Workplace Wellness Self Efficacy... Finaledit 6

INTRODUCTION
Background of the Study

Engagement and wellness in a workplace is, at best, a symptom of success (Latham,
Ann, 2015). Employees who are succeeding and feeling good about their contributions to
their company are naturally more likely to be proud to work, be happy to come to work each
day, and feel valued.
For such reason that a school head, in most cases, the influence of the principals is
initiated by developing the efficacy of teachers in curriculum and instruction, by motivating
and engaging employees, fostering a common goal, creating teaching/ learning conditions,
and, fostering a coherent program, encouraging organizational continuous learning, and
through soliciting feedback, communication and direction ( Parsons & Beauchamp, 2012).
The leadership of the principal greatly impacts the school atmosphere as well as teachers’
and students’ engagement.
Furthermore, leadership practices of the school heads have a great contribution to the
school climate, achievement of students and work engagement. Research has associated
school leadership with an increased student performance. Thus, the increase in student
achievement was realized through the development of a positive school environment and
high levels of work engagement of employees (Deal & Peterson, 2009; Gordon & Crabtree,
2006; Marzano, Waters, & McNulty, 2005; Stronge, J. H., Richard, H. B., & Catano, N.,
2008 cited in Hahn, 2017). Gordon and Crabtree (2006 cited in Hahn, 2017) advocated that
principals should effect engagement by motivating teachers towards improved students’

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performance, relates with stakeholders in the community, and should empower the staff
members to participate in the improvement of a school.
Studies showed that, the school head who possessed a more people-minded
leadership style, lead a campus with a healthier school environment. Likewise, the people-
minded leader was more self-efficacious in their capability to provide resources and
support for teachers which lead to a positive and healthy educational institution.
Based on the aforementioned concepts, this study focused on three constructs as
perceived by school heads: workplace wellness, self-efficacy and work engagement.
This study aimed to know more about the needs of school heads on wellness which
will allow school leaders to make more knowledgeable decisions as they formulate programs
to further support recognized needs. Among the benefits of identifying school staff wellness
needs and designing wellness programs is that, it can exhibit a school positive organizational
support for employees (Yu, 2012). Seeing educational leaders as individuals with lives to live
and specific wellness needs can help productivity, and modeling of healthy lifestyles for both
school heads.
As to the construct of self-efficacy, a study on the principal’s self-efficacy, when
measured by administrator’s support of teachers, plays an important factor in solving the
problem in teacher retention (Brown & Wynn, 2009 cited in Delkamp, Peters and
Schumacher, 2017). Devos and Bouckenooghe, 2009 as cited in Delkamp, Peters and
Schumacher, 2017 discovered how principals’ notions about their role as a school leader
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contributed to understand better their leadership behavior and how it related with school
climate.
Rationale:
Although there were numerous studies which focus on the constructs of work place
wellness, self-efficacy and work engagement however, this study has contributed to a
research endeavor as there seems to be a dearth in literature which correlates the three
aforementioned constructs as perceived by schools in the elementary school level.
With this thought too, that the researcher came up to the advent of this study.
Likewise, to find ways on how to engage people - whether that means giving them a
challenge or more responsibilities, or finding ways to boost the organization’s productivity,
Statement of the Problem
This study determined the perceived workplace wellness, self-efficacy and work
engagement of elementary school heads.
Specifically this study sought to answer the following:
1. What is the profile of the respondents when grouped as to:
A. Age
B. Sex
C. Civil status
D. Educational Attainment
E. School Division
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2. What is the level of perceived workplace wellness, self-efficacy, and work
engagement of the school heads when grouped as to aforementioned profile
variables?
3. Is there a significant difference between perceived workplace wellness of school
heads and aforementioned variables?
4. Is there a significant difference between perceived self-efficacy of school heads and
aforementioned variables?
5. Is there a significant difference between perceived work engagement of school heads
and aforementioned variables?
6. Is there a significant relationship between perceived workplace wellness, self-
efficacy, and work engagement of the school heads when grouped as to
aforementioned profile variables?
Hypotheses
1. There is no significant difference between perceived workplace wellness of school
heads and aforementioned variables.
2. There is no significant difference between perceived workplace self-efficacy of
school heads and aforementioned variables.
3. There is no significant difference between work engagement and aforementioned
variables.
4. There is no significant relationship between perceived workplace wellness, self-
efficacy and work engagement of elementary school heads across aforementioned
variables.
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Theoretical Framework
This study was anchored on Social Comparison Theory by Festinger, Social
Cognitive Theory by Albert Bandura, and Kahn’s Theoretical approach on Work
Engagement which focused on the wellness, self-efficacy and work engagement in a
workplace as the center of this study. These theories were utilized as basis or supporting
evidence that further explained the result and findings in this research.
Work place wellness as a construct is supported by the Social Comparison Theory.
According to this theory, (Festinger, 1954 cited in Garrin, 2014) individuals are basically
driven to assess the extent to which their perceptions of themselves relate to the perceived
status of others and, the extent to which they will use feedback to reduce uncertainty and
validate behavioral choices once acknowledged. The possible applications of social
comparison to the Work wellness situations are many. Comparisons of behavioral provide
what Festinger (1954 cited in Garrin, 2014) called an “objective benchmark” against which
one measures their own behavior. Implied within this idea is the notion of “strength in
numbers” (Park & Hinsz, 2006 cited in Garrin), which suggests that if several people engage
in the same type of behavior to achieve a common goal (e.g., to be physically fit), then such
behavior is adapted.
The Social Cognitive Theory on the other hand is the theoretical framework for self-
efficacy. Social Cognitive theory of Bandura give emphasizes to the importance and
interactions of person’s variable environment, and behaviors, both in learning and
personality. The triadic causation model stresses that human functioning is the result of the
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interaction between behavior, person’s variable, and environment. Person’s variable
comprises cognitive factors such as memory, beliefs, judging, and planning. People have the
capacity to select or choose to attend from the environment or what to give value for example
through his cognitive functions. However, behavior and cognition are not separate entity for
those cognitive practices which are formed both by environment and behavior (Fe2ist et al
2013).
Kahn’s (1990, cited in Kuok and Taormina, 2017) original theoretical approach on
work engagement, stressed that work engagement not only relates to behaviors, but also
relates to human cognitions and emotions. These three features of cognition, behavior and
emotion are the critical and fundamental areas of psychology and because of this, the
advancement of a measure that is based on these factors signifies a major contribution
because it increases an alternate, more valid measure to the literature. Besides, this
development of work engagement theory helps to extend these areas to positive psychology.
Corresponding to positive psychology theory, work engagement increases a positive
view of organizational behaviors and an increased comprehension of the definition and
effects of work, rather than negative sides of work.

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Conceptual Framework
Figure 1. Conceptual Frameworks of the study
Work place
Elementary School Wellness
Principals
a. Age
b. Sex Self- Developmental Plan
c. Civil status efficiency
d. Educational
Attainment
e. Division Work
Engagement
The framework of this study focused on the perceived workplace wellness, self-
efficacy and work engagement of elementary school heads. The respondents of this research
study were the elementary school heads. Work place wellness, self- efficiency and work
engagement were correlated across the variables on age, sex, civil status, educational
attainment and division.
Many employers were struggling with the concept of workplace wellness for a
number of reasons. At the outset, some employers simply did not feel that they had any
responsibility for the health of their employees. They felt that this was a very personal
responsibility that should be determined by the interest and enthusiasm of each individual.
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In a changing, competitive market, organizations were ever more dependent on their
labor force in order to remain successful. They needed personnel who feel enthusiastic,
energetic, and focused in their work. It means to say, they need a workforce who feel
engrossed (Schaufeli, 2013). As defined, the term work engagement means as a fulfilling
positive, job-related way of thinking that is characterized by dedication, absorption and
vigour, (Schaufeli & Bakker, 2004, p. 295). Vigour means an experience of dynamism,
mental flexibility while in work, and a inclination to spend effort in a job and continue even
in the midst of challenges. Dedication on the other hand, refers to a high regard to
involvement, significance, and enthusiasm in one’s work, while absorption was regarded as
being happily immersed in one’s work, in a way that makes time pass so fast and which
makes it hard to separate oneself from job. In line to its relationship with a numerous positive
organizational results, such as increased performance of employee (Christensen, Dyrstad, &
Innstrand, 2015), organizational commitment (Hakanen, Schaufeli, & Ahola, 2008), and
well-being (Schaufeli, Taris, & van Rhenen, 2008), work engagement became a prevalent
concept, both in the world of business and in academic research.
Since self-efficacy was related to the concept of self-control and the ability to
modulate behavior to reach goals, it can sometimes be confused with self-regulation. Self-
regulation referred to an individual’s “self-generated thoughts, feelings, and actions that were
systematically designed to affect one’s learning” (Schunk & Zimmerman, 2007), while self-
efficacy was a concept more closely related to an individual’s perceived abilities.

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The descriptive correlation approach was employed to find out whether there was a
significant difference in the perceived work place wellness, self- efficiency and work
engagement across the variables age, sex, civil status, educational attainment and division.
The desired output of the study was a training program to enhance the three
aforementioned constructs. The diagram shown above presented and explained further the
conceptual framework of this study.
Scope and Limitations
This research study primarily focused on determining the perceived workplace
wellness, self-efficacy and work engagement of elementary school heads from the 4th
legislative district of Negros Occidental.
The locale of the study comprised the elementary schools of the Division Office of
Negros Occidental consisted of the municipalities of Pulupandan, Valladolid, San Enrique
and Pontevedra and the cities of Bago and La Carlota. The school heads of the municipality
schools were under the administration and supervision of the Negros Occidental Division
Office in Bacolod City which is approximately more than 35 kilometers away. Most of the
schools were located in rural areas where communication and transportation were difficult.
In this research, there were One Hundred Six (106) elementary school heads who
were under a total enumeration procedure.
Since this research was a descriptive-correlational study which intended to describe

and correlate various variables specifically, the perceived workplace wellness, self-efficacy
and work engagement of elementary school heads from the 4th legislative district of Negros
Occidental.
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The respondents instrument personally answered the instrument used in this study. In
scoring the instrument, the following ratings was followed: to measure wellness is
Eudaimonic Workplace Well-being scale, the General Self-Efficacy Scale by Ralf Schwarzer
& Matthias Jerusalem, and Work Engagement Inventory formulated by Kuok and Taormina.
To validate the instrument further, an open-ended questions were added.
Out of One Hundred Six (106) respondents, only Ninety Six (96) school heads were
able to answer the questionnaires. There were, ten (10) who were not able to respond because
of some reasons that hindered their participation in this particular endeavor.
Furthermore, a developmental plan for school heads was recommended as an output
of this study.
Significance of the Study
This study may possibly be beneficial to the following people identified:
Department of Education Administrators. Being the representative of the
Department of Education who monitor, evaluate and formulate programs, projects and
activities of the schools, may this study may serve as anchor to the development of the future
performance and professional development programs and activities that geared towards more
efficacious, effective and healthier school constituents.
School Heads. As DepEd empowered leaders, School heads as stewards of the
institutions ensure an enabling support for effective learning to happen (DepEd Vision,
2015). Therefore, the result of the study and proposed enhancement program may be
beneficial to the school heads as this will give them a different perspective in how best they
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could enhance their performance as school leaders and management capability as well as
those of their subordinates.
Teachers. As frontline members of the academe, the researcher hopes that teachers
may benefit from the result of the study as they perform their tasks, roles and responsibilities
with the aid of wellness, efficacy and work engagement embedded in this research work.
Future Researchers. That the result of the study may be made as basis for other
parallel studies or may consider other constructs. This may also be made as reference
material for other research endeavor with similar content.
Definition of Terms
The following terms are conceptually and operationally defined to bring about better
understanding of the terms and how they are used in this study.
Age. Conceptually the term age according to Sanderson and Scherbo (2013) true
age is not just the number of years one have lived, it also includes characteristics such as
health, cognitive function, and disability rates. Operationally, it refers to the age of the
respondent on his/her last birthday.
Civil status. Civil status or marital status of a person relative to marriage is classified
as follows: a) Single - A person who has never been married; b) Married - A couple living
together as husband and wife, legally or consensually; c) Divorced - A person whose bond of
matrimony has been dissolved legally and who therefore can remarry; d) Separated - A
person separated legally or not from his/her spouse because of marital conflict or
misunderstanding; and e) Widowed - A person whose bond of matrimony has been
disbanded by death of his/her spouse (Philippine Statistics Authority, 2003).

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Educational Attainment. Educational Attainment refers to the highest level of
education that a person has successfully completed. Successful completion of a level of
education refers to the achievement of the learning objectives of that level, typically
validated through the assessment of acquired knowledge, skills and competencies (Statistics
Canada). Operationally, it refers to the highest educational level attained by the respondents
during the conduct of the study.
Elementary School Heads. A School Administrator or a School Head is a person in
authority for the instructional and administrative supervision of the school or cluster of
schools (Republic Act No. 9155). Here, this terminology refers to the elementary school
administrator as the participants are either principals, school administrators, school heads or
teachers-in-charge of the elementary schools in the 4th district of Negros Occidental.
Schools Division Office. A Schools Division is consist of a province or a city which
shall have a schools division superintendent, at least one assistant schools division
superintendent and an office staff for programs promotion, planning, administrative, fiscal,
legal, ancillary and other support services (RA 9155, Section 7). Operationally, it refers to a
governing body of the educational sector that oversees the effective and efficient
implementation of the programs and projects launched/initiated by the Department of
Education to schools under it. It also ensures access, promote equity in, and continuously
improve the quality of basic education in the schools under its care by leading in the
development and implementation of the division’s education development plans (DEDP),
programs, and standards (consistent with the national educational policies, plans and
standards), building partnerships and networking with stakeholders of education, as well as
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by effectively and efficiently managing the financial, human, and physical resources of its
schools.
Self-Efficacy. Self-efficacy relates to a belief system in which an individual believes
that he/she is capable of performing a specific task. Although it involves an examination of
the beliefs of one’s own competencies, it is not the expectation of outcomes (Schunk, 2012).
As used in this study, self-efficacy refers to the degree to which elementary school
administrators in the 4th Legislative District of Negros Occidental possess confidence in their
ability to perform their administrative responsibilities.
Sex. According to Loori (2005), this word commonly refers to the set of
characteristics that distinguishes male and female entities, extending from one’s biological
sex to one’s social role or gender identity. Operationally, it is defined as the person’s
biological structure in reference to its reproductive organs. It is dichotomized into male and
female.
Work Engagement. Work engagement has been defined as “a positive, fulfilling,
work-related state of mind that is characterised by vigour, dedication, and absorption”
(Schaufli and Bakker, 2004 cited in Listau, Christensen and Innstrand, 2017). In this study,
work engagement refers to the positive, fulfilling, work-related state of mind of the
elementary school heads who are the respondents of this study.
Workplace Wellness. This term refers to any workplace health promotion activity or
organizational policy designed to support healthy behavior in the workplace and to improve
health outcomes (Kohll, Allan, 2018). Operationally, workplace wellness is any workplace

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health promotion activity or organizational policy designed or undergone to support healthy
behavior and improve health outcomes in the elementary schools as perceived by the
respondents.
Related Literature
The following literature presented the different theories, concepts and studies
conducted related to workplace wellness, self-efficacy and work engagement which assumed
to explain or contribute to the existence of a problem or a certain condition under study:
On Workplace Wellness
Although there are no specific frameworks for building a culture of wellness, the
Ateneo CORD’s culture-building model describes six components necessary to shape
organizational culture. It uses the acronym CREATE that stands for communication of
desired values, role modelling of leaders, engagement of employees in culture
building, alignment of systems and structures to desired values, training and
development, and evaluation and reinforcement of culture-consistent behaviors
(Hechanova, Melgar, Falguera, & Villaverde, 2014). Communication of values involves
leaders articulating the values and standards they wish employees to practice. Role modelling
refers to how leaders lead by example and provide support for the desired values.
Employee engagement describes how leaders engage employees and encourage them to
co-create culture building interventions. Alignment of systems and structures refers to
ensuring the procedures, policies and infrastructures support the company values.
Evaluation and reinforcement refers to mechanisms to measure and reward desired behaviors
(Hechanova et al., 2014)

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Furthermore, workplace wellness is often associated with interventions and
programs designed to improve the physical and mental health of employees. To date,
much of the research on workplace interventions have been directed towards illnesses
such as obesity, cardiovascular diseases, and diabetes (Meng et al., 2017).
In addition, the vulnerabilities of workers in developing countries are compounded
by the lack of resources for health. In the Philippines for example, only 3.3% of its GDP
is spent on healthcare as opposed to what is spent by developed economies such as the
United States (17.9%). Moreover, resources for mental health are scarce. Unlike
developed economies such as Canada that has one mental health practitioner for every 7,930
persons, in the Philippines, the ratio of psychiatrists to clients is .41:100,000 (World
Health Organization, 2007 cited in Hechanova and Go, 2018) and psychologists is
1:100,000 (Hechanova, Waelde, et al., 2015). Although the country has just recently
passed a Mental Health bill act supporting mental health services and treatment, the bill has
yet to be implemented. The burden of mental health, still lies on individuals and
employers considering the lack of resources support from national government.
As cited by Akanji, 2016; Kanene & Mushungekelwa, 2016; Riley et al., 2016,
there were numerous studies that focused on understanding sources of stress in the
workplace, and that, they also suggested interventions to help employees effectively
manage and cope with stress.
Moreover, beyond interventions, there is an increasing awareness of the importance
of organizational factors that contributes to employees health. More specifically, there is

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evidence that an organizational culture that supports the psychosocial needs of
employees is an important factor in employees’ overall wellbeing (Dickson-Swift, Fox,
Marshall, Welch, & Willis, 2014).
Findings show a myriad of strategies that Philippine companies use to ensure
workplace wellness. Depending on the resources available, strategies ranged from costly (i.e.
creating architecture or infrastructure that promotes wellness) to practically no cost at all (i.e.
adjust training days so that weekends of employees are not affected). To minimize costs,
companies utilized existing resources from the national government or public sites. This was
most common among small companies who had limited resources for wellness. All strategies
shared by the participants could be categorized using the dimensions of the CREATE
model. However, among the various CREATE dimensions in the framework, there
appeared to be fewer companies that identified strategies related to evaluation and
reinforcement. Those who reported these were larger organizations (Hechanova et al., 2014).
Furthermore, according to the National Association of Chronic Disease Directors
(NACDD), 2018), many people think of wellness initiatives as focused on diet and exercise.
However, the idea of wellness especially in the school level is much broader. Wellness
comprises the physical, social, emotional, spiritual, intellectual, environmental, career, and
financial health. Wellness effects how people feel and perform their daily activities at home
and in their jobs. Yet, as shown by the statistics several employees are not in good health. As
a result, their work performance suffers. Physical and emotional health matters can lead to
increase rates of absenteeism and presenteeism (working while not well at decreased
capacity), as well as lower performance and productivity. Teacher stress is connected to

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burnout, low job satisfaction, decreased student academic performance, and higher cost of
turnover in schools estimated to over $7 billion annually in national level (NACDD, 2018).
On Self-Efficacy
According to the study of Dalanon and Matzuka (2012), self-efficacy principles
produce their effects through cognitive, affective, motivational, and selective processes. The
result of the study indicated that the respondents’ professional preparation in terms of their
highest educational achievement is basic. This shows that, most of the teachers are contented
on obtaining a bachelor’s degree regardless of a degree. In terms seminars and trainings
attended, data shows that they remain below average, which reveals the contentment of the
participants on a limited time spent for seminars. A very good cognitive process also was
observed although academic content modification is considered to be good. Courses of action
are shaped and served as guide for action.
Furthermore, this support can be gauged by looking at school head self-efficacy as
it relates to personnel management (Devos & Bouckenooghe, 2009 cited in Delkamp,
Peters and Schumacher, 2017). A principal’s self-efficacy involves his/her ability to
support teachers as a dynamic part of the retention process (Tschannen-Moran &
Gareis, 2004 cited in Delkamp, Peters and Schumacher, 2017). The same has that without
effective and competent principal leadership, the overall success of the campus, including
teacher retention, and student achievement is not possible.

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Subsequently, most teachers have shown low self- efficacy because they have
experienced burnout due to job-related stress. In reality, burnout and self-efficacy are
inversely related with each another. In order to improve teacher’ efficacy in the classroom
burnout needs to be lowered or reduced (Browers & Tomic, 2000; Schwarzer & Hallum,
2008; Skaalvik & Skaalvik, 2007 cited in Guhao, 2016). In the same way, teacher’s self-
efficacy has a direct effect on the achievement of student (Bruce, Esmonde, Ross, Dookie, &
Beatty, 2010; Caprara, Barbaranelli, Steca, & Malone, 2006 cited in Guhao, 2016). This type
of burnout is usually experienced by neophyte teachers specifically on student’s misbehavior
(Larrivee, 2012; Sprenger, 2011; Sun & Shek, 2012). Nevertheless, justifying factors such as
the effect of leadership and professional growth and development experiences play a distinct
role in the amount of efficacy possessed by teachers.
More precisely, the influence of the school heads and school administrators
strengthened teacher’s self-efficacy. It was noted that, teachers have higher efficacy are
those who are comfortable with the working atmosphere, who feel supported by school
administration, and recognized the principal to practice administrative influence with others
for the teachers’ benefit (Calik, Sezgin, Kavgaci, & Cagatay Kilinc, 2012; Judge, & Bono,
2001 cited in Guhao, 2016).
Schools in the world commonly accepted the idea that the total quality assurance and
administration and management of an academe lies greatly on the leadership abilities of their
school leaders especially in creating a vision for the schools (Bush, 2003 cited in Guhao,
2016).
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School heads are innovators, trendsetters, and master planners by which the
accountability and responsibility are greatly shouldered by them (Plecki, et. al., 2009 cited in
Guhao, 2016). To solve the different problems besetting the institution, the leadership skills
of schools heads become their tools.
Locally, Guhao’s (2016) study showed a very high level of conversational leadership
amongst the school heads in Region 11. This suggests that in order to change things in the
school setting, school heads may modify their leadership style to leader-member
conversation which inspires a friendly and personal dialogue to obtain the desired
innovations in organization (Hurley and Brown, 2010). This revelation is further
strengthened in the very high level of self-efficacy of the public school teachers in Region
XI. Many implications can be deduced from this very high level of self-efficacy. Meaning
that, that teachers can be more motivated, more satisfied, more effective in the classroom and
more efficient in their school performances if they are allowed to develop their self-efficacy
beliefs (Olayiwola, 2011).
On Work Engagement
About seven (7) in ten (10) Filipinos are engaged in their job, creating the Philippines
as the most engaged in Asia. A report from Aon Hewitt, an outsourcing company disclosed
that in the Philippines and India, Seventy One (71) percent of employees are engaged in their
tasks, second from Indonesia having Seventy Six (76) percent. In addition, Aon's 2018
recorded in the country an increase of six-point in work engagement, attaining an outlier
position. According to this, employee engagement considered the level of an employee’s

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psychological investment in their organization. The Philippines, with Malaysia and
Indonesia, contributed to the highest engagement level of Asia-Pacific regions which
bounced up to Sixty Five (65) percent of employees the previous year (Viray, 2018).
Kahn (1990 cited in Kuok and Taormina, 2017) first intellectualized work
engagement as harnessing the members of an organization to their roles. In engagement,
individuals employ and express themselves cognitively, emotionally, and physically in the
performance of their roles, and bringing themselves into their work. It also stressed the idea
that work engagement has many dimensions. It was proposed by Kahn that work
engagement includes one’s cognitive, emotional, and physical condition, but no actions have
yet been developed for these components.
One occupational group that might be vulnerable to both positive and negative job-
related results is academics. Studies have specified that those employees that generally
experience high levels of commitment and job satisfaction are those working in higher
education (Harman, 2003) and to be compelled by intrinsic factors, such as autonomy in job
and flexibility in work (Bellamy, Morley, and Wattym 2003). Yet, studies have also specified
that workload in academics is increasing (Harman, 2003) and that employees in the academe
sector often expand their time in work in order to accommodate increasing demands
(Houston, Meyer, & Paewai, 2006). Furthermore, it was established that the situation led to
an increase in the stress levels and work-home conflict (Bell, Rajendran, & Theiler, 2012).
Having high job demands and job resources, an academe might be more vulnerable to both
negative and positive work related results (Hakanen, Schaufeli, & Ahola, 2008). Thus,
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observing the effects of work engagement on school work-home balance may be of particular
importance.
Federici and Skaalvik’s (2011) research study conducted among Norwegian
principals established results between behaviors of principal and engagement of teacher. In
this study, the greatest forecaster of high engagement levels were instructional leadership,
administrative management, and school environment. Because of this, the researcher
ventured that making and maintaining a working environment promoting work engagement
may foster positive impact not only for the principal and teaching professions, but also for
student performance (Federici & Skaalvik, 2011, p, 595). To sum up, engagement of
employee is a critical factor for the success and improvement of the school.
In addition, a study by Federici and Skaalvik (2011) studied the relationship between
self-efficacy and engagement of principals. Among the eight (8) dimensions of leadership,
management and instructional leadership were significantly related to engagement. The
researchers connected the relevance of the engagement of the principal and efficacy.
Self-efficacy is translated as the beliefs of an individual in their own abilities to
organize and discharge the course of actions vital to attain successful results and valued
achievements (Bandura, 1997; Wood and Bandura, 1989). Because self-efficacious
individuals believe that they have the abilities to attain success and to yield expected results.
They regulate their efforts and perseverance in order to follow their goals, and in doing so,
they are more persevered when faced with hardships and situations which are stressful
(Stajkovich and Luthans, 1998). This means that self-efficacy has motivational merits that
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energizes employees, promotes persistence and directs their efforts. For the same reason,
self-efficacy effects work engagement that ultimately consists of vigor (vitality or energy),
dedication (focused effort or involvement) and absorption (persistence or immersion), and
also, has been taken as intrinsic motivation indicator (Van Beek et al., 2011).
To prove that people is vital to any organization, an organizational commitment has
emerged as an encouraging area of research with the study of industrial/organizational
psychology in recent time (Adebayo, 2006; Meyer and Allen, 1997; Morrow, 1993).
Unluckily, research efforts were not enough to link personal and psychological
characteristics of employees to organizational commitment. Instead, research efforts have
concentrated on linking situational aspects such as job and organizational characteristics to
organizational commitment (Mowday, Porter & Steers 1982). Definitely, some researchers
established that organizational commitment function several variables such as motivation,
communication, participative decision making, job satisfaction, organizational support,
promotion prospects, financial reward, and leadership styles (Alarape & Akinlabi, 2000;
Brown, 2003; Salami & Omole, 2005).
Age, Gender, and Education
Personal factors such as age, sex, marriage status, educational attainment and
experience in work have been established to be significantly related to organizational
commitment (Dodd-McCue and Wright, 1996; Mannheim et al., 1997; Morrow, 1993;
Wiedmer, 2006). Santos and Not-Land (2006) also revealed significant relationship between
organizational commitment and job tenure. In addition, it was further revealed that
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educational attainment and age were not significant predictors of organizational involvement
and job satisfaction. In this study, job satisfaction is defined as a positive or pleasurable state
of emotion that results from the evaluation of one’s job or job experience. It is an outcome of
employee’s view of how well their work provides things that are regarded as important
(Luthan, 1998).
Synthesis
As deemed in the various studies and literature, school heads’ workplace wellness,
self- efficacy and work engagement were three separate constructs but there seem to be a link
as to how these were linked. A culture of wellness, positive regards of oneself may have
helped to create an engaged workforce.
In addition, the idea of Self-efficacy, or the belief in a personal abilities to deal with
various situations, can play a role in not only how you feel about yourself, but whether or not
you successfully achieve your goals in life. These were the focus of many authors and it is
also notable that self-efficacy could play an important role in the performance of school
heads.
To sum up, several studies mentioned have found evidence for the positive effects of
work engagement on organizational outcomes and on better performance. These studies have
focused on the relationship between work engagement and other related constructs.
Numerous researchers previously have conveyed varied results on the relationship between
organizational commitment and job satisfaction. However, Curry, Wakefield, Price and
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Mueller (1986) established no significant relationship between organizational commitment
and job satisfaction.

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METHODOLOGY
Research Design
This descriptive - correlational study aimed to look into the significant difference of
perceived work place wellness, self-efficacy and work engagement of elementary school
heads across the variables Age, Sex, Civil Status, Educational Attainment and School
Division.
From the nature of the objective of this study, the descriptive - correlational design
was employed. According to David, 2002 in his book Understanding and Doing Research, in
descriptive research design, the researcher aimed to find answer to the questions who, what,
when, where and how by describing a situation or a given state of affairs in terms of
specified aspects or factors. Moreover, relational research went beyond description of the
problem or situation. It attempted to explain the possible factors related to a problem which
have been observed in the descriptive study.
In this study, the researcher investigated relationships between factors or variables.
These factors were assumed to have explained or contributed to the existence of a problem or
a certain condition or the variation in a given situation which have related to the problem
studied which is the work place wellness, self-efficacy and work engagement of the
respondents.
On the other hand, this was also a correlational study since it collected data and
investigated on to what degree was the relationship between two or more quantifiable
variables without any attempt of manipulation. The relationship between variables was
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described using the correlation coefficient (the most common of which is the Pearson
Product Moment of Correlation Coefficient).
Respondents of the Study
This study on the perceived workplace wellness, self-efficacy and work engagement
of elementary school heads across the variables Age, Sex, Civil Status, Educational
Attainment and School Division was conducted among the 106 elementary school heads of
the cities of Bago and La Carlota, including the municipalities of Pulupandan, Valladolid,
San Enrique and Pontevedra.
A total enumeration was employed having the total population as respondents of this
study.
Total population sampling is a type of purposive sampling where the whole

population of interest (i.e., a group whose members all share a given characteristic) is
studied. It was practical because the total population was of manageable size, and well-
defined subgroup of a larger population of school heads.
Research Instrument
Three standardized research instruments were used. To measure workplace wellness
Eudaimonic Workplace Well-being scale (EWWS) was utilized while self-efficacy scale
adapted from The General Self-Efficacy Scale (GSE) by Ralf Schwarzer & Matthias
Jerusalem measured Self-efficacy of elementary school heads. The work engagement

26
inventory formulated by Kuok and Taormina (2017) was used to measure the work
engagement inventory.
The instrument with its corresponding scale was described/shown below:
Two-dimensional Eudaimonic Workplace Well-being scale (EWWS) developed by
Bartels, Petterson and Reina (2019) was used. This is defined as subjecttheive evaluation of
employees on his or her ability to optimally function and develop within the workstation. The
descriptive statistics and correlations examining predictive validity is explained. The overall
well-being of workplace was significantly related to overall OCB (β = .29, p < .01), OCBI
(β = .33, p < .01), OCBO (β = .11, p < .05) and popularity (β = .25, p < .01). On the contrary,
job satisfaction was the only which is significantly related to overall OCB (β = .14, p < .01)
and OCBI (β = .18, p < .01) which was not significantly related to OCBO (β = .04, p = .46)
or popularity (β = .08, p = .08). These results provided partial information to implyt that it is
vital to consider both the hedonic and eudaimonic sides of the well-being of the workplace
when assessing the predictive validity of the workplace’s well-being.
To ensure local norm for the research instrument, reliability of the instrument was
tested using Cronbach’s coefficient α to calculate the internal consistency coefficients of
the items included in the questionnaire through a pilot study with school heads who are not
actual respondents of the study.

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The obtained mean scores for work place wellness was interpreted as follows:
Range of Mean Score Description Verbal Interpretation

4.00 – 3.26 Very High Very High wellness and positive
regards of oneself
3.25 – 2.51 High High Level wellness and positive
regards of oneself
2.50 – 1.76 Low Low Level of Workplace wellness
and positive regards of oneself
1.75 – 1.00 Very Low Very Low Level of Workplace
wellness and positive regards of
oneself
The construct of Perceived Self-Efficacy which reflects an optimistic self-belief
(Schwarzer, 1992 cited in Schwarzer, Richert, Kreausukon, Remme, Wiedemann,, & Reuter,
T 2010) was used to measure self-efficacy of the elementary school heads. This instrument
had been used in various local studies. The research instrument for the measuring self-
efficacy is adapted from The General Self-Efficacy Scale (GSE) by Ralf Schwarzer &
Matthias Jerusalem.
The General Self-Efficacy Scale is a 10-item psychometric scale that is designed to
assess optimistic self-beliefs to cope with a variety of difficult demands in life. To assess a
general sense of perceived self-efficacy, that the scale was created having the aim to predict
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and cope with the day to day difficulties as well as adjustments after experiencing all the
kinds of life stressful events. For reliability of the instrument, Cronbach’s alphas ranged from
.76 to .90, with the majority in the high .80s. The scale is unidimensional. Criterion-related
validity is documented in numerous correlation studies where positive coefficients were
found with favorable emotions, dispositional optimism, and work satisfaction (cited in
Reuter, T., Ziegelmann, J. P., et.al., 2010) .
The obtained mean scores for self-efficacy was interpreted as follows:

4.00 – 3.26 Very Efficacious belief in one’s ability to perform is very
high
3.25 – 2.51 Moderately Efficacious self-belief in one’s ability to perform
specific taks is not so high
2.50 – 1.76 Somewhat Efficacious self-belief in one’s ability to perform
specific tasks is somehow not so low
1.75 – 1.00 Less Efficacious self-belief in one’s ability to perform
specific tasks is low
The work engagement inventory formulated by Kuok and Taormina (2017) was used
to measure the work engagement of elementary school heads. A letter asking permission to
use the said instrument was sent to the authors. The Engagement Inventory in work showed a
very good internal consistency that range from .78 to .91 in many parts of the research study.
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Likewise, a succession of validity tests revealed that the three aspects of work engagement,
that were based in the original theoretical concepts were reliably able to assess what work
engagement is supposed to measure.
To establish reliability for local norm, the test questionnaires were rigorously
administered to school heads who were not participants of the study. To ensure reliability and
establish local norm Cronbach Alpha was used to treat the data. Cronbach Alpha provides a
measure of the internal consistency of a test or scale; it is expressed as a number between 0
and 1. Internal consistency describes the extent to which all the items in a test measure the
same concept or construct .In addition, reliability estimates show the amount of measurement
error in a test. Put simply, this interpretation of reliability is the correlation of test with itself
(Tavakol and Dennick, 2011).
The obtained mean scores for work engagement was interpreted as follows:
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4.00 – 3.26 Very high Very highly positive, fulfilling,
work-related state of mind
3.25 – 2.51 High level High level of positive, fulfilling,
work related state of mind

2.50 – 1.76 Low level Low level of positive, fulfilling
and work related state of mind

1.75 – 1.00 Very low level Very level of positive, fulfilling
and work related state of mind
Data Gathering Procedure
A letter that was addressed to the respective schools division superintendent of the
Two (2) cities and the province for the 4 municipalities asking permission to conduct the
study was hand carried by the researcher.
When the permission was given, another set of letters addressed to the elementary
school heads were delivered and an orientation with regards to the purpose of the study was
facilitated to the different respondents.
To fast track the process, the researcher scheduled the gathering of data during the
meetings of all school heads in their respective divisions.
As soon data were gathered, they were collated and statistically treated.
Statistical Treatment
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The researcher employed the following statistical treatment to answer the specific
objectives in determining significant differences of each variable.
For objective number 1, to know the respondents’ profile, the researcher used the
mean, percentage distribution.
To determine the level of workplace wellness, self-efficacy and work engagement, as
proposed in objective 2 used mean and Standard deviation.
For objective number 3, 4, and 5, the significant difference of work wellness, self-
efficacy and work engagement when respondents were grouped as to sex, T Test was used.
A Chi square was also used to measure the significant relationship between work
wellness, self-efficacy and work engagement when grouped according to aforementioned
variables.
Ethical Considerations
The respondents were made fully aware of the purpose and the data gathering
process. To ensure their commitment and cooperation, a personal consent was asked from
each one of them by sealing an agreement between the participants and researcher for
implementation. Shredding of transcribed documents was ensured at the end of the research
endeavour.
Moreover, the following ethical considerations below were rigorously employed by
the researcher in the conduct of the study:

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Informed Consent. This means that the participants have adequate information
regarding the research and are capable of comprehending the information, and have the
power of choice, enabling them to consent to or decline in participating voluntarily. In this
study, the ethics of informed consent was done by sending letter of permission to the
participants and waiting for their voluntary response to participate. The purpose and
objectives of the study were also clearly discussed to them before the interviews were
conducted.
Confidentiality. According to the Research Ethics Guidebook, the confidentiality of
information supplied by research participants must be respected. In this study, the researcher
considered the ethics of confidentiality by not using the results for other purposes and by
keeping the results for the sole purpose of this study. The researcher did not also divulge the
private and sensitive information regarding the personal lives of the participants that were
discovered along the conduct of the study.
Anonymity. Anonymity of the participants is central to ethical research practice in
social research where researchers aim to assure participants that every effort will be made to
ensure that the data they provided cannot be traced back to them in reports, presentations and
other forms of dissemination (Crow and Wiles, 2011).
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter deals with the presentation, analysis and interpretation of data gathered
to answer the problems posed in this research study. The presentation of data and the
discussion that follow further explained and described phenomenon as a result of the research
study at hand:
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Profile of the Participants
On the elementary school heads profile according to age, sex, civil status, educational
attainment and school division, the data in Table 1 show that most of the respondents belong
to 40 years old and above which is 88.5% of the total respondents whereas, respondents that
belong to below 40 years old got the least percentage which is 11.5%.
This implies that majority of the school heads belong to 40 years old and above as
shown in the administrator’s profile in the Divisions of Negros Occidental, La Carlota and
Bago City. This result suggests that the older a person in the service, the lengthier he/she
serves. Likewise, since the compulsory retirement age is 65, it is normally to happen that a
lot of school administrators would reached the old age.
This findings was affirmed by Pricellas, et al. (201 6), that the chance of becoming an
administrator of the school is also dependent on age, the reason why, many usually retires
mostly in their force retirement age.
In terms of sex as found in Table 1, participants are predominantly females
comprising the 68.8% followed by males consisted of 31.3% of the total participants.
This implies that through the Gender and Development (GAD) which is mandated by
the Department of Education, any gender can enter into the administrative position. Now,
gender equality is already recognized especially for school heads contrary to the traditional
belief of male dominance.
However, Sanday claims that dominance of male is not innate in the relations of
humans but a solution to many kinds of social stress. Those who thought to exemplify, be in
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contact with, or be of control to the creative forces of nature are apparent as powerful. In
separating the symbolic and behavioral mechanisms that institute male dominance, Sanday
illustrated that dominance and power are determined further by the adaptation of people to
their environment, emotional stress, and social conflict.
With regards to civil status in Table 1, the participants are mostly married consisting
the 88.5% of the total population, while the single participants got the smallest percentage
which is 11.5%.
Thus, it is anticipated that the married individuals dominated in number because they
are within the array of marrying age.
This result holds true in the study on the Effectiveness of School Administrators’
Leadership Skills and Behaviors and their School Performance where married school heads
revealed to be dominant.
As to the educational attainment, Table 1 shows that, among the ninety six (96)
participants, 55% of whom are Mas who dominated the group with the highest percentage.
Only 28.1% constitutes the MA (CAR) which belong to the middle percentage, and the least
percentage belongs to the Ph.,D. which is 2.1% only.
This findings only reveal that even though several of the school heads are normally in
sound educational achievement, still, they have greater opportunity in pursuing post graduate
studies.
The same study above supports that masters’ degree holders constituted the biggest
number of participants.
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The same in Table 1 shows the profile of the participants based on school division.
Data shows that most of the participants belong to the Division of Negros Occidental with
38.5% and Division of La Carlota City got the least percentage of 25.0%.
This result is very obvious since the Division of Negros Occidental is the biggest
division in the province comprising of four (4) municipalities in Area 4 with a total of Forty
Seven (47) elementary schools while, Division of La Carlota City is the smallest with only
Twenty Three (23) elementary schools.
However, no study has been noted to cover any schools Division as a profile variables
that can negate or affirm the any of the result found in this study.
Table 1
Profile of the Respondents Based on Age, Gender, Civil Status, Educational Attainment
and Schools Division
_______________________________________________________
Categories f %______
Age
Below 40 years old 11 11.5
40 years old & above 85 88.5
Total 100 100.0
Sex
Male 30 31.3
Female 66 68.8
Total
Civil Status
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Single 11 11.5
Married 85 88.5
Total 96 100.0
Educational Attainment
MA (CAR) 27 28.1
MA 53 55.2
PhD. Units 4 4.2
PhD. (CAR) 2 2.1
PhD. 10 10.4
Total 96 100.0
School Division
Bago City 35 36.5
La Carlota City 24 25.0
Negros Occidental 37 38.5
Total 96 100.0___
Perceived Workplace Wellness, Self-Efficacy, and Work Engagement
On the level of perceived workplace wellness of school heads when grouped
according to age, sex, civil status, educational attainment and school division, Table 2
indicates that the school head as participants of this study have shown a very high level of
workplace wellness when taken as a whole (M=3.74, SD=0.47) and across all variables such
as age, sex, civil status, educational attainment and school division.
Workplace wellness as operationally defined in this study is any workplace health
promotion activity or organizational policy designed or undergone to support healthy
behavior and improve health outcomes in the elementary schools as perceived by the
respondents. Thus, this result simply implies that school heads as respondents of this study
have shown a culture of wellness and positive regards of oneself that helped to create an
engaged workforce.
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In terms of age, there is an almost equal high level of workplace wellness between the
old (M=3.76, SD=0.24 ) and young (M=3.74, SD=0.51) school heads which implies that
regardless of age, school heads are very concern about the promotion of health among the
teachers and other school staff.
The study revealed that male (M=3.73, SD=0.55) and female (M=3.75, SD=0.46)
school heads have very high level of workplace wellness an indication that both sexes are
very concerned about the wellness of their subordinates.
The result when respondents were grouped as to educational attainment showed that
although school heads have very high level of work place wellness but those with doctoral
degrees (M=3.95, SD=0.07) fared better. This is indicative that those with post graduate
degrees may have more positive regards of oneself and those of others.
Although all other division have very high level of work place wellness but La
Carlota (M=3.82, SD=0.61) has shown better results. This may imply that the school heads
from this division may have more organized programs or policies with regards to the
teachers’ and employees’ wellness.
This findings is worth perpetuating because Guhao’s (2016) study revealed a very
high level of conversational leadership among school administrators. Harley and Brown
(2010) also noted that, school heads may change their leadership style to leader-member
conversation in order to encourage an intimate and personal dialogue. This is for the aim of
attaining the desired paradigm shift in the organization in order to change the way things
happening in the school system.

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The following narratives based on the Focus Group Discussion (FGD) conducted
among the five (5) participants show that they have proven the claim that the elementary
school heads have shown a very high level of workplace wellness that is reflective of their
culture of wellness and positive regards of oneself that helped to create an engaged
workforce.
According to participant A as quoted below:
I realize that establishing a good rapport with my fellow workers and

stakeholders is very important. An organization functions well if there is good
relation with the co-workers.
Participant B also added the same thought as implied in the following lines:
As of now, I find my workplace very nice and I felt the warmth of the
good relationship with my co-worker including my community.
Likewise, participant D also reveal the same sentiment as shown in this passage,
I foster good working relationship between my staff to boost morale
and improve efficacy. This also help us understand each other better if we
have problems to deal with.
Table 2
Workplace Wellness
___________________________________________________________________________
Categories Mean SD Interpretation_
Age
Below 40 years old 3.76 0.24 Very High
40 years old & above 3.74 0.51 Vey High
Sex
Male 3.73 0.55 Very High
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Female 3.75 0.46 Very High
Civil Status
Single 3.48 0.87 Very High
Married 3.78 0.41 Very High
MA (CAR) 3.68 0.63 Very High
MA 3.82 0.21 Very High
PhD. Units 3.30 0.48 Very High
PhD. (CAR) 3.95 0.07 Very High
PhD. 3.66 0.94 Very High
Total 3.74 0.49 Very High
School Division
Bago City 3.80 0.25 Very High
La Carlota City 3.82 0.61 Very High
Negros Occidental 3.64 0.56 Very High
Total 3.74 0.49_________Very High______
In terms of the level of work efficacy of the elementary school heads, Table 3 below
shows that the participants had demonstrated also a very high belief in their ability to
perform and to cope with a variety of demands/hassles in life, along with their adjustments
after they have experienced all types of stressful happenings, across all variables such as age,
sex, civil status, educational attainment and school division.
When respondents were grouped as to age, both age groups resulted in very high level
of self-efficacy but respondents below 40 years old (M=3.58, SD=0.26) has better perception
on how they can accomplish task given to them. This may be an indication of how more
driven they are than their older counterparts.
As to sex, although both sexes showed very high self-efficacy, but the male (M=3.52,
SD=0.52) may perceive themselves as being more persistent in overcoming challenges to
reach one’s goal in life.

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The married (M=3.49, SD=0.45) school heads have very high self-efficacy while
those who are single (M=3.25, SD=0.46) have high self-efficacy. The mark difference may
be explained by the fact that married respondents may have more varied experiences as self-
efficacy keeps growing throughout life as well as the fact that they are more motivated to
succeed in whatever endeavors they have for the sake of their family.
When grouped as to educational attainment those with Masters’ degree (M=3.55,
SD=0.36) have the highest level of self-efficacy which may be equated with positive
experiences and happiness which can bring about positive self-regard. On the contrary, the
result of a high level of self-efficacy of those with a doctoral degree (M=2.90. SD=0.99) may
have already reached their pinnacle in educational attainment as a consequence become less
self-motivated.
This finding just go with the notion that the competent and adequate leadership skills
become the ultimate phenomenon among schools of today the same as to the need for school
leaders. Thus, the same as their subordinates, no doubt that school heads have to be assessed
of their performance in their work. This is to find out if they truthfully exemplify the kind of
leaders that can lead, and who are capable to face the problems faced by the schools,
particularly on nurturing the quality of education given to the stakeholders at the same time,
of what the society expects from them.
Many implications can be inferred from the very high self-efficacy level of school heads.
It means that the teachers can be more inspired, more fulfilled, more effective in the four
walls of the classroom and more efficient in the performance of their duties in school if they
are given the chance to develop their self-efficacy (Olayiwola, 2011).

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Meanwhile, self-efficacious individuals are believed to have the abilities to attain success
and to yield results expected of them. As a result, they normalize their efforts and
determination in order to reach their goals. In doing so, they are more determined when they
are faced with hardships and situations that are stressful (Stajkovich and Luthans, 1998). This
means that self-efficacy has motivational qualities in that it energizes employees, directs their
efforts and promotes persistence.
The responses of the participants concerning a very high level of self-efficacy of the
belief in their ability to perform and to cope with a variety of demands/hassles in life, as well
as, their adaptation after experiencing all kinds of stressful events is also reflected in the
following passage:
Participant A stressed that:
I am a critical thinker. Before I come up to a solution to a
problem, I always think twice. I always do situational analysis and
find out why that particular problem existed. I have to be open-minded
and consider all possibilities. I am optimistic and believe that
everything can happen. That, they happened for a reason.
Moreover, participant B added that,
I consider problems as spice of life, and every problem has

solution. I also open myself to suggestion and for people who could
help solve certain problem.
Participant D even recounted the time when one parent in their school complained.
According to her,
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As a leader, I have to possess leadership trait to maintain close

relationship with my teacher despite of all odds. I have to be honest,
committed, positive and confident to help them all the time.
Participant E also shared,
The problem of the school is not only the problem of school
heads. There is always a standing committee to address. I always see
a win-win situation that both sides will benefit.
Table 3
Self-Efficacy
___________________________________________________________________________
Categories Mean SD Interpretation____
Age
40 years old & above 3.45 0.47 Very High
Sex
Civil Status
Single 3.25 0.46 High
PhD.Units 2.90 0.33 High
PhD. (CAR) 2.90 0.99 High
School Division
___ Total 3.46 0.45 Very High_______
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Likewise, Table 4 indicates that the elementary school heads have exhibited a very
high positive and fulfilling work-related state of mind across all variables such as age
(M=3.60, SD=0.41), sex (M=3.57, SD=0.41), civil status (M=3.37, SD=046), educational
attainment (M=3.56, SD=0.40) and school division (M=3.58, SD=0.38).
This result shows that most of the school heads were positive and fulfilled as they
carry-out various functions in relation to their tasks as school administrators.
According to Aon's 2018 on the Trends in Global Employee Engagement Report,
which likewise strengthen this research finding is the fact that, a six-point increase in work
engagement was recorded in the Philippines, attaining an outlier status. It gave a definition to
employee engagement as the level of psychological investment of an employee in their
organization. The Philippines with Indonesia, and Malaysia contributed to the highest
engagement level in Asia-Pacific region at Sixty Five percent (65%) of the total employees
the previous year (Viray, 2018) which is also visible in the result of this particular study.
As shown by the FGD responses of the participants, they have signified the fact that
indicates that the elementary school heads have exhibited a very high positive and fulfilling
work-related state of mind, that, school heads were positive and fulfilled as they carry-out
various functions in relation to their tasks as school administrators. This findings are noted in
the statements of the participants.
Participant A related that,
My work as a school head is very risky and challenging. I have

to expect the unexpected things to happen every day of my work.
Furthermore, participant D narrated,
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We, managers are faced with a lot of daily problems that need
to be solved. Communicating transparently to the persons concerned
is important. They have to express their concern and opinions freely.
Table 4
Work Engagement
_________________________________________________________________________
Categories Mean SD Interpretation___

Age
40 years old & above 3.54 0.40 Very High
Sex
Civil Status
Single 3.25 0.46 High
PhD.Units 3.02 0.25 High
PhD. (CAR) 3.35 0.35 Very High
School Division
Total 3.56 0.40__ ______Very High
Table 5 below shows the significant difference between perceived workplace
wellness of the elementary school heads and aforementioned variables such as age, sex, civil
status, educational attainment and school division. Data below indicated that there is no
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significant difference between perceived workplace wellness of the elementary school heads
and aforementioned variables with 0.82 level of significance on age, 0.81 for sex, 0.29 for
civil status, 0.22 for educational attainment and 0.27 for school division.
This only shows that, profile variables have no effect in the culture wellness and
positive regards of oneself as far as elementary school heads being the respondents of this
study are concerned.
The following narrative based on the FGD conducted among the participants shows
that regardless of age, sex, civil status, educational attainment, and schools division, school
heads have the common culture of wellness and positive regard to their work and to their
workforce, which is a contributing factor to the performance of an institution.
I realize that establishing a good rapport with my fellow workers and

stakeholders is very important
Table 5
Significant difference between perceived workplace wellness of the elementary school
heads and aforementioned variables
_________________________________________________________________________
Categories Mean t-value df p-value ______ Interpretation_
Age
Below 40 years old 3.76 0.23 23.82 0.82 Not Significant
40 years old & above 3.74
Sex
Male 3.73 -0.25 94 0.81 Not Significant
Female 3.75
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Civil Status
Single 3.48 -1.12 10.57 0.29 Not Significant
Married 3.78
MA (CAR) 3.68
MA 3.82
PhD. Units 3.30 1.46 91 0.22 Not Significant
PhD.(CAR) 3.95
PhD. 3.66
Total 3.74
School Division
Bago City 3.80
La Carlota City 3.82 1.34 93 0.27 Not Significant
Negros Occidental 3.64
___Total 3.74 ________________________________________
Table 6 indicates that there is no significant difference between perceived workplace
self-efficacy of school heads across four (4) aforementioned variables such as age (p-value =
0.16), sex (p-value = 0.397), civil status (p-value = 0.109), and school division (p-value =
0.44) .
As depicted in the table, only the profile variable on educational attainment has
shown significance as to the self-efficacy of the elementary school heads with a p-value of
0.01. This is contrary to other variables on age, sex, civil status, and school division have
which have demonstrated a not significant result.
Therefore, this table only implies that most of the profile variables have demonstrated
no significance to the wellness or ability to perform and to cope of the elementary school
heads. However, professional growth can be a concern that school administrators have to
give consideration. According to UNESCOs International Institute for Educational Planning,

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school managers can positively contribute to school effectiveness when they are prepared and
able to use extensive leadership knowledge to solve complex school-based problems, and to
build trust through working relationships with school staff, parents, students, and the
community.
Moreover, Mensah and Lebbaeus (2013) in their study emphasized that tenure and
age had no effect on self-efficacy of employees. Nonetheless, findings revealed that, level of
education influence employees’ QWL.
Table 6
Significant difference between perceived Self-efficacy of the elementary school heads and
aforementioned variables
Categories Mean t-value df p-value _________

Interpretation__
Age
Below 40 years old 3.58 1.47 20.3 0.16 Not Significant
40 years old & above 3.45
Sex
Male 3.52 0.85 94 0.397 Not Significant
Female 3.43
Civil Status
Single 3.25 -1.62 94 0.109 Not Significant
Married 3.49
MA (CAR) 3.36
MA 3.55
PhD.Units 2.90 3.84 91 0.01 Significant
PhD.(CAR) 2.90
PhD. 3.63
Total 3.46
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School Division
Bago City 3.44
La Carlota City 3.56 0.827 93 0.44 Not Significant
Total 3.46 _______________
As elicited from table 7, it is obvious that work engagement has no significance with
the profile variables on age, sex and civil status with a p-value of 0.343 for age, 0.359 for
sex, and 0.197 for civil status. However, profile variables on educational attainment (p-value
= 0.0001) have revealed a significant result. This implies that elementary school heads have
manifested a positive attitude in the conduct of their functions as leaders and likewise,
fulfilled in their leadership practice
From this table, it may be inferred that professional growth is one of the
concerns of the school administrators thus career pathing and continuous professional
development has its room.
Patel, A. S., Moake, T. R., & Oh, N. (2017) in their study “Employee engagement for
an increasingly educated workforce: The impact of competitive team climate” which found
that people with more years of education are more engaged in their work when working in a
competitive team climate. Their findings also suggest the importance of work demands for
activating personal resources.
As to schools division, the result also shows that there is a significant difference on
work engagement across profile variable on division with a p-value of 0.046.

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This implies that the size, area and other factors relating to the schools division may
affect the work engagement of school heads.
Otherwise, Abanto (2019) relates a study claiming that, the Physical wellness
programs in the Division of Lucena City showed no significant difference on the assessment
of school administrators and faculty. The assessment on the implementation of the Physical
Wellness Programs of the teachers and school heads differed in relation to their age, and civil
status, work tenure and between the teachers and the school heads.
However, studies including a school division as one of its variable was not yet
determined and established by the researcher, that would affirm or negate this particular
study.
Table 7
Significant difference between perceived Work Engagement of the elementary school

heads and aforementioned variables
______________________________________________________________________________
Categories Mean t-value df p-value Interpretation __

Age
Below 40 years old 3.65
40 years old & above 3.54 0.98 15.07 0.343 Not Significant
Sex
Male 3.61 0.925 54.16 0.359 Not Significant
Female 3.53
Civil Status
Single 3.25 -1.3 94 0.197 Not Significant
Married 3.49
MA (CAR) 3.40
50
MA 3.62 5.188 91 0.001 Significant

PhD.Units 3.02
PhD.(CAR) 3.35
PhD. 3.83
Total 3.56
School Division
Bago City 3.48
La Carlota City 3.73 3.189 93 0.046 Significant
Total 3.56 ________________
Relationship of Variables. Another objective measured in the study is the relationship
of variables. This was established to determine whether there is or no relationships among
the aforementioned variables. The discussion is presented in the following table.
Table 8 below indicates the relationship between the perceived workplace wellness, self-
efficacy, and work engagement of the school heads when grouped as to aforementioned
profile variables.
On the profile variables such as age (p-value = 0.16), sex (p-value = 0.21), civil status (p-
value = 0.53), educational attainment (p-value = 0.32), and school division (p-value = 0.07),
all of these show no significant relationship as correlated to perceived workplace wellness
with a respective level of significance reflected in each profile variable0.53, 0.32 and 0.07.
However, as presented in the same table, the data on the relationship between Self-
efficacy across the profile variables on age, gender, civil status, and school division show a
computed values greater than the 0.05 level of significance. Only the profile on educational
attainment have shown a 0.00 value of significance.

51
This implies that the hypothesis that there is no significant relationship between self-
efficacy across the profile variables on age, gender, civil status, educational attainment and
school division was acknowledged and therefore not significant. In addition, this result also
indicates that, the profile variables do not relate or affect the self-efficacy of the elementary
school heads.
However, since educational attainment is the only variable that showed significant
relationship, it is assumed and reiterated the self-efficacy or the school head’s ability to
perform is relative to their educational attainment.
On the contrary, (Barrios, et.,al., 2012) in their study on organizational culture & self-
efficacy of Lopue’s San Sebastian among their regular employees revealed that, there was no
significant difference on the level of self-efficacy of employees across various variables such
as of the age, gender, civil status, tenure, and educational attainment. The summary of
findings from this research conveyed that the regular employees of Lopue’s San Sebastian
had a good level of organizational culture and the same time, had a confident level on self-
efficacy.
These opposite findings only disclose that self-efficacy and educational attainment may
be of different views and interpretations as to the respondents of the study and the field of
organization that they belong considering that the latter focused on a business organization.
Furthermore, as can be seen in Table 8, on the relationship between work engagement
across the profile variables on age, gender, civil status, educational attainment and school
division, only profile variable on educational attainment have shown a significant
relationship with 0.008 level of significance. The rest of the profile variables accepted the
52
given hypothesis therefore, the result revealed that there is no significant relationship
between work engagement across profile variables.
A significant relationship between educational attainment and wellness, self-efficacy, and
work engagement means that participants with lower educational attainment have higher
level of wellness, self-efficacy, and work engagement . (See Appendix F)
This finding just indicates that, education indeed, have a big contribution in the self-
efficacy and work engagement of school administrators while the rest of the variables just
follow.
This result also gained an affirmation from Mensah and Lebbaeus (2013) in their study
which indicated a significant positive correlation between QWL of employees across self-
efficacy and educational level, while there was no significant influences noted between
employees’ age and tenure on their self-efficacy.
Likewise, Patel, A. S., Moake, T. R., & Oh, N. (2017) in their study “Employee
engagement for an increasingly educated workforce: The impact of competitive team
climate” as cited previously adduced that people with more years of education are more
engaged in their work when working in a competitive team climate which contended the
result previously discussed.
Table 8
Chi-Square Test of Relationship between Wellness, Self-efficacy and Work
engagement across profile variables
educational school
age civil status sex attainment division
53
Wellness 0.16 0.21 0.53 0.32 0.07

Self-efficacy 0.16 0.69 0.27 0.00 0.81
Work Engagement 0.14 0.52 0.481 0.008 0.35
*significant at 0.05 level of significance
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter has three parts: the findings which review the vital aspects of the study;
the conclusions which present the significant points from the findings; and the
54
recommendations which present suggestions to various sectors or institutions on perpetuating
work wellness , self-efficacy and work engagement among administrators and even various
individuals that can benefit from this study.
Summary of Findings
Based on the results of this study, the following important points are drawn out:
1. The school heads as participants of this study are predominantly composed of ages 40
and above and mostly comprises of females and married individuals. Almost one half
(1/2) of the respondents are MA holders and school heads assigned in the Schools
Division of Negros Occidental.
2. As a result of this study, school heads have shown a very high level of work place
wellness, self-efficacy, and work engagement cross all variables such as age, sex,
civil status, educational attainment and school division.
3. In terms of the significant difference between perceived wellness, self- efficacy and
work engagement of the elementary school heads and across all variables such as age,
sex, civil status, educational attainment and school division. However, in terms of
self-efficacy, it has shown significance with educational attainment. The same
through with work engagement, which have likewise shown significance with
variables on educational attainment and school division.
4. For the profile variables on age, sex, civil status, educational attainment and school
division, all of these show no significant relationship as correlated to perceived
workplace wellness, self-efficacy and work engagement.

55
Conclusions
In view of the foregoing findings, the following conclusions were advanced.
Furthermore, these conclusions are only conclusive to the set of participants involved in this
study.
Based on the findings mentioned above, this study concludes that even though several
of the school heads are basically in better educational achievement, they still have a huge
opportunity in pursuing doctorate studies. Thus, education plays a great part in self-efficacy
and work engagement of school administrators.
Moreover, in terms of work wellness, self-efficacy and work engagement, school
heads have shown a culture of wellness and positive regards of oneself that helped create an
engaged workforce. Since their self-efficacy is on a very high level, it is concluded that the
teachers under their leadership are motivated, effective, and satisfied in the classroom; and,
more competent in their performances in school. Meanwhile, self-efficacious people are
believed to have the abilities to attain success and to produce the results expected of them.
Likewise, these people also possessed qualities that motivate and energize employees,
promote persistence and direct the school’s efforts.
Almost of the school heads were found positive and fulfilled as they carry-out various
functions in relation to their tasks as school administrators.
Recommendations:
56
The researcher hopes that this study would benefit the leaders and teachers of the
Department of Education by considering the following recommendations:
To the Schools Divisions Superintendent and Supervisors. That they may look into
the inclusion of intervention programs or activities related to work wellness, self-efficacy and
work engagement in In-Service Training Programs and other professional development
programs of the Department of education.
To the School heads/Principals, as the focal persons in the educational institutions,
that they may consider proposing and implementing programs and activities that geared
towards the development of the work wellness, self-efficacy and work engagement among
teachers in their respective schools.
To the Teachers, that they may embrace wholeheartedly whatever programs and
activities in line with the development of one’s work wellness, self-efficacy and work
engagement, in order to become fulfilled and intrinsically motivated members of the teaching
force.
To the Parents/Teachers’ Association, that may advocate projects for parents related
to work wellness, self-efficacy and work engagement so that, parents may be positively
influenced and inspired to play their role to their children especially those who have
neglected their ultimate duty to their offspring.
To the Parents, that they will give full support to the programs and projects of the
PTA and find ways and means to self-fulfilled, healthy and positive molders of their
respective families.
57
To Various Stakeholders, that they may provide support to whatever programs,
projects and activities of the Department of Education, especially those that cater towards
work wellness, self-efficacy and work engagement.
To the Future Researchers, that they may ponder on creating future researches on
work wellness, self-efficacy, and work engagement that consider other variables not covered
in this study; that may strengthen the result and findings found in this research endeavor.
Lastly, that a proposed School-Based Intervention Plan for work wellness, self-
efficacy and work engagement may be looked into by the persons concerned to help school
heads/administrators, ad teachers strengthen their roles in school and society.
This portion of the research paper presents the proposed Developmental Plan
recommended for the elementary school heads.
PROPOSED WELLNESS DEVELOPMENTAL PLAN FOR SCHOOL HEADS

58
PROJECT PROPOSAL
I. Identifying Information:
Title: PROPOSED WELLNESS DEVELOPMENTAL

PROGRAM FOR SCHOOL HEADS
Target Beneficiaries: School Heads/Administrators
Proponents: School Division
Amount of Fund: As recommended by a Financial Adviser
Source of Fund: MOOE and Funds from Partners/Sponsor
II. Rationale:
It can’t be denied that administrators nowadays are faced with so many
challenges besetting them from day to day activities in school and their roles at
home. As a result, some of them suffered from burnout, stress and other sorts of
negativity that hinder their tasks as administrators.
In lieu of this, this Developmental Plan is designed as a form of health benefit
that the institution provides in addition to health insurance benefits. This program
aims to help administrators stay healthy or – in some cases – helps them improve
their health to make them engage in their work as well as to be self-motivated and
productive.
III. Objectives:
1. Boost self-esteem and self-worth through the activities introduced in the
developmental program.
59
2. Increase positivity and work productivity of school administrators.
IV. Description:
This proposed developmental plan identified the needs of the of the school
administrators in terms of wellness as a contributing factors in the…..
V. Resources:
a. Human Resources
This refers to the persons involved in the program, those being tapped
as resource persons, coach or mentors. Without their knowledge and expertise,
it is impossible to send across information on wellness.
b. Material
This refers to the facilities and materials needed that can promote
health and wellness such as wellness gym, massage chair, online resources,
etc.
VI. Methodology
The proposed development plan will be coordinated with the DepEd Division
Office for approval. Formulation of a technical working group (TWG) who will take charge
of the different tasks will follow. Careful planning of each phase will be looked into by the
persons involved who will also ensure the smooth implementation of activities various before
and after the Management Committee Meeting (MANCOM)
VII. Activities
PROGRAMS OBJECTIVES ACTIVITIES PERSONS TIME SUCCESS

INVOLVED FRAME INDICATOR
Needs Assess wellness Implement a Program May 2021 100% form
60
Assessment needs of school wellness survey proponent retrieval

administrators
Workshop 1 Provide workshop Invite TWG In-charge June 2021 Reflection
on recognizing speaker/coach or Paper and
stress affects mentor Personal Creed
mental health
Workshop 2 Weight loss Hire coach or TWG In-charge July 2021 Improvement
workout find access online Chart
Workshop 3 Smoking cessation Tap Division TWG In-charge Aug. 2021
medical doctors
for inputs
Workshop 4 Create a positive "game hours" to TWG In-charge Monthly Satisfaction
atmosphere and play board (Every Level
camaraderie among games, charades MANCOM Evaluation
employees or other games starts) Form
Workshop 5 Install massage to give 10-minute HR/Stakeholder Monthly 100%
chairs at work for upper back and s (Every Implementation
all to use or hire neck massages at Development MANCOM
massage therapists or after work Plan In-charge ends)
Workshop 6 Install online Integrate Monthly 100%
programs with brainteasers or (Every Implementation
information and quizzes on health, TWG In-charge MANCOM
quizzes on health, exercise and starts)
exercise and nutrition from
nutrition online programs
installed
Workshop 7 Friendly sports Aug. and 100%
league between TWG In-charge Dec. 2021 Implementation
Division
Administrators
Workshop 8 Provide an Give tips on 100%
informal/formal getting healthier Implementation
newsletter that are easily TWG In-charge Once every
implemented quarter
through an
invited health
worker
Workshop 9 Set up a company Workouts or HR/Stakeholder Jan. 2022 100%
gym that can be zumba s Implementation
used before and Development
after work and at Plan In-charge
lunchtime
61
Note: School heads may do any of the workshops activities informally or anytime and
anywhere at their convenience.
VIII. Budgetary Requirement
This developmental plan will be coordinated and collaborated with the Human
Resource (HR) of the Division Office of the Department of \education, thus, the
proponent hopes that budget will be taken from the MOOE and support from internal and
external stakeholders.
IX. Monitoring and Evaluation
To determine the result of this development plan, the following mechanics are
introduced:
1. Observation and Feedbacks from school administrators

2. An assessment survey will be given to administrators to assess the implementation of
the plan.
3. Year-end Assessment of the Developmental plan based on performance indicator
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INTRODUCTION

Background of the Study

day, and feel valued.

initiated by developing the efficacy of teachers in curriculum and instruction, by motivating

and, fostering a coherent program, encouraging organizational continuous learning, and

and students’ engagement.

principals should effect engagement by motivating teachers towards improved students’

members to participate in the improvement of a school.

Based on the aforementioned concepts, this study focused on three constructs as

perceived by school heads: workplace wellness, self-efficacy and work engagement.

As to the construct of self-efficacy, a study on the principal’s self-efficacy, when

measured by administrator’s support of teachers, plays an important factor in solving the

aforementioned constructs as perceived by schools in the elementary school level.

challenge or more responsibilities, or finding ways to boost the organization’s productivity,

Statement of the Problem

engagement of elementary school heads.

Specifically this study sought to answer the following:

1. What is the profile of the respondents when grouped as to:

2. What is the level of perceived workplace wellness, self-efficacy, and work

engagement of the school heads when grouped as to aforementioned profile

3. Is there a significant difference between perceived workplace wellness of school

heads and aforementioned variables?

4. Is there a significant difference between perceived self-efficacy of school heads and

5. Is there a significant difference between perceived work engagement of school heads

and aforementioned variables?

6. Is there a significant relationship between perceived workplace wellness, self-

efficacy, and work engagement of the school heads when grouped as to

aforementioned profile variables?

1. There is no significant difference between perceived workplace wellness of school

heads and aforementioned variables.

2. There is no significant difference between perceived workplace self-efficacy of

school heads and aforementioned variables.

3. There is no significant difference between work engagement and aforementioned

4. There is no significant relationship between perceived workplace wellness, self-

efficacy and work engagement of elementary school heads across aforementioned

This study was anchored on Social Comparison Theory by Festinger, Social

Cognitive Theory by Albert Bandura, and Kahn’s Theoretical approach on Work

Engagement which focused on the wellness, self-efficacy and work engagement in a

Work place wellness as a construct is supported by the Social Comparison Theory.

validate behavioral choices once acknowledged. The possible applications of social

interactions of person’s variable environment, and behaviors, both in learning and

interaction between behavior, person’s variable, and environment. Person’s variable

advancement of a measure that is based on these factors signifies a major contribution

Corresponding to positive psychology theory, work engagement increases a positive

view of organizational behaviors and an increased comprehension of the definition and

effects of work, rather than negative sides of work.

Figure 1. Conceptual Frameworks of the study

attainment and division.

In a changing, competitive market, organizations were ever more dependent on their

positive, job-related way of thinking that is characterized by dedication, absorption and

organizational results, such as increased performance of employee (Christensen, Dyrstad, &

concept, both in the world of business and in academic research.

modulate behavior to reach goals, it can sometimes be confused with self-regulation. Self-

efficacy was a concept more closely related to an individual’s perceived abilities.

conceptual framework of this study.

Scope and Limitations

This research study primarily focused on determining the perceived workplace

legislative district of Negros Occidental.

Since this research was a descriptive-correlational study which intended to describe

To validate the instrument further, an open-ended questions were added.

of some reasons that hindered their participation in this particular endeavor.

Furthermore, a developmental plan for school heads was recommended as an output

Significance of the Study