunderstandings with Family Members
4 3 2 1 0
Question No. 2
How often do you
have
misunderstandings 0 5 23 27 2
between family
members?
Percentage 0% 8.77% 40.35% 47.37% 3.51%
4 3 2 1 0
Question No. 2
How often do you
have
misunderstandings 1 8 21 20 1
between family
members?
Percentage 1.96% 15.69% 41.18% 39.22% 1.96%
RESPONSES RESPONSES
0 (Never) 0 (Never)
4% 0% 2% 2%
9%
16%
39%
47% 40%
41%
This question inquires on the frequency of misunderstandings with family
members. Majority of the Junior High School teachers seldom experience
misunderstandings with their family members, with 47.37% (27 out of 57). On the
other hand, the leading response for Senior High School teachers was
“sometimes”, with 41.18% (21 out of 51).
For the Junior High School teachers, the second leading response was
“sometimes” at 40.35% (23 out of 57), followed by “often” (8.77%, 5 out of 57),
and then “never” (3.51%, 2 out of 57). No respondents answered “always”.
Behind “sometimes” for the Senior High School group is “seldom” at
39.22% (20 out of 51). Next is “often” at 15.69%, with 8 out of 51 responses.
Lastly, both “always” and “never” have 1.96% (1 out of 51 responses).
These results imply that the misunderstandings of the Junior High and
Senior High Public School Teachers with their families do not fall under
extremes. These experiences usually range from sometimes-seldom in terms of
frequency.
4.2.1.3 Misunderstandings with Friends and Significant Others
4 3 2 1 0
Question No. 3
How often do you
have problems
related to
1 7 12 32 5
relationships
(platonic or
romantic)?
Percentage 1.75% 12.28% 21.05% 56.14% 8.77%
4 3 2 1 0
Question No. 3
How often do you
have problems
related to
0 9 18 21 3
relationships
(platonic or
romantic)?
Percentage 0% 17.65% 35.29% 41.18% 5.88%
RESPONSES RESPONSES
0 (Never) 0 (Never)
9% 2% 12% 6% 0%
18%
21% 41%
56% 35%
The third question probes on the frequency of problems relating to friends
and significant others (spouses, boyfriends, girlfriends). Majority of the Junior
High School teachers seldom experience problems with their platonic and
romantic partners, with 56.14 % (32 out of 57). Similarly, the same case was
made for Senior High School teachers. The leading answer was “seldom”, with
41.18% (21 out of 51).

21.05% (12 out of 57) of the Junior High School-teaching respondents
“sometimes” have problems with their friends and significant others. 12.28% (7
out of 57) experience these “often”, 8.77% (5 out of 57) “never” experience these
and 1.75% (1 out of 57) answered “always”.
Similarly, the second leading response for Senior High School teachers
was “sometimes” at 35.29% (18 out of 51), followed by “often” (17.65%, 9 out of
51), then “never” (5.88%, 3 out of 51). No respondents answered “always”.
Parallel to that of number 2, these results imply that the problems of the
Junior High and Senior High public school teachers with their families do not fall
under extremes. The frequency of these occurrences can generally be
characterized as “sometimes”.
4.2.1.4 Problems Relating to Finances
4 3 2 1 0
Question No. 4
How often do you
have problems 11 7 33 5 1
regarding finances?
Percentage 19.30% 12.28% 57.89% 8.77% 1.75%
4 3 2 1 0
Question No. 4
How often do you
have problems 6 13 18 14 0
regarding finances?
Percentage 11.76% 25.49% 35.29% 27.45% 0
RESPONSES RESPONSES
0 (Never) 0 (Never)
9% 2% 0%
12%
19%
27%
12% 26%
58%
35%
This question places emphasis on problems relating to finances. For both
sets of respondents, the leading answer was “sometimes”. This accounts for
57.89% (33 out of 57) of the Junior High School teachers and 35.29% (18 out of
51) of the Senior High School teachers.
“sometimes” experience financial problems. 19.30% (11 out of 57) experience
these “always”, and 12.28% (7 out of 57) “often” experience these. In addition,
8.77% (5 out of 57) answered “seldom” while 1.75% (1 out of 57) answered
“always”.
Similarly, the second leading response for Senior High School teachers
was “seldom” (27.45%, 14 out of 51), followed by “often” at 25.49% (13 out of
51), then “always” (11.76%, 6 out of 51). No respondents answered “never”.

These results implicate that most Junior High and Senior High teachers
sometimes experience financial problems. Disparities in finances and salary have
been cited to be one of the reasons for teachers’ dissatisfaction (Kolbe & Strunk,
2012).
4.2.1.5 Entertainment Habits
4 3 2 1 0
Question No. 5
How often do you
pursue means of
entertainment
(reading a book, 28 16 10 3 0
watching television,
going to the movies,
listening to music)?
Percentage 49.12% 28.07% 17.54% 5.26% 0%
4 3 2 1 0
Question No. 5
How often do you
pursue means of
entertainment
(reading a book, 28 17 6 0 0
watching television,
going to the movies,
listening to music)?
Percentage 54.9% 33.33% 11.76% 0% 0%
RESPONSES RESPONSES
0 (Never) 0 (Never)
5% 0% 0% 0%
12%
18%
49%
33% 55%
28%
The top response for both sets of respondents was “always”. 49.12% (28
out of 57) and 54.9% (28 out of 51) of Junior High School-teaching and Senior
High School-teaching respondents identified with this answer, respectively.
Tailing “always” is “often” (28.07% for Junior High Teachers, 33.33% for
Senior High Teachers), then “sometimes” (17.54% for Junior High School,
11.76% for Senior High School) and “seldom” (5.26% for Junior High Teachers,
0% for Senior High Teachers). None of the respondents answered “never”.
These responses indicate that entertainment is an essential part of a public
school teacher’s daily routine and leisure time. Studies show that leisure time
enhances a teacher’s passion for work and teaching (Caudroit, Boiché, Stephan,
Le Scanff, & Trouilloud, 2011).

4.2.2 Professional Concerns
Questions 6-10 of part 1 of the instrument focus on factors relating to the
workplace and job of the teachers (relationships with colleagues, effort, deadlines,
and supervisors). These are factors that may directly influence the stress that a
teacher experiences, contributing to the hastening of depression.
The same 4-point Likert scale was used (although the inclusion of 0 makes
the system function similarly to a 5-point scale). The legend is as follows:
4.2.2.1 Deadlines and Time Allocation
4 3 2 1 0
Question No. 6
You have sufficient
time to work on 30 18 7 2 0
tasks.
Percentage 52.63% 31.58% 12.28% 3.51% 0%
4 3 2 1 0
Question No. 6
You have sufficient
time to work on 23 24 4 0 0
tasks.
Percentage 45.10% 47.06% 7.84% 0% 0%
RESPONSES RESPONSES
0 (Never) 0 (Never)
3% 0% 8% 0% 0%
12%
45%
32% 53% 47%
As for this question, 52.63% (30 out of 57) of the Junior High School-
teaching respondents agreed to “always” having sufficient time to work on tasks.
In contrast, majority (47.06%, 24 out of 51) of the participants belonging to the
Senior High School department stated to only “often” having sufficient time to
work on tasks.
The second leading response for the Junior High School group is “often”
at 31.58% (18 out of 57); followed by “sometimes” at 12.28% (7 out of 57); and
then “seldom” (3.51%, 2out of 57). None of the respondents answered “never”.
As for the Senior High School group, succeeding “often” is “always”
(45.10%, 23 out of 51), followed by “sometimes” at (7.84%, 4 out of 51). None of
the respondents answered with “seldom” or “never”.
This category revolves around time management which has been linked to
job stress (Zafarullah, & Pertti, 2017). In their study, the researchers explained
how teachers may increase job satisfaction and motivation through improving
their time management skills.
4.2.2.2 Exertion of Effort
4 3 2 1 0
Question No. 7
Your job requires
29 16 8 4 0
too much effort.
Percentage 50.88% 28.07% 14.04% 7.02% 0%
4 3 2 1 0
Question No. 7
Your job requires
28 12 10 0 1
too much effort.
Percentage 54.90% 23.53% 19.61% 0% 1.96%
RESPONSES RESPONSES
0 (Never) 0 (Never)
7% 0% 0% 2%
14% 20%
51% 55%
28% 23%
Question 7 is primarily concerned with inquiring about how much energy
and effort the respondents expend in correlation with their workload. The leading
response for both sets of respondents is “always”, which garnered 50.88% (29 out
of 57) and 54.9% (28 out of 51) of the answers from the Junior High School
teachers and Senior High School teachers respectively.
Second to “always” is “often” (28.07% for Junior High teachers, 23.53%
for Senior High teachers), followed by “sometimes” (14.04% for Junior High
School, 19.61% for Senior High School). 7.02% (4 out of 57) of the Junior High
teachers responded with “seldom” which 0% of the Senior High teachers
answered with. None of the Junior High teachers answered “never” which
contrasts how only 1.96% (1 out of 51) of the Senior High teachers did.
Studies suggest that if a balance in the levels of effort exists in the work
environment, less burnout syndrome disorders and depression will be found
(Inocente, 2005). These responses indicate the importance of establishing a
balance in the efforts exerted by the respondents to enhance their passion for work
and avoid symptoms leading to burnout and depression.
4.2.2.3 Working Atmosphere
4 3 2 1 0
Question No. 8
There is a pleasant
atmosphere at your 23 24 7 3 0
place of work.
Percentage 40.35% 42.11% 12.28% 5.26% 0%
4 3 2 1 0
Question No. 8
There is a pleasant
atmosphere at your 21 21 7 2 0
place of work.
Percentage 41.18% 41.18% 13.73% 3.92% 0%
RESPONSES RESPONSES
0 (Never) 0 (Never)
5% 0% 4% 0%
12%
14%
41% 41%
42% 41%
This question is concerned with the teachers’ perception and experience of
the atmosphere at their workplace. Majority of the Junior High School teachers
answered “often”, with 42.11% (24 out of 57). On the other hand, the leading
answers for the Senior High School teachers were both “always” and “often”,
with 41.18% (21 out of 51) equally.
“always” experience a pleasant atmosphere in their workplace. 12.28% (7 out of

57) experience these “always”, and 5.26% (3 out of 57) “often” experience these.
None of the respondents in this group answered “never”.
The second leading response for Senior High School teachers was
“sometimes” (13.73%, 7 out of 51), followed by “seldom” at 3.92% (2 out of 51).
Similar to the Junior High School-teaching group, none of the respondents from
this set answered with “never”.
4.2.2.4 Relationship with Supervisors
4 3 2 1 0
Question No. 9
You get along well
with your 36 18 1 1 1
supervisors.
Percentage 63.16% 31.58% 1.75% 1.75% 1.75%
4 3 2 1 0
Question No. 9
You get along well
with your 32 15 4 0 0
supervisors.
Percentage 62.75% 29.41% 7.84% 0% 0%
RESPONSES RESPONSES
0 (Never) 0 (Never)
2% 2% 2% 8% 0% 0%
31% 29%
63% 63%
For both sets of respondents, the leading answer was “always”. This
response garnered 63.16% (36 out of 57) of the answers from the Junior High
School teachers and 62.75% (32 out of 51) from that of the Senior High School
teachers.
For this question, 31.58% (18 out of 57) of the Junior High School-
teaching respondents stated that they often get along with their supervisors. This
set of respondents also answered with “sometimes”, “seldom”, and “never” of
equal distribution, with 1.75% (1 out of 57 each).
Second to “always” for Senior High School-teaching group is “often” at
29.41% (15 out of 57), and then “sometimes” (7.84%, 4 out of 57). None of the
respondents from this group answered “seldom” or “never”.
Based on this data, it can be inferred that both sets of respondents
frequently get along with their supervisors. As for the Senior High School
teachers, trailing “always” is “often” (27.45%, 14 out of 51), then “sometimes”
(3.92%, 2 out of 51), and “seldom” (1.96%, 1). No respondents answered “never”.
4.2.2.4 Relationship with Co-workers
4 3 2 1 0
Question No. 10
You get along well
with your co- 37 18 2 0 0
workers.
Percentage 64.91% 31.58% 3.51% 0% 0%
4 3 2 1 0
Question No. 10
You get along well
with your co- 31 17 3 0 0
workers.
Percentage 60.78% 33.33% 5.88% 0% 0%
RESPONSES RESPONSES
0 (Never) 0 (Never)
3% 0% 0% 6% 0%0%
32% 33%
65% 61%
For this question, majority (64.91%, 37 out of 57) of the Junior High
School teachers answered “always”. This is mirrored by the data gathered from
the Senior High School-teaching group whose response was also “always”
(60.78%, 31 out of 51).
Second to “always” for both the Junior High School and Senior High
School group is “often” (31.58% for Junior High teachers, 33.33% for Senior
High teachers), and then “sometimes” (3.51% for Junior High Teachers, 5.88%
for Senior High teachers). None of the respondents from both sets answered with
“seldom” or “never”.
4.3 Depression Level Based on Mental Health Assessment
The second section of the instrument focuses on determining the
depression level of the participants: mild, moderate severe, profound. It is based
on the number, type, and severity of symptoms present. Frequency distribution
tables were used to further analyze the data. Furthermore, to determine the mean
and standard deviation of each level, this will be utilized in verifying the
hypothesis.
Table 15.1 Frequency Distribution of Level of Depression of Junior High School Teachers
f x cf x-µ (x-µ)2 f (x-µ)2 f(x)

Mild 1-10 28 5.5 28 -7.19 51.70 1447.6 154
Moderate 11-20 19 15.5 47 2.81 7.90 150.1 294.5
Severe 21-30 8 25.5 55 12.81 164.10 1312.8 204
Profound 31-40 2 35.5 57 22.81 520.30 1040.6 71
Total 3951.1 723.5
Based from the frequency distribution table, Junior High School teachers
are mostly “mild” in terms of depression level with 28 in total. Following it would
be moderate level with 19 in total, then severe level with 8 in total. Lastly, with 2
in total is profound level.
The leading result above implies that exposure to personal stressors such
as relationships and finances puts Junior High School teachers at risk for “mild”
depression. Workplace factors (supervisors, co-workers, effort) also contribute to
the susceptibility of the teachers to this level of depression.
Table 15.2 Frequency Distribution of Level of Depression of Senior High School Teachers
f x cf x-µ (x-µ)2 f (x-µ)2 f(x)

Mild 1-10 17 5.5 17 -7.72 59.60 1013.2 93.5
Moderate 11-20 22 15.5 39 2.28 5.20 114.4 341
Severe 21-30 8 25.5 47 12.28 150.80 1206.4 204
Profound 31-40 1 35.5 48 22.28 496.40 496.4 35.5
Total 2830.4 674
However, Senior High School teachers are mostly “moderate” in terms of
depression level with 22 in total based from the frequency distribution table.
Behind it is “mild” level with 17 in total, then severe level with 8 in total. Lastly,
with 1 in total is “profound” level.

The leading result above implies that the exposure to personal stressors
such as relationships and finances put Senior High School teachers at risk for
“moderate” depression. Workplace factors (supervisors, co-workers, effort) also
contribute to the susceptibility of the teachers to this level of depression.
4.4 Comparison between Depression Levels of the Departments
The students finally identified that there is no difference between the
levels of depression among Junior High School and Senior High School Teachers
in Public Schools of Dasmariñas City, Cavite. This has been provided with
statistical evidence using hypothesis testing done through T-testing of the
independent means. The depression levels of the two departments, which are the
study’s test variables, got mean values that are under the moderate level. Those
rates were then substituted to the formula for Independent Samples. The test
statistic t result of -0.35 was subjected to a decision rule. As a result, the null
hypothesis was accepted.

CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS
This chapter contains the summary of findings, conclusion, and
recommendations of the study that the researchers have conducted.
5.1 Summary of Findings
Based from the data that was gathered, the researchers came up with the
findings that there was no difference between the average level of depression
among Junior High School teachers to the average level of depression among
Senior High School teachers. Upon getting the mean of Junior High School
teachers and Senior High School teachers, both fell on the “moderate” level.
The Null Hypothesis of the study which states that there is no difference
between the average level of depression of Junior High School teachers and
Senior High School teachers was accepted. Both departments got a mean value
indicating that majority of the respondents are susceptible to depression level of
moderate degree.
The level of significance for two-tailed test was taken as well as the
degree of freedom. The decision rule states of the study states that if the value is
more than or equal to 1.980, the Null Hypothesis is to be rejected and if it is less
than or equal to 1.980, the null hypothesis is to be accepted. The values were then
substituted to a formula and resulted with -0.35 which makes the Null Hypothesis
accepted.
5.2 Conclusion
The following conclusions can be drawn from the results of the study:
1) For the item analysis pertaining to personal and professional concerns:
a. For the Personal Concerns:
i. In terms of communication with family members and
friends, majority of the respondents from both departments
stated that they always communicate with their family
members and friends.
ii. In terms of misunderstandings with family members, most
of the Junior High School teachers seldom experience it,
while the Senior High School teachers sometimes do.
iii. In terms of misunderstandings with friends and significant
others, majority of the respondents from both departments
seldom experience it.
iv. In terms of problems relating to finances, both sets of
respondents’ leading answer was “sometimes”.
v. In terms of entertainment habits, most responses for both
sets of respondents were “always”, which means
respondents always pursue different means of
entertainment.
b. For the Professional Concerns:
i. In terms of deadlines and time allocation, Junior High
School-teaching respondents responded that they always
have sufficient time to work on tasks, while in contrast,
majority of the participants belonging to the Senior High
School department said they only often having sufficient
time to work on tasks.
ii. In terms of exertion of effort, the leading response for both
sets of respondents is “always” which means that their job
always requires too much effort.
iii. In terms of working atmosphere, majority of the Junior
High School teachers answered there is often a pleasant
atmosphere at their place of work, while the leading
answers for the Senior High School teachers were both
“always” and “often”.
iv. In terms of relationship with supervisors, most of the
respondents from both departments stated that they always
get along well with their supervisors.
v. In terms of relationship with co-workers, majority of the
respondents from both departments answered that they
always get along well with their co-workers.

2) By getting the mean of Junior High School teachers and Senior High School
teachers, both fell on the “moderate” level. This implicates that Public
School Teachers in the City of Dasmariñas, Cavite are susceptible to
depression of moderate degree.
3) Null hypothesis was accepted at -0.35. This states that there is no significant
statistical difference between the average level of depression among Junior
High School teachers and the average level of depression among Senior
High School teachers.
5.3 Recommendations
In line with the results and findings of this research, the following are
recommended in order to give the mental health of Philippine Schools (public
school) Teachers further importance:
• Depression screenings that include adequate systems in place to
ensure accurate diagnosis, effective treatment, and appropriate follow-
up consultations.
• Mental health talks and conferences aiming to spread awareness on
mental health, depression, and workplace stress.
• Re-evaluation of workplace systems in academic institutions, in order
to assess and address its detriments to the mental health of teachers.
This may include removal of workplace factors that make public
school teachers susceptible to depression, such as overexertion.

• A follow-up study concerning coping strategies for public school
teachers in order to focus on formulating programs and interventions.
o Partnerships with outside research entities may also aid
in research papers with this specific endeavor.
• A similar study with a larger sample size, in order to identify other
possible factors that make teachers susceptible to depression and other
mental health disorders.
o Factors that were not taken into account in this research
(demographics) may also be explored in order to
investigate their relationship to the teachers’ depression
levels.
• All in all, further studies concerning the topic would raise awareness
on mental health in a Philippine context. In the wider context of
research, these efforts will serve as supporting literature for more
investigations on the matter.

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APPENDICES
APPENDIX A
INFORMED CONSENT FORM
INFORMED CONSENT FORM
I, ________________________________________, agree to participate

in the study entitled, COMPARATIVE STUDY ON THE DEPRESSION LEVELS
BETWEEN JUNIOR HIGH SCHOOL AND SENIOR HIGH SCHOOL
TEACHERS IN THE PUBLIC SCHOOLS OF THE CITY OF DASMARIÑAS,
CAVITE in regards to informing of my mental health and depression level. This
research is being conducted by students from Grade 12 -11 (Scubilion) from the
Special Health Sciences Senior High School of the De La Salle Medical and
Health Sciences Institute, under the supervision of Mr. Jose Isaak M. Calamlam.
The aim of this study is to identify the Difference between the Depression
Levels of Junior High School and Senior High School Teachers in Public Schools
of the City of Dasmariñas, Cavite. While participating in this study, I will answer
the instrument containing questions regarding the said topic. Also, I have the
right to withdraw or resign for doing so. The researchers are given permission
and are granted access to the personal information I have provided. This is also
an opportunity to raise my awareness on mental health issues within the
academic community.
In addition to fulfilling academic requirements, this study also allows the

researchers to further immerse themselves in the field of investigation. In turn,
they will protect the confidentiality of my information, contact details and identity.
Moreover, the data gathered will be utilized for the Second Semester of AY 2018-
2019 and for Inquiries, Investigation and Immersion (I3) subject purposes only.
I understand that my participation is voluntary, and I am not forced to

contribute to this study. I also acknowledge the right to withdraw my participation
in this study without given any reason. I am also aware that my answers in the
questionnaire will not be made public, and I confirm that I have fully understood
the concept of this study. I have also been given the chance to ask questions
regarding the purpose of this research. Another copy of this signed informed
consent has also been given to me.
Finally, should there be a need to contact the researchers, I can easily

reach them through their mobile numbers and email addresses stated below:
MOBILE EMAIL ADDRESS

NAME
NUMBER
Barzaga, Bianca Emmanuelle Dana R. 09959633000 barzagabianca@gmail.com
Co, Jersey Mariell E. 09055635402 akojerseyy@gmail.com
Igdanes, Jericho Daniel D. 09064473502 jerichodigd@gmail.com
Lorilla, Anfernie S 09263964235 anfernie.sabillo.lorilla@gmail.com
Sanchez, Caitlin A. 09988597909 caitlinsanchez01@gmail.com
Sarinas, Alyanna Kiara S. 09663287793 yannah.sarinas@gmail.com
__________________________________ __________________
Signature over Printed Name Date
APPENDIX B
RESEARCH INSTRUMENT
Greetings in Saint La Salle!
Thank you for agreeing to participate in the research entitled Comparative Study
on the Depression Levels between Junior High School and Senior High
School Teachers in the Public Schools of the City of Dasmariñas, Cavite.
This research is being conducted by students of Grade 12 – 11 (Scubilion) of the
Special Health Sciences Senior High School in De La Salle Medical and Health
Sciences Institute under the supervision of Mr. Jose Isaak Calamlam.
The survey does not request for your name, email address, or postal address. All
information collected will be treated as private and confidential and will be used for
academic purposes only.
Please answer the following questions honestly and completely.
This questionnaire incorporates concepts from The WorkSafe Health and Well-
being Assessment, The Swedish Demand Control Support Questionnaire, and
The Patient Health Questionnaire (PHQ)-9.
Name (optional): ________________________________________________

Age: _________
Sex: ○ Male ○ Female
Civil Status: ○ Single ○ Married ○ Divorced/Annulled ○ Separated ○ Widowed
Department: ○ Junior High School ○ Senior High School
Teaching Load (no. of hours per week): ○ Less Than 30 Hours ○ More Than 30 Hours
Please indicate your response by checking the box corresponding to the

number.

PART 1
4 3 2 1 0
How often do you communicate with family members

or friends?
1
Gaano ka kadalas nakikipag-usap sa iyong mga
kapamilya o kaibigan?
How often do you have misunderstandings between

family members?
2
Gaano ka kadalas nagkakaroon ng mga hindi
pagkaka-unawaan sa iyong mga kapamilya?
How often do you have problems related to

relationships (platonic or romantic)?
3
Gaano ka kadalas nagkakaroon ng mga problemang
may kaugnayan sa iyong mga relasyon sa ibang tao?
How often do you have problems regarding finances?

4 Gaano ka kadalas nagkakaroon ng mga problemang
tungkol sa pera?
How often do you pursue means of entertainment

(reading a book, watching television, going to the
movies, listening to music)?
5
Gaano ka kadalas naglilibang (pagbabasa ng libro,
panonood sa telebisyon, panonood sa sinehan,
pakikinig sa musika)?
You have sufficient time to work on tasks.

6 Ikaw ay mayroong sapat na oras sa mga gawain sa
trabaho.
Your job requires too much effort.

7 Ang iyong trabaho ay nangangailangan ng sobra-
sobrang pagsisikap.
There is a pleasant atmosphere at your place of work.

8
Mayroong kaaya-ayang kapaligiran sa iyong trabaho.
You get along well with your supervisors.

9 Mayroong pagkakasundo sa iyo at iyong mga
superbisor.
You get along well with your co-workers.

10 Mayroong pagkakasundo sa iyo at iyong mga
katrabaho.
PART 2
4 3 2 1 0
In the past two weeks, you have little or decreased

interest or pleasure in doing things.
1
Sa nakaraang dalawang linggo, nababawasan ang
iyong gana sa mga gawain.
In the past two weeks, you are feeling down, depressed,

or hopeless lately.
2
Sa nakaraang dalawang linggo, ikaw ay nakararanas ng
lungkot o kawalan ng pag-asa.
In the past two weeks, you experience having trouble

falling or staying asleep, or sleep too much.
3
hirap sa pagtulog.
In the past two weeks, you feel tired or have little energy
lately.
4
pagod o kawalan ng gana.
In the past two weeks, you have a poor appetite or

overeat.
5
Sa nakaraang dalawang linggo, ikaw ay nagkakaroon
ng kaunting gana sa pagkain o laging kumakain.
In the past two weeks, you have a low self-esteem or

you think that you are a failure or have let yourself or
the people around you down.
6
Sa nakaraang dalawang linggo, ikaw ay nagkakaroon
ng mababang tingin sa sarili at pakiramdam mo na ikaw
ay isang kabiguan.
In the past two weeks, you are experiencing trouble

concentrating on things.
7 Sa nakaraang dalawang linggo, ikaw ay nakararanas ng
problema sa pagkakakaroon ng konsentrasyon sa
bagay-bagay.
In the past two weeks, you are moving or speaking in a

slow manner that other people are starting to notice.
8 Sa nakaraang dalawang linggo, ikaw ay nagsasalita sa
mabagal na paraan na nagsisimulang mapansin ng mga
tao sa iyong paligid.
In the past two weeks, you feel restless that you have
been moving a lot more than usual.
9
Sa nakaraang dalawang linggo, ikaw ay mas madalas
na hindi mapakali.
In the past two weeks, you are having thoughts of

hurting yourself or thoughts that you would be better off
dead.
10
Sa nakaraang dalawang linggo, ikaw ay naka-iisip na
saktan ang iyong sarili o na mas mabuti nang ikaw ay
mamatay.
APPENDIX C
SITE MAP
Figure 16. Map of Dasmariñas City, Cavite

APPENDIX D
LETTER FOR SCHOOL PRINCIPAL
(Date)
(NAME OF SCHOOL PRINCIPAL)

Principal
(Name of School)
Dear Mr./Ms. (Surname of School Principal):
Greetings!
The following students, Bianca Emanuelle Dana R. Barzaga, Jersey

Mariell E. Co, Jericho Daniel D. Igdanes, Anfernie S. Lorilla, Caitlin Joy A.
Sanchez, and Alyanna Kiara S. Sarinas, of the Special Health Sciences Senior
High School of De La Salle Medical and Health Sciences Institute are conducting a
study entitled COMPARATIVE STUDY ON THE DEPRESSION LEVELS
BETWEEN JUNIOR HIGH SCHOOL AND SENIOR HIGH SCHOOL TEACHERS
IN THE PUBLIC SCHOOLS OF THE CITY OF DASMARIÑAS, CAVITE.
In light of this, we are asking permission to conduct data gathering in your
institution, for the faculty members of the Junior High School and Senior High
School departments. The aim of this study is to identify the difference between the
depression levels of junior high school and senior high school teachers in public
schools of the City of Dasmariñas, Cavite. All personal information will be kept
private. Any results will only be used for the subject requirements in Inquiries,
Investigations, and Immersion (I3).
We are hoping to conduct the testing during the week of April 1-5, 2019.
Attached here is a copy of the questionnaire.
Should there be any concerns or questions, here are the contact details of
the members:
NAME MOBILE NUMBER EMAIL ADDRESS
Barzaga, Bianca Emmanuelle Dana R. 09959633000 barzagabianca@gmail.com
Co, Jersey Mariell E. 09055635402 akojerseyy@gmail.com
Igdanes, Jericho Daniel D. 09064473502 jerichodigd@gmail.com
Lorilla, Anfernie S 09263964235 anfernie.sabillo.lorilla@gmail.com
Sanchez, Caitlin A. 09988597909 caitlinsanchez01@gmail.com
Sarinas, Alyanna Kiara S. 09663287793 yannah.sarinas@gmail.com
We are hoping for your favorable response regarding this matter.
Sincerely,
BIANCA EMMANUELLE DANA R. BARZAGA ANFERNIE S. LORILLA
JERSEY MARIELL E. CO CAITLIN JOY A. SANCHEZ
JERICHO DANIEL D. IGDANES ALYANNA KIARA S. SARINAS
The Researchers
Endorsed by:
JOSE ISAAK CALAMLAM, LPT, MA

Research Adviser
VIVIAN B. RAMIREZ, MSc

Director, Special Health Sciences Senior High School
APPENDIX E
PHOTO DOCUMENTATION
Figure 17. Photo during the Data Gathering

APPENDIX F
VALIDATION OF RESEARCH INSTRUMENT
(Date)
We are researchers from 12 – 11 Scubilion conducting a study entitled “Comparative

Study on The Depression Levels Between Junior High School and Senior High
School Teachers in The Public Schools of the City of Dasmariñas, Cavite”. In light of
this, we are asking for assistance in measuring the face validity, construct validity, and
content validity of our research instrument, which incorporates concepts from the
WorkSafe assessment program of Tasmania, Australia, and the Swedish Demand Control
Support Questionnaire (DCSQ).
For the validation checklist, the Validation Rubric for Expert Panel (VREP), formulated by
Marilyn K. Simon, Ph.D with input from Jacquelyn White, is a tool designed to measure the
face validity, construct validity, and content validity of an instrument. We are hoping that
this tool will help you assess our questionnaire.
A copy of the research instrument is attached to this validation checklist / rubric.
Respectfully yours,
Bianca Emmanuelle Dana R. Barzaga

Jersey Mariell E. Co
Jericho Daniel D. Igdanes
Anfernie S. Lorilla
Caitlin Joy A. Sanchez
Alyanna Kiara S. Sarinas
The Researchers
Permission to use this rubric was granted by the author, Marilyn K. Simon, Ph.D and
Jacquelyn White. All rights are reserved by the authors. Any other use or reproduction of
this material is prohibited.
Rubric obtained from https://www.dissertationrecipes.com/surveyinterview-validation-

rubric-for-an-expert-panel/. Items regarding the measure of construct were modified to fit
this particular study.
Survey/Interview Validation Rubric for Expert Panel - VREP©

Criteria Operational Definitions Score Questions NOT
meeting
1 = Not standard
Acceptable (major
modifications (List page and
needed) question
number) and
2 = Below need to be
Expectations revised.
(some
modifications Please use the
needed) comments and
suggestions
3 = Meets section to
Expectations (no recommend
modifications revisions.
needed but could
be improved with
minor changes)
4 = Exceeds
Expectations (no
modifications
needed)
1 2 3 4
Clarity • The questions are direct and
specific.
• Only one question is asked
at a time.
• The participants can
understand what is being
asked.
• There are no double-barreled
questions (two questions in
one).
Wordiness • Questions are concise.
• There are no unnecessary
words
Negative Wording • Questions are asked using
the affirmative (e.g., Instead
of asking, “Which methods
are not used?”, the

researcher asks, “Which
methods are used?”)
Overlapping • No response covers more
Responses than one choice.
• All possibilities are
considered.
• There are no ambiguous
questions.
Balance • The questions are unbiased
and do not lead the
participants to a response.
The questions are asked
using a neutral tone.
Use of Jargon • The terms used are
understandable by the target
population.
• There are no clichés or
hyperbole in the wording of
the questions.
Appropriateness • The choices listed allow
of Responses participants to respond
Listed appropriately.
• The responses apply to all
situations or offer a way for
those to respond with unique
situations.
Use of Technical • The use of technical
Language language is minimal and
appropriate.
• All acronyms are defined.
Application to • The questions asked relate
Praxis to the daily practices or
expertise of the potential
participants.
Relationship to • The questions are sufficient
Problem to resolve the problem in the
study
• The questions are sufficient
to answer the research
questions.
• The questions are sufficient
to obtain the purpose of the
study.
Measure of • The survey adequately
Construct: measures the construct
A: (Personal “personal concerns”.

Concerns) Personal concerns are the
features of personality that
describe the big 3 motives
(need for achievement, need
for control, need for
intimacy/affection).
B: (Professional “professional concerns”.
Concerns) Professional concerns are
matters pertaining to a
person's work, particularly
jobs that require special
training or educational
attainment.
C: (Depression “depression levels”.
Levels) Depression level is defined
as the degree of melancholic
mood and loss of interest in
hobbies, work, and other
activities.
(Date)
We are researchers from 12 – 11 Scubilion conducting a study entitled “Comparative

Study on The Depression Levels Between Junior High School and Senior High
School Teachers in The Public Schools of the City of Dasmariñas, Cavite”. In light of
this, we are asking for assistance in checking the language, spelling, punctuation, and
grammar of our research instrument, which incorporates concepts from the WorkSafe
assessment program of Tasmania, Australia, and the Swedish Demand Control Support
Questionnaire (DCSQ).
A copy of the research instrument is attached.
Respectfully yours,
Bianca Emmanuelle Dana R. Barzaga

Jersey Mariell E. Co
Jericho Daniel D. Igdanes
Anfernie S. Lorilla
Caitlin Joy A. Sanchez
Alyanna Kiara S. Sarinas
The Researchers
APPENDIX G
CERTIFICATION FROM THE PSYCHOMETRICIAN

APPENDIX H
CERTIFICATION FROM THE STATISTICIAN

APPENDIX I
CERTIFICATION FROM THE EDITOR

CURRICULUM VITAE
Bianca Emmanuelle Dana R. Barzaga is an alumna at De La Salle
Medical and Health Sciences Institute – Special Health Sciences Senior High
School. In Junior High School, she and her former research team conducted a
study about the English Vocabulary Fluency of Grade 7 students while in
Practical Research I, she and her former group conducted a study regarding the
Stress Levels and Factors of the Staff in De La Salle Medical and Health Sciences
Institute.
Jersey Mariell E. Co is an alumna at Special Health Sciences Senior
High School of De La Salle Medical and Health Sciences Institute. In Junior High
School, she and her former research team conducted a study about the Impact of
Authoritative Parenting on the Self-Esteem of a Grade 10 Students while in
Practical Research I, she and her former group conducted a research about the
Psychological Effects of Skin Care Products among the Female Students of
Senior High School in De La Salle Medical and Health Sciences Institute.

Jericho Daniel D. Igdanes is an alumnus at the Special Health Sciences
Senior High School of the De La Salle Medical and Health Sciences Institute. For
Practical Research I, he and his former group mates conducted a study on the
Emotional Well-Being of Persons with Disabilities (PWDs). The respondents for
their study consisted of PWDs residing in the greater Molino area of the city of
Bacoor in Cavite.
Anfernie S. Lorilla is an alumna at De La Salle Medical and Health
Sciences Institute under the program Special Health Sciences Senior High School.
In Junior High School, she and her former research team conducted a study about
the Effects of Extra Curricular Activities in Academic Performances of the
Students while in Practical Research I, she and her former group conducted a
study regarding the Manifestations of Social Anxiety Disorder among Senior
High School Students of De La Salle Medical and Health Sciences Institute.

Caitlin Joy A. Sanchez is an alumna at the De La Salle Medical and
Health Sciences Institute – Special Health Sciences Senior High School. She has
participated in divisional science fairs under the Applied Science Research
Category along with her group mates over the course of her time in Junior High
School. As for Practical Research I, she and her former research team conducted a
study on The Effects of Oophorectomy on the Health-Related Quality of Life of
Post-Operative Patients.
Alyanna Kiara S. Sarinas is an alumna at De La Salle Medical and
Health Sciences Institute – Special Health Sciences Senior High School. She and
her groupmates during Junior High School conducted a Science Investigatory
Project about Honey Water as an Alternative Way of Preventing Enzymatic
Browning. For Practical Research I, she and her research group administered a
study about the Physiological Impacts of Diabetes among Teenagers.

De La Salle Medical and Health Sciences Institute

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De La Salle Medical and Health Sciences Institute i

SPECIAL HEALTH SCIENCES SENIOR HIGH SCHOOL

COMPARATIVE STUDY ON THE DEPRESSION LEVELS BETWEEN

In Partial Fulfilment of the Requirements in

BIANCA EMMANUELLE DANA R. BARZAGA

RESEARCH OUTPUT OPEN ACCESS PERMISSION

RESEARCH OUTPUT ACCESS AUTHORIZATION

BIANCA EMMANUELLE DANA R. BARZAGA ANFERNIE S. LORILLA

JERSEY MARIELL E. CO CAITLIN JOY A. SANCHEZ

JERICHO DANIEL D. IGDANES ALYANNA KIARA S. SARINAS

JOSE ISAAK M. CALAMLAM, LPT, MA

VIVIAN B. RAMIREZ, MSc

Key Terms: stressors, public high schools, mental health, PHQ-9

RESEARCH APPROVAL SHEET

This is to certify that this Research titled COMPARATIVE STUDY ON THE

JOSE ISAAK M. CALAMLAM, LPT, MA SHAIYNE C. DEQUE, LPT

MARK LAWRENCE F. FABREGAS, LPT LENARD CHARLES C. MONSADA, MD

The Special Health Sciences Senior High School Department (SHSSHS)

JOSE ISAAK M. CALAMLAM, LPT, MA VIVIAN B. RAMIREZ, MSc

field of the health sciences.

We thank Mr. Lord Joseas Conwi for providing us a Psychometrician’s

their expertise with us during the early stages of instrument construction.

We are also immensely grateful to Ms. Imee Serrano for being a

treatments required in the study also provided us a refresher of the foundations to

instrumental in removing and revising grammatical errors in this paper.

esteemed persons. The participation of the respondents of the study is highly

valued, as well as the approval of their respective school principals.

who remained supportive all throughout the duration of the study.

To God be the glory.

Research Output Open Access Permission ii

Table of Contents vii

List of Figures xii

Background of the Study 1

Statement of the Problem 4

Scope and Limitations 5

Significance of the Study 6

CHAPTER 2 LITERATURE REVIEW

Depression vs. Sadness 15

Gender and Age Range-Specific Depression 17

Teachers and Stressful Workload 20

Cases of Depression and Suicide among Teachers 21

Erik Erikson’s Stages of Psychosocial Development 22

Bell Curve of Abnormal Psychology 26

Population and Sampling 28

Respondents of the Study 28

Validity and Reliability of Instruments 30

Data Gathering Procedure 31

CHAPTER 4 RESULTS AND DISCUSSION

Demographic Profile of the Respondents 33

Item Analysis of Personal and Professional Concerns 37

Depression Level Based on Mental Health Assessment 54

Comparison between Depression Levels of the Departments 56

CHAPTER 5 SUMMARY OF FINDINGS, CONCLUSION, AND

A. Informed Consent Form 72

D. Letter for School Principal 79

F. Validation of Research Instrument 82

G. Certification from the Psychometrician 87

H. Certification from the Statistician 88

I. Certification from the Editor 89

Table 1. Age Range of Respondents 33

Table 2. Sex of Respondents 34

Table 3. Civil Status of the Respondents 35

Table 4. Teaching Load of the Respondents 36