FACTORS AFFECTING SLEEPING PATTERN: ITS INFLUENCE TO

TEACHERS’ SELF-EVALUATED PERFORMANCE

ELEGIO L. PRADO
MOHAMAD FAEZ M. ANGELES
MARY YSABELLE A. LUCITO
MAYKAYLA G. BAYAYA
PRILY T. ARBOLERAS
RAVEN YEZZA P. MUCALAM
SZAHILDAM L. SILONGAN

A Research Manuscript to be Submitted to the Senior High School Department,

Notre Dame of Tacurong College City of Tacurong, In Partial Fulfillment of the
Requirements of the Grade XII Curriculum

MARCH 2022
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CHAPTER I

INTRODUCTION

Background of the Study

Good sleep is essential to good health. Yet for most of its history, sleep

medicine has focused on the definition, identification, and treatment of sleep

problems. Sleep health is a term that is infrequently used and even less

frequently defined. It is time for us to change this. Indeed, pressures in the

research, clinical, and regulatory environments require that we do so. The health

of populations is increasingly defined by positive attributes such as wellness,

performance, and adaptation, and not merely by the absence of disease. (Daniel

J. Buysse, MD, 2014)

Learning, memory processing, cellular repair and brain development are

among the most important functions of sleep . Maintaining healthy sleep habits

also has effects on neurobehavioral performance, and several studies have

shown the deleterious effects of sleep deprivation, whether pathological or

behavioral, on higher cognitive functioning. Of note is the observation that

significant interindividual differences exist in neurobehavioral responses to sleep

deprivation that are not attributable to variations in sleep history. Recent

functional brain imaging studies on experimentally sleep-deprived subjects have

confirmed these findings. (Laila AlDabal and Ahmed S BaHammam, 2011,

Metabolic, Endocrine, and Immune Consequences of Sleep Deprivation)

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Sleep affects physical growth, behavior and emotional development besides

determining cognitive functioning, learning and attention especially of a growing

child. Adolescence represents one of the critical transitions in the life span and is

characterized by a tremendous pace in growth and change that is second only to

that of infancy. Adolescent sleep patterns deserve particular attention because of

the potential impact on school performance. Average sleep period in adolescents

is reduced during school days to around seven hours. The reasons may be

biological mainly the sleep phase delay or psychosocial and environmental.

These include academic demands, social activities, sports, internet, television

viewing, part-time employment, and use of mobile phone at night, peer and

parental influence and socioeconomic status. These changing patterns of sleep

in adolescents lead to many behavioral sleep problems like Delayed Sleep-phase

Syndrome; Difficulties in falling asleep (insomnia); excessive daytime sleepiness,

poor academic performance. Decreased sleep in adolescents also causes

obesity and other cardio-metabolic abnormalities.

Teachers act as role models, mentors, caregivers and advisers. They can

have a profound effect on the lives of their students. Primarily, teachers will

impart knowledge to their students to help them learn new things about a specific

group of subjects. They find new ways of supporting their students’ learning

styles and are mindful that students, especially young people, will learn at a

different pace and speed to their peers. Because of this, teachers need to be

highly adaptable and flexible with their lesson plans. A teacher’s role is to shape
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the life chances of young people by imparting knowledge – bringing the

curriculum to life. When you have the right culture and systems in place, it’s more

than just a job. When you get passionate teachers, they can hugely inspire young

people no matter what their background. Great teachers support young people

not just in education, but in life and vocation choices. The teacher job role is

expansive, from imparting knowledge to safeguarding children’s welfare, inspiring

critical thought and moral values, teachers play a central position within the

community. They are often passionate and dedicated individuals with a strong

desire for lifelong learning. (Libby Calaby, 2020, Teachers Job Description)

Thus, the researchers wanted to conduct this study to identify and make a

certain solution in terms of the sleeping pattern that affects the performance of

the teachers in Senior Highschool.

Statement of the Problem

In general, the purpose of this research is to determine the work

performance of the Senior High School teachers of Notre Dame of Tacurong

College which corresponds to their sleep routine.

Specifically, this study seeks to answer the following questions:

1. What are the socio-demographic of the teachers in terms of:

1.1 Sex

1.2 Age
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1.3 Length of Service

1.4 Employment Status

2. To what extent are the factors affecting the sleeping pattern of the SHS

teachers?

3. What is the self-evaluated teaching performance of the SHS teachers?

4. Is there a significant relationship between the factors affecting sleeping

pattern and self-evaluated teaching performance of SHS teachers?

5. Is there a significant difference between factors and their profile?

6. Is there a significant difference between self-evaluated teaching

performance and their profile?

Hypotheses of the Study

HO1 : there is no significant relationship between the factors affecting sleeping

pattern and self-evaluated teaching performance of SHS teachers?

HO2: there is no significant difference between factors and their profile?

HO3: there is no significant difference between self-evaluated teaching

performance and their profile?

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Conceptual Framework

Independent Variable Dependent Variable

Factors Affecting Sleeping Self-Evaluation TBI

Patterns

Figure 1. Research Paradigm of the Study.

The focus of this research is on determining the sleeping patterns of the

senior high school teachers of Notre Dame of Tacurong College that could affect

their working performance as teachers. The teachers are the ones who will be

assessed as an independent variable throughout the study. The researchers will

assess what is the sleeping patterns and work performance of the senior high

school teachers of Notre Dame of Tacurong College. The dependent variable will

be the self-evaluation or TBI.

Significance of the Study

The researchers believe that this study will not only yield data that will be

helpful to them, more so to the following groups of people: Educators will benefit
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from this study because they will be aware of the importance of sleep and how it

may affect their work performance. It will also benefit the guidance counsellor

since they can counsel the students about how important is sleeping. This

research will also benefit school administrators, as it will allow them to keep track

of the teachers' health and how it affects their work performance. Furthermore,

students will benefit from this study since it will teach them how crucial it is for an

educator to get enough sleep. Future researchers will benefit from this study

because they will be able to use it as a reference and guide.

Scope and Delimitation of the study

The scope of this study is to assess the Work Performance of the Senior

High School Teachers in relation to the factors affecting their sleep specifically

this study will focus on teachers who handled subjects during the first of Notre

Dame of Tacurong College. The study will be conducted in the school year 2021-

2022. PENDING

The researchers adapted a self-evaluation form that will use paper-pencil

test for the survey to be distributed to the respondents. The researchers will use

frequency, percentage, mean, Pearson’s r, and multivariate test to interpret the

result of the study.

NOTE: All teachers who handle subjects in the first semester.

Operational Definition of Terms

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The following are the definition of terms and variables used in the study:

TBI

Monophasic

Biphasic

Polyphasic

Effectiveness

is a quality that teachers must possess to deliver an in-depth discussion.

Health

is a condition of the mental, physical, and social well-being of an

individual.

Mag base doon sa title

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter provides all the related information, topics, ideas, studies and

observations by various researchers, writers and authors on the variables which

formed the conceptual framework of this study.

Monophasic

Biphasic

Polyphasic

Sleep

Sleep is very important to a human being’s health. Sleep loss not only

makes people feel sleepy in the daytime, it is even a possible factor for

Alzheimer’s disease. The effects of sleep manifest in both health and

performance. The relationships between sleep and performance have been

studied in many different fields including human science, medicine, psychology,

education, and business. Sleep-related variables (e.g. sleep deficiency, sleep

quality, sleep habits) have been shown to influence performance of students and

workers. Therefore, the purpose of this study was to determine the effect of sleep

on academic and job performance.

The history of sleep research can be traced back to the 19th century.

According to the National Sleep Foundation’s Sleep in America Poll, U.S. adults

sleep about seven hours every night, a decrease of approximately two hours per
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night since the 19th century. In 2008,the same organization found that Americans

expected to average 7 hr 18 min of sleep per night, but they actually only slept an

average of 6 hr 40 min. A common term for “loss of sleep” is

“sleep deprivation.” Drummond and McKenna stated that “sleep deprivation in

humans can be broadly classified into three categories: total sleep deprivation,

partial sleep deprivation, and sleep fragmentation.” In previous studies, sleep

deprivation was measured by type: long-term total sleep deprivation (continually

awake for more than45 hours), short-term total sleep deprivation(continually

awake for up to 45 hours), and partial sleep deprivation (sleeping less than

5hours in a 24-hour period). Rosen investigated the association between sleep

deprivation and mood disturbance, empathy, and burnout among47 (80%

response rate) interns in a medical residency program. The researchers found an

increased prevalence of chronic sleep deprivation (9% to 43%), sleepiness (11%

to36%), moderate depression (4.3% to 29.8%),and burnout (4.3% to 55.3%) by

the end of the internships. Simpson and Dinges reviewed a number of

comprehensive studies that examined the effects of sleep loss on the human

immune system. They found that the levels of important immune-related

chemical substances in blood plasma were different at bedtime and wake-up

time. These irregular changes in the immune system affected both behavioral

functions (e.g., sleepiness, fatigue, and attention lapses) and physiological

functions (e.g., inflammation). Lack of sleep has been linked to emotional and

physical health effects including depression, burnout, obesity, diabetes mellitus,

hypertension, cardiovascular disease, stroke, and even death.

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Shift work, also defined as working non-standard hours, has been shown

to impact sleep and circadian rhythms . This type of work schedule is common in

the hospitality industry. Depending on occupation, studies found a stronger

relationship between sleepiness and work limitations for white-collar workers

(e.g., hospitality industry workers) as compared to blue-collar workers (e.g., in

the manufacturing industry). A Study has also found that employees who did not

get enough sleep and experienced sleepiness during work hours had the highest

percentage of accidents in the workplace and often nodded off during driving

indicating work safety issues. In the student population, Trockel, Barnes, and

Egget found that students who worked more hours had lower GPAs than

students working fewer hours. As of yet, no known studies have been conducted

to examine the relationships between sleep, work hours, and workplace

accidents in the hospitality management field. (Yu-Chih Chiang; Susan W.

Arendt; Tianshu Zheng; Kathy A. Hanisch, 2014, The Effects of Sleep on

Academic Performance and Job Performance)

Sleep is sensitive to the quality of work environment. A recent review of

prospective studies concluded that components of job stress (e.g., high work

demands, low job control) were prospectively associated with sleep disturbance.

High work demands, lack of support, and inability to stop thinking about work are

all associated with difficulty falling asleep and premature or frequent awakening,

resulting in inadequate sleep.

Moreover, inadequate sleep may influence the experience of job stress

itself, thereby perpetuating the cycle of poor sleep and high stress. Sleep has
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also been associated with work performance, especially cognitive function, an

important issue for teacher effectiveness. Finally, inadequate sleep is associated

with various chronic conditions such as obesity, diabetes, high cholesterol, and

hypertension. If certain education reforms are associated with inadequate sleep

among teachers, then these reforms may impact not only teacher performance

but also their long term health. (Fujishiro, K., Farley, A. N., Kellemen, M., &

Swoboda, C. M., 2017. Exploring associations between state education initiatives

and teachers’ sleep: A social-ecological approach. Social Science & Medicine,

191, 151–159)

Sleep offers the body and brain time to restore and recover, affecting

nearly every tissue in the body. According to the National Sleep Foundation,

most adults need at least 7 to 9 hours of sleep, yet almost one third of Americans

are getting less than 6 hours per night. Sleep deprivation increases the risk of

health conditions like diabetes, heart disease, and stroke. Prolonged sleep

deprivation can also affect concentration and other cognitive functions.

Without enough sleep, people tend to overeat and choose unhealthy

foods. Sleep deprivation affects the body’s release of ghrelin and leptin, two

neurotransmitters that tell our brain when to consume calories. People who are

sleep deprived are more drawn towards high-calorie foods. Chronic sleep loss

has been linked to having a larger waist circumference, and an increased risk of

obesity.

Sleep allows muscle tissue time to recover between workouts. Sufficient

sleep is also important in having the energy to exercise. Not getting enough
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sleep can lead to being less physically active during the day and reduced muscle

strength during workouts. Sleep deprivation can also affect the safety of exercise,

with increased sports injuries reported in those who are under slept. (Rob

Newsom, 2020, The Relationship Between Diet, Exercise, and Sleep)

Sleep deprivation is a world-wide health concern. Few studies have

examined the sleep behaviors of those employed in the education field. Almost

25% of teachers reported daily activities were impaired by sleepiness and 43%

slept an average of six hours or less per night. Female respondents reported

significantly poorer sleep. Overall, school employees experienced more sleep

problems than reported by the general U.S. population. This study confirmed the

existence of sleep deprivation among school personnel. Sleepy teachers are at

higher risk of providing insufficient supervision and inferior instruction. They also

report more mood swings and are at higher risk for health problems. Little

attention has been given to the sleep concerns and behaviors of school

personnel. (Amschler, D. H., & McKenzie, J. F. ,2010. Perceived Sleepiness,

Sleep Habits and Sleep Concerns of Public School Teachers, Administrators and

other Personnel. American Journal of Health Education, 41(2), 102–109.)

Routine

Human routines are blueprints of behavior, which allow people to

accomplish purposeful repetitive tasks at many levels, ranging from the structure

of their day to how they drive through an intersection. People express their

routines through actions that they perform in the particular situations that
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triggered those actions. (Banovic, Nikola; Buzali, Tofi; Chevalier, Fanny; Mankoff,

Jennifer; Dey, Anind K. (2016). Proceedings of the 2016 CHI Conference on

Human Factors in Computing Systems - CHI '16 - Modeling and Understanding

Human Routine Behavior., 248–260.)

The disruptions caused by the COVID-19 pandemic have dramatically

altered many people’s normal routines, which makes it that much harder to cope

with the stress that people are feeling. A lack of structure and routine can actually

exacerbate feelings of distress and make you pay more attention to the source of

your problems.

According to Rachel Goldman, PhD, a psychologist and clinical assistant

professor at the NYU School of Medicine, said that, “If people don't have

structure and are sitting around with less to focus on, then they also probably will

find themselves thinking about the stressful situation more, which can also lead

to additional stress and anxiety”.

Research has consistently shown that routines can play an important role

in mental health. One study, for example, found that routines could help people

better manage stress and anxiety. Having a regular routine helps lower stress

levels, form good daily habits, take better care of your health, feel more

productive, feel more focused, etc. (Kendra Cherry, 2020,The Importance of

Maintaining Structure and Routine During Stressful Times)

Assessment
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Assessment involves the use of empirical data on student learning to

refine programs and improve student learning. Assessment is the process of

gathering and discussing information from multiple and diverse sources in order

to develop a deep understanding of what students know, understand, and can do

with their knowledge as a result of their educational experiences; the process

culminates when assessment results are used to improve subsequent learning.

Assessment is the systematic basis for making inferences about the

learning and development of students. It is the process of defining, selecting,

designing, collecting, analyzing, interpreting, and using information to increase

students' learning and development.

Assessment is the systematic collection, review, and use of information

about educational programs undertaken for the purpose of improving student

learning and development. (Westminster College)

Work

Work is essential in providing the basic physical needs of food, clothing,

and shelter. But work involves more than the use of tools and techniques.

Advances in technology, which will always occur, help to extend the reach of the

hand, expand muscle power, enlarge the senses, and multiply the capacities of

the mind. The story of work is still unfolding, with great changes taking place

throughout the world and in a more accelerated fashion than ever before. The

form and nature of the work process help determine the character of a

civilization; in turn, a society’s economic, political, and cultural characteristics

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shape the form and nature of the work process as well as the role and status of

the worker within the society.

The world of work—comprising all interactions between workers and

employers, organizations, and the work environment—is marked by the

constant adaptation to changes in the technological, cultural, political, and

economic environments. The study of historical changes in the organization of

work can perhaps lead to a better understanding of the present problems—now

on a worldwide scale—that accompany ongoing technical, political, and

economic changes.

Organization of work may have begun before the evolution of Homo

sapiens. Along with tools, a more complex brain structure, and linguistic

communication, the division of labour (job specialization) may have been

responsible for starting the human conquest of nature and differentiating human

beings from other animal species.

In the earliest stages of human civilization, work was confined to simple

tasks involving the most basic of human needs: food, child care, and shelter. A

division of labour likely resulted when some individuals showed proficiency in

particular tasks, such as hunting animals or gathering plants for food. As a

means of increasing the food supply, prehistoric peoples could organize the work

of foraging and hunting and, later, agriculture. There could be no widespread

geographic division of labour, however, because populations were sparse and

isolated. The uncertain availability of food allowed little surplus for exchange, and
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there were few contacts with groups in different places that might have

specialized in obtaining different foods.

The most obvious division of labour arose from differences in age and sex.

The oldest people in the tribe lacked strength and agility to hunt or forage far

afield and so performed more-sedentary tasks. The very youngest members of

the tribe were similarly employed and were taught simple food gathering. The

sexual division of labour was based largely upon physical differences, with men

taking on tasks such as hunting while women specialized in food gathering, child

rearing, and cooking. (Melvin Kranzberg, Michael T. Hannan, Adam Augustyn

Brian Duignan, 2021, History of the organization of work)

Survival needs, at the basic level, encompass things that one needs to

ensure physical safety and security; that is, food, clothing, shelter, and so on. As

societies become more complex, resources become less tangible in forms such

as education, status, and prestige, all of which lead to greater access to these

material resources. Work provides an avenue to accrue these symbolic

resources as well as material wealth. Therefore, working allows one to not only

meet needs for physical survival but also for psychological power. Working may

also meet needs for social connectedness on several different levels. Perhaps

most intuitive is the provision of lasting and meaningful bonds with others (e.g.,

coworkers, supervisors, and beneficiaries) at work. In a broader sense, working

can act as a means to connect people to the greater society, economy, and

political structure by providing a way to contribute to their community (.

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Work provides an avenue in which self-determination needs can be met.

Drawing upon self determination theory, self-determined work is intrinsically

motivating, acting as a form of expression of one’s authentic identity. In addition

to variables outlined; autonomy, competence, and relatedness, in order for

extrinsically motivating work to be internalized, it is important that there is (a)

value congruence, in which an individual’s core values align with those of the

organization they are working for and (b) access to the opportunity structure, or

resources such as education, social support, safe and adequate housing, and

financial support. Access to the opportunity structure may be especially relevant

to individuals of lower class backgrounds, who might lack access to these

resources that increase the likelihood of finding work that is rewarding and

meaningful and therefore meeting needs for self-determination. (Allan, B. A.,

Autin, K. L., & Duffy, R. D. ,2014, Examining social class and work meaning

within the psychology of working framework. Journal of Career

Assessment, 22(4), 543-561.)

Performance

Performance is the most common outcome measure in organizational

psychology research and one that is of particular interest to consultants and

practitioners who utilize OP knowledge. Questions such as “What works” or “

How effective is a particular practice?” are most likely to be raised in relation to a

performance criterion . There is general consensus within organizational

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psychology that job performance is a multi-dimensional concept and that each

dimension is itself multidimensional

The structure of job performance broadly distinguishes between either

performance processes (i.e., behaviours; actions) or outcomes (i.e. , the results

of a behavior). Performance processes are organized into three distinct

categories: task or in-role performance, contextual or extra-role performance,

and adaptive performance. Performance processes (i.e. , behaviors),

refers to what the person or teams do when working on a task. Only those

behaviors that are considered relevant for achieving the task and organizational

goals are considered performance. Furthermore, the definition of performance

when referring to behaviors is relative to some standard of execution of the

behavior and only includes behaviors that can be empirically measured. This has

led to the development of a range of observation and rating scales and other

forms of appraisal.

Performance outcomes refer to the products of individual or team efforts

and may be counted, as in sales revenue, units produced, errors, or observed

and rated by an assessor relative to a standard, such as grading of a report or

quality assessments. Performance outcomes will typically be influenced by more

than the behaviors of the individual or team executing the task, and will include

the effects of technology, resources, and other forms of support. As with

behavioral performance processes, outcomes are typically judged relative to a

standard, which may be past levels of outcomes, expectations, or norms.

Performance outcomes, however, are separate from performance effectiveness,

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which refers to the evaluations of the results of performance (i.e. the financial

value of the sales) and the productivity, which refers to the ratio between

effectiveness and the cost of attaining the outcomes. The distinction between

task performance and contextual performance has been the focus of

considerable attention in OP research. Task performance refers to in-role

behaviors that are recognized in formal reward systems and job description as

contributing to organizational performance as it relates to the production of goods

and services. Various taxonomies have been developed for categorizing the

behaviors that contribute to task performance and many organizations have lists

of competencies and other forms of appraisal criteria that describe the required

task performance behaviors for roles and job families.

Contextual performance refers to extra-role tasks that are often performed

without formal compension. By facilitating task performance, contextual

performance supports the social and psychological environment in an

organization, and indirectly contributes to its functioning. Subfactors of contextual

performance include: (a) “stabilizing” behaviors such as OCB (Organizational

Citizenship Behavior; Organ) and prosocial organizational behaviors and (b)

“proactive” behaviors which include personal initiative, and taking charge. The

latter group of behaviors is closer to the adaptive behaviors category, which is

emerging as a separate category in the performance taxonomy. The

discretionary nature of contextual performance typically means that it is not part

of the employee’s formal contract with the organization and therefore not

enforceable, but it may be part of the psychological contract that an individual

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has with the organization. Recent studies propose that certain forms of

contextual performance, such as OCB, should be incorporated into task

performance. This is a reflection of the competency frameworks of organizations,

many of which include definitions of competencies that are very similar to those

used to describe OCB’s, proactive behaviors, and adaptive performance by OP

researchers. Korsgaard, Meglino, Lester, and Jeong also note that the definition

of OCB has evolved from describing behavior that is not monitored or rewarded

to including behaviors that are observed and rewarded within the formal reward

system. The merging of contextual and task performance, as in the case of OCB,

is an example of how the OP field has evolved in response to changes in

organizations, and it has implications for explaining and predicting the particular

form of “contextual” performance when the prosocial behavior shifts from

unmonitored and unrewarded to expected and rewarded, and therefore more

tightly linked to self-interested motivational mechanisms such as impression

management.

Task and contextual performance are also of interest because they are

determined by different factors, some of which have implications for the selection

and development activities of organizations. For example, general mental ability

(“g”), which is a strong predictor of performance across a very wide range of

tasks, jobs and roles. Meta-analytic results also indicate that the narrow

dimensions of trait conscientiousness, such as dependability and achievement,

incrementally predict extra-role behaviors such as job dedication,

counterproductive work behaviors, and interpersonal facilitation above and

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beyond global conscientiousness. Differences in positive and negative affect

influence contextual performance such as OCB. Job autonomy predicts control

orientation and self-efficacy, which in turn predicts proactive behaviour through

control orientation and self efficacy. Furthermore, job knowledge (i.e., declarative

knowledge) mediates between individual dispositions (e.g., cognitive ability and

personality) and contextual performance, in particular, proactive and adaptive

performance. (Paul R. Martin; Fanny M. Cheung; Michael C. Knowles; Michael

Kyrios; Lyn Littlefield; J, Bruce Overmier; Jose M. Prieto, 2011, IAAP Handbook

of Applied Psychology, p. 239 – 241.)

Job Performance

Job performance has been defined as “the level of productivity of an

individual employee, relative to his or her peers, on several job-related behaviors

and outcomes”. Others have defined job performance as “the total expected

value to the organization of the discrete behavioral episodes that an individual

carries out over a standard period of time”. The influence of sleep on job

performance has been discussed through clinical cases, national reports, and the

financial cost of poor sleep habits. Snyder showed that nocturnal awakenings

were negatively correlated with individual productivity. Mulgrew found a

significant relationship between sleepiness and job outcomes among 428

Canadian subjects (86% response rate) with a partial or complete upper airway

obstruction. In 2008, the National Sleep Foundation reported the results of their

annual survey covering sleep, performance, and the workplace in the United
 22

States. Completed surveys were obtained from 170 randomly selected healthy

Americans (17% response rate) through telephone interviews. It also reported

that 12% of the respondents admitted to being late to work due to sleepiness or

sleep problems. Organizations and businesses need to understand the

importance of employee sleep, otherwise they may lose money. Rosekind

assessed the cost of poor sleep to employers. Employees at a number of

companies in the United States participated in the study; 4,188 of them (16%

response rate) completed an online questionnaire. The questionnaire included

demographic items, sleep-related items, work performance items (e.g., memory,

attention, and safety), and the Work Limitations Questionnaire (WLQ) which was

used in a related study. Based on WLQ calculations, the researchers concluded

that decreased individual productivity resulting from poor sleep patterns cost

each company an average of $1,967 per employee. The effects of sleep patterns

on job performance have been studied in terms of sleep hours and sleep quality.

Snyder showed that individuals who slept more than 9 hours had the highest

productivity level. Rosekind found that employees who slept poorly had poorer

job performance than those who slept well. However, no known study to date has

focused on the effects of sleep as it relates to job performance among college

students. (Yu-Chih Chiang; Susan W. Arendt; Tianshu Zheng; Kathy A. Hanisch,

2014, The Effects of Sleep on Academic Performance and Job Performance)

Teachers
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Teachers were told what, when, and how to teach. They were required to

educate every student in exactly the same way and were not held responsible

when many failed to learn. They were expected to teach using the same methods

as past generations, and any deviation from traditional practices was

discouraged by supervisors or prohibited by myriad education laws and

regulations. Thus, many teachers simply stood in front of the class and delivered

the same lessons year after year, growing gray and weary of not being allowed to

change what they were doing.

Many teachers today, however, are encouraged to adapt and adopt new

practices that acknowledge both the art and science of learning. They

understand that the essence of education is a close relationship between a

knowledgeable, caring adult and a secure, motivated child. They grasp that their

most important role is to get to know each student as an individual in order to

comprehend his or her unique needs, learning style, social and cultural

background, interests, and abilities.

. Teachers have to be committed to relating to youngsters of many

cultures, including those young people who, with traditional teaching, might have

dropped out -- or have been forced out -- of the education system.

Their job is to counsel students as they grow and mature -- helping them

integrate their social, emotional, and intellectual growth -- so the union of these

sometimes separate dimensions yields the abilities to seek, understand, and use

knowledge; to make better decisions in their personal lives; and to value

contributing to society.
 24

They must be prepared and permitted to intervene at any time and in any

way to make sure learning occurs. Rather than see themselves solely as masters

of subject matter such as history, math, or science, teachers increasingly

understand that they must also inspire a love of learning.

In practice, this new relationship between teachers and students takes the

form of a different concept of instruction. Tuning in to how students really learn

prompts many teachers to reject teaching that is primarily lecture based in favor

of instruction that challenges students to take an active role in learning.

They no longer see their primary role as being the king or queen of the

classroom, a benevolent dictator deciding what's best for the powerless

underlings in their care. They've found they accomplish more if they adopt the

role of educational guides, facilitators, and co-learners.

The most respected teachers have discovered how to make students

passionate participants in the instructional process by providing project-based,

participatory, educational adventures. They know that in order to get students to

truly take responsibility for their own education, the curriculum must relate to their

lives, learning activities must engage their natural curiosity, and assessments

must measure real accomplishments and be an integral part of learning.

Students work harder when teachers give them a role in determining the

form and content of their schooling -- helping them create their own learning

plans and deciding the ways in which they will demonstrate that they have, in

fact, learned what they agreed to learn.

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The day-to-day job of a teacher, rather than broadcasting content, is

becoming one of designing and guiding students through engaging learning

opportunities. An educator's most important responsibility is to search out and

construct meaningful educational experiences that allow students to solve real-

world problems and show they have learned the big ideas, powerful skills, and

habits of mind and heart that meet agreed-on educational standards. The result

is that the abstract, inert knowledge that students used to memorize from dusty

textbooks comes alive as they participate in the creation and extension of new

knowledge. (Judith Laak Lanier, 1997, Redefining the Role of the Teacher: It's a

Multifaceted Profession)

Sex/ Gender

Different terms are regularly used in theories of sexuality and gender, for

example sex, gender, gender identity, gender expressions, gender roles, sexual

orientation. It is important to be clear about the meanings of such terms.

Gender is an area that cuts across thinking about society, law, politics and

culture, and it is frequently discussed in relation to other aspects of identity and

social position, such as class, ethnicity, age and physical ability. Gender is also

an important concept within a range of social and political debates and may

influence these debates differently according to cultural context.

Gender is a ‘heavy’ word: politicians and public figures often use it with

negative connotations, for example in referring to ‘gender police’, or to ideologies

 26

that ‘threaten our kids’. These are examples of how gender can be

misunderstood and politicised.

There are some languages which do not have a word for ‘gender’. In such

cases, the word ‘sex’ is normally used, and in order to distinguish between sex

and gender, different terms may be employed, for example ‘biological sex’ may

be used to refer to ‘sex’, and ‘cultural and social sex’ may be used to refer to

‘gender’.

However, even when the terms exist in the language, ‘sex’ and ‘gender’

are often used interchangeably.

A number of definitions have been put forward by different organisations.

They provide a useful starting point for discussion.

The World Health Organization summarises the difference between sex

and gender in the following way:

Sex refers to “the different biological and physiological characteristics of

males and females, such as reproductive organs, chromosomes, hormones, etc.”

Gender refers to "the socially constructed characteristics of women and

men – such as norms, roles and relationships of and between groups of women

and men. It varies from society to society and can be changed. The concept of

gender includes five important elements: relational, hierarchical, historical,

contextual and institutional. While most people are born either male or female,

they are taught appropriate norms and behaviours – including how they should

interact with others of the same or opposite sex within households, communities

and work places. When individuals or groups do not “fit” established gender
 27

norms they often face stigma, discriminatory practices or social exclusion – all of

which adversely affect health.”

The European Institute for Gender Equality, an autonomous body of the

European Union, provides very extensive definitions of sex and gender:

“Sex refers to the biological and physiological characteristics that define

humans as female or male. These sets of biological characteristics are not

mutually exclusive, as there are individuals who possess both, but these

characteristics tend to differentiate humans as females or males.”

“Gender refers to the social attributes and opportunities associated with

being female and male and to the relationships between women and men and

girls and boys, as well as to the relations between women and those between

men. These attributes, opportunities and relationships are socially constructed

and are learned through socialisation processes. They are context- and time-

specific, and changeable. Gender determines what is expected, allowed and

valued in a woman or a man in a given context. In most societies, there are

differences and inequalities between women and men in responsibilities

assigned, activities undertaken, access to and control over resources, as well as

decision-making opportunities. Gender is part of the broader sociocultural

context. Other important criteria for sociocultural analysis include class, race,

poverty level, ethnic group and age.” (Counsel of Europe)

Age
 28

Age is the time of life at which some particular qualification, power, or

capacity arises or rests; one of the stages of life; the length of an existence

extending from the beginning to any given time; an advanced stage of life; a

period of time dominated by a central figure or prominent feature; a period in

history or human progress; a cultural period marked by the prominence of a

particular item; a division of geologic time that is usually shorter than an epoch;

the period contemporary with a person's lifetime or with his or her active life; an

individual's development measured in terms of the years requisite for like

development of an average individual.

Life expectancies and levels of health in many developed and developing

countries have increased significantly over the past decades, and are expected

to continue increasing. In contrast to these profound changes, the concepts that

demographers have used to analyze population-level aging have remained

largely static. This project proposes alternative dynamic definitions of age.

Substantial changes in life expectancy and health status in the 21st

century have rendered traditional demographic measures of age (defined as time

since birth) inadequate for the analysis of aging at the population level. A better

understanding of age and aging, for both science and policy, requires new

approaches. This project comprehensively reassesses population aging based

on innovative alternative definitions and measures that are being developed

within the project.

In earlier work, we developed a new paradigm in conceptualizing

population aging: the “characteristics approach,” which allows the translation of

 29

many characteristics into characteristic-based ages, called alpha-ages. This

approach includes chronological age as a special case of alpha-ages and

conventional measures of population aging based on these as special cases as

well.

However, the characteristics approach is far more general. A number of

studies have focused on life table characteristics. Remaining life expectancy has

been used for producing a new, forward-looking definition of age, called

prospective age. Prospective age has been used to produce new “old-age”

thresholds, new proportions of the population who are “old”, new old-age

dependency ratios, and new median ages. Short-period mortality rates are a

rough but easily measurable health indicator. Alpha-ages based on those

mortality rates have been used to assess the proportions of populations who

could be considered old from a health prospective. World Population Program

researchers used the proportion of adult person-years lived after a particular age

to construct a simple, hypothetical, demographically indexed, normal-public

pension system, which is also inter-generationally equitable. New studies of

labor-force participation are now incorporating measures of life expectancy and

health, and are utilizing the new inter-generationally equitable pension ages.

(International Institute of Applied Systems Analysis, 2016, Redefining the

meaning of age)

Length of Service
 30

Pay in large Japanese companies has depended more on length of

service than in other countries. The notion that wages in large Japanese firms

have been determined by employees’ ages is misleading. There has often been

a large wage gap between employees in the same age group. Similarly, there

could be a large wage gap between employees who had the same length of

service. On average, however, there has been a strong correlation between

length of service and wages, many years’ experience being necessary for

promotion to a senior position: the seniority-based pay system.

This system, together with long-term employment, has been seen as the

very essence of Japanese firms. Starting on a relatively low salary after

graduation, the worker continued working in the firm. Many empirical studies

have been done to investigate the determinants of wages in Japan and other

countries. Those studies have shown that, in Japan, the effect of length of

service on wages has been larger than that of the effect of age on wages.

Although a positive correlation between age and wage can be observed in many

other countries, the correlation between length of service and wage has been

stronger in Japan. (Katsuyuki Kubo, 2008, Japan: the resilience of employment

relationships and the changing conditions of work)

Employment Status

In the United States, employment status is a general term referring to the

relationship between an employee and their current or former employer. It is also

used in Medicare regulation. Outside of the United States, most recognizably in

 31

Canada, employment status can refer to a formal legal classification for the

relationship between an employer and an individual who provides labor or

services to (or on behalf of) the employer.

The term employment status appears not to be as strictly defined as it is

elsewhere. In general, U.S. organizations use employment status to refer to the

type of implied or written contract between the employer and employee, e.g., full-

time employment, part-time employment, temporary or contract employment, or

an internship or apprenticeship. The reason employment status is not as strictly

defined is that U.S. employees’ right’s remain consistent no matter how they are

employed. The only exception is that companies employing more than 50 full-

time employees must provide some form of healthcare option according to the

ACA.

One specific, less-common usage of employment status can be found in

Medicare regulation, where current (i.e., employed) or non-current (i.e.,

unemployed) employment status determines whether Medicare is the primary or

secondary payer of health insurance claims made by the employee or their

spouse.

In Canada, and possibly in other countries, employment status

designation determines the rights that an individual is guaranteed as a condition

of their employment. Depending on the work they perform and how, they typically

fall into one of three categories: Worker, Employee, Self-Employed.

In countries following this definition, employment status also dictates the

responsibilities of the employer to the individual performing the work, which is

 32

why it is important for an employer to know the guidelines that determine

employment status and the status of all the people working for them.

Similar to in the U.S., an individual is determined to be an employee

based on the extent of their relationship with the employer. They must have an

implied or written contract, they must be obligated to do whatever work is being

done themselves (they cannot outsource their work), and the employer must

have the ability to control the way in which the work is performed.

Worker status is a more basic employment status, and it covers any

individual who works for another person or organization, whether casually or with

a written or implied contract. Workers’ rights are more basic than an employee’s

rights, but more extensive than the rights of someone who is self-employed.

Self-employed individuals are granted the fewest rights, as they are

essentially both the employee and the employer, and therefore obligated only to

themselves. Like in the U.S., self-employed workers may be under contract, but

whoever is paying for the work has no right to control how the work is being

done. (BambooHR, 2021, Employment Status)

Sleeping Pattern

A sleep pattern, also referred to as sleep-wake pattern, is a biological

rhythm that guides the body as to when it should sleep and when it should wake.

It is one of the body's circadian rhythms and typically follows a 24-hour cycle,

controlling the body's schedule for sleeping and waking.

 33

A person's sleep pattern is an important factor in their overall health and

wellness. The reason for this being that sleep serves to replenish the body both

mentally and physically. A person's sleep pattern can be affected by several

factors. Temperature and environment can influence sleep patterns to become

longer or shorter – warm climates can promote daytime napping and shorten

evening sleep periods. Drugs, alcohol, stress, age, physical activity, and quality

of sleep obtained are other important factors determining sleep patterns.

Sleep disruptions and changes to the sleep pattern are particularly

common in shift workers and nighttime work environments. These interruptions

and changes from a natural sleep pattern lead to fatigue and safety risks.

(Workplace Testing , 2020, Sleep Pattern)

 34

CHAPTER III

METHODOLOGY

This chapter presents the concepts of the appropriate methodology to be

used, research design, locale of the study, sampling technique, respondent,

research instrument, data gathering procedure, statistical treatment, and the

ethical consideration.

Research Design

The research design to be used by researchers throughout this research

study is descriptive research design. Descriptive research design responses to

SOP’s 1, 2, and 3 of the quantitative interpretation of the data would be used. As

a result, the comparative will be used to respond to SOP 4 and 5 to identify if

there is indeed a significant relationship and difference for this study.

Respondents of the Study

The researchers’ respondents in the study will be the high school teachers of

Notre Dame of Tacurong College Senior High School Department that is officially

employed for the school year 2021-2022.

 35

Locale of the Study

The study will be conducted at Notre Dame of Tacurong College located in

Lapu-lapu Street, Tacurong City since the selected respondents are the high

school teachers of this School. NDTC is a catholic school which offers quality

education and produce effective and efficient students in City of Tacurong

province of Sultan Kudarat.

Figure 2. Location of Notre Dame of Tacurong College

NOTE: HAVE A SATELLITE VIEW

The school is situated besides the Nuestra Seǹiora Dela Candelaria Parish which

the students are known for active participation in churches activity.

 36

Data Gathering Procedures

The initial procedure that the researchers will do is to send a letter of intent

to the Office of the principal of Notre Dame of Tacurong College –High School

Department requesting for permission to conduct the study. Then, the

researchers will give communication letter to the academic coordinator of junior

and senior high school department, the researchers will distribute and explain the

purpose of the study and ensured the confidentially of responses. Teachers is

required to complete the survey questionnaires in 10 - 15 minutes.

After collecting all the data of the respondents, the researchers will tally the

result with the help of their adviser and statistician to tabulate the data. Finally,

the researchers will interpret the data and report all the results with confidence,

honesty and confidentiality of the research study.

Data Gathering Instrument

This research study requires the researchers to use the necessary

instruments in gathering of data. To find out the answer in the study, the

researcher uses paper-pencil survey questionnaire guide that will utilize the

statement of the problem as the grand-tour assessment. The researchers will use

modified research questionnaire which will be validated by the experts and their

adviser.

NOTE: adapted research questionnaire

 37

Sampling Technique

In this study, the researchers will be using complete enumeration sampling

techniques where the researchers will consider all the senior high school

teachers of Notre Dame Tacurong College employed during S.Y. 2021-2022. It

includes the junior and senior high school teachers.

Statistical Treatment

The study “Sleep Routine: Assessment of Work Performance of High

School Teachers of Notre Dame of Tacurong College” will use Frequency,

Percentage, Mean, Pearson’s r and T-test to calculate and interpret the

quantitative results of the study.

With regards to the variables and gathered data of the study, the

frequency, percentage and mean will be used to tabulate and interpret the data

regarding SOP 1, 2, and 3. Furthermore, researchers will utilize Pearson’s r and

T-test which will be applied in order for the researchers to generate results about

the SOP 4 and 5 .

Thus, researchers will use the Statistical Package for the Social Sciences

(SPSS), which is a tool used to organize, calculate, and interpret all numerical

values of the study.

 38

Formulas will be used in the Study:

PERCENTAGE:
Part %
= MEAN: X́ =
∑x
Whole 100 n

In treating the data, a five-point scale will be applied to the sleep-routine by the

respondents, the following scale was applied.

5 - Always

4 - Often

3 - Sometimes

2 - Rarely

1 - Never

Table 2: Interpretation of sleep routine and work performance of the high

school teacher’s.

NOTE: WILL BE CHANGED BY TBI

Mean Range Description Interpretation

4.21 – 5.00 Always Always Manifested

 39

3.41 – 4.20 Oftentimes Oftentimes Manifested

2.61 – 3.40 Sometimes Sometimes Manifested
1.81 – 2.60 Seldom Seldom Manifested
1.00 – 1.80 Never Never Manifested

T-TEST:

m−µ
t=
s/ √ n

Table 3: Interpretation of P - values and T – values

NOE: PENDING

P – values Interpretation

<α There is a significant difference

>α There is no significant difference

Ethical Consideration

In this study, the data collected by the researchers will ensure the full

disclosure that the data will be exclusively used in this study. The association of

the researchers for this study is completely voluntary and non-compulsory. The

persons included in this study have the right to withdraw from the study at any

time they want. The application of offensive, discriminatory, or other

 40

unacceptable language is avoided in the formulation of survey questionnaire. The

researchers must be aware of the respondents’ participation on the basis of

informed consent. The researchers will not enforce the respondents into

answering the questionnaires. The researchers are responsible to any sort of

personal information to keep it confidential. The researchers must acknowledge

the works of the authors used in any part of the dissertation of their research

study.
 41

BIBLIOGRAPHY

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and Sleep Concerns of Public School Teachers, Administrators

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41(2), 102–109.,

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Aydin Pekel (2021) p.8, Organizational Justice Perception of Work Performance

and Relationship of Work Performance with the Organizational

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(Istanbul Province Example,

https://files.eric.ed.gov/fulltext/EJ1300127.pdf

BambooHR,( 2021), Employment Status https://www.bamboohr.com/hr-

glossary/employment-status/
 42

Banovic, Nikola; Buzali, Tofi; Chevalier, Fanny; Mankoff, Jennifer; Dey,

Anind K. (2016). Proceedings of the 2016 CHI Conference on Human

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Understanding Human Routine Behavior ,248-260,

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based- Management-Perspective-Why-Task-and-Contextual-Performance-

Matters/1258?fbclid=IwAR36A-

WKHWZDmArXjaAuPwkfW5YrunCGsp96Xy_UIJMT7MsA9BwX_Kj6Cek
 43

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associations between state education initiatives and teachers’ sleep: A

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meaning of age,

https://iiasa.ac.at/web/scientificUpdate/2015/program/pop/meaning-of-

age.html

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https://consiliumeducation.com/itm/2019/11/03/sleep/

Judith Laak Lanier, (1997), Redefining the Role of the Teacher: It's a

Multifaceted Profession, https://www.edutopia.org/redefining-role-teacher

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the changing conditions of work,

https://www.sciencedirect.com/topics/social- sciences/length-of-service)

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 45

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angry/

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https://www.workplacetesting.com/definition/2997/sleep-pattern

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Performance,

https://core.ac.uk/download/pdf/212848272.pdf
 46

Notre Dame of Tacurong College

Senior High School Department
City of Tacurong

The Grade 12 Science, Technology, Engineering and Mathematics students of

Notre Dame of Tacurong College are conducting a survey for their Practical
Research 2 subject. The study is entitled “SLEEP ROUTINE: ASSESSMENT
OF WORK PERFORMANCE OF HIGH SCHOOL TEACHERS OF NOTRE
DAME OF TACURONG COLLEGE”.

Name: (Optional)_________________________________________

Part I. Socio Demographic Profile

Sex: _______

Age:

20 - 25 26 - 30

31 - 35 36 - 40

41 - above

Length of Service:

1 – 5 years 6 – 10 years

11 -15 years 16 – 20 years

 47

21 years - above

Employment Status:

Permanent Provisionary

Part-time

Part II. Sleep Routine

Instruction: Read carefully the following statements and put a check (/) that

corresponds to your sleeping routine and work habits.

5 - Always

4 - Often

3 - Sometimes

2 - Rarely

1 - Never

1 2 3 4 5

1. Staying up past the bedtime

around 12 a.m.

2. Taking sleep medication before

going to bed.

3. Doing things when it’s difficult to

sleep (i.e counting, lying still,
listening to music, wearing
 48

earplugs, gaming, reading)

4. Checking lesson plans and
outputs of students before going
to bed.

5. Engaging in habits (i.e. playing

mobile games and reading books)

6. Taking a relaxing bath or shower

7. Doing mantra, meditate or pray

8. Checking of group chats whether

there are questions from the
students.

1 2 3 4 5

1. Waking up in the middle of the

night due to discomfort (i.e. thirst,
the need to use the restroom, text
messages or phone calls,
disturbing noises, unplug
chargers, etc.)
2. Experiencing nightmares during
sleep.

3. Woken up from sleep because of

restless legs or cramps.

4. Fell asleep sitting in front of the

work table.

5. Can't sleep because of an

environment that is too hot, cold,
or noisy.

6. Experiencing breathing difficulties,

such as sleep apnea.
 49

7. Experiencing parasomnia (i.e

sleep talking, sleep walking,sleep
paralysis, etc.)

8. Having urges to go to sleep and

can't stop the self from falling
asleep.

1 2 3 4 5

1. Waking up early in the morning

due to interruptions (i.e., alarm,
any noise jolts me awake, being
woken up by my parents or pets,
needing to use the restroom, etc.)
2. Getting ready for work or school
between 5:00 and 6:00 a.m.

3. Getting up in the morning to drink

water, make coffee, eat breakfast,
exercise, check social media,
meditate, get some sun, brush
teeth, prepare for the day, make
the bed, go for a walk, take a
bath, etc.
4. Experiencing pain after waking up
(i.e., headache, back pain,
extreme body pain, dizziness,
nausea, etc.)
5. Doing lesson plan (i.e. power
point presentation)

6. Waking up for no reason due to

stress.

7. Waking up early for the purpose of

travelling a long distance to
school.
8. Checking of assignments,
projects, and quizzes.
50