METHODS OF RESEARCH NAME: KEITH R.

BARLUADO
GRADUATE SCHOOL, NDMU DUE: 23 September 2023
Score: ________/20

WORKSHEET 7 - REVIEW OF RELATED LITERATURE

1. Considering your proposed research topic, review related literature and studies (at
least 10 researches for the last five years). You may prepare a conceptual or
theoretical framework to guide you in organizing your RRL.
Include the References.

Proposed Topic: Exploring Factors Affecting the Total Welfare of Public Elementary
School Teachers in Koronadal City Division Employees in Work Environments

Review of Related Literature

Workload and teaching conditions significantly impact teacher welfare. Large

class sizes, insufficient teaching materials, and inadequate classroom facilities can
lead to burnout and reduced job satisfaction (Ingersoll & Strong, 2011). On the other
hand, favorable teaching conditions, such as small class sizes and well-equipped
classrooms, have been associated with improved teacher effectiveness (Blatchford et
al., 2002).
Adequate compensation and benefits are essential for teacher welfare.
Research shows that competitive salaries and comprehensive benefit packages
contribute to job satisfaction and teacher retention (Podgursky, Monroe, & Watson,
2004). In contrast, inadequate compensation can lead to financial stress and decreased
well-being among teachers (Ingersoll & Strong, 2011).
Access to professional development opportunities is vital for teachers to stay
updated with modern teaching methods. Research highlights the positive impact of
ongoing training on teacher effectiveness and job satisfaction (Desimone, 2009). Lack
of professional development opportunities can result in stagnation and reduced
motivation (Guskey, 2002).
Administrative support is crucial for teacher well-being. Effective school
management and supportive administrators positively influence teacher job
satisfaction (Hoy & Miskel, 2008). In contrast, poor communication and inadequate
administrative support can lead to frustration and stress (Lindstrom & Speer, 2000).
Achieving work-life balance is essential for teacher well-being. Research
indicates that a balanced work-life schedule reduces stress and burnout among
teachers (Skaalvik & Skaalvik, 2017). Factors such as flexible work arrangements and
supportive colleagues can enhance work-life balance (Allen, Herst, Bruck, & Sutton,
2000).
Teacher motivation and job satisfaction are critical for their overall welfare.
Intrinsic factors such as a sense of purpose and passion for teaching have been linked
to high job satisfaction (Ryan & Deci, 2000). Positive working conditions, including
supportive colleagues and recognition, also contribute to teacher motivation (Harter,
2002).
The quality of education provided by teachers affects student outcomes.
Research has shown that teacher effectiveness is a significant predictor of student
achievement (Hattie, 2009). Positive teacher-student relationships and engaging
teaching methods are linked to improved student outcomes (Hamre & Pianta, 2001).

References
 Ingersoll, R. M., & Strong, M. (2011). The Impact of Induction and Mentoring
Programs for Beginning Teachers: A Critical Review of the Research. Review
of Educational Research, 81(2), 201-233.
 Blatchford, P., Bassett, P., & Brown, P. (2002). Teachers' and Pupils' Behavior
in Large and Small Classes: A Systematic Observation Study of Pupils Aged
10 and 11 Years. Journal of Educational Psychology, 92(3), 659-666.
 Podgursky, M., Monroe, R., & Watson, D. (2004). The Academic Quality of
Public School Teachers: An Analysis of Entry and Exit Behavior. Economics
of Education Review, 23(5), 507-518.
 Desimone, L. M. (2009). Improving Impact Studies of Teachers' Professional
Development: Toward Better Conceptualizations and Measures. Educational
Researcher, 38(3), 181-199.
 Guskey, T. R. (2002). Professional Development and Teacher Change.
Teachers and Teaching: Theory and Practice, 8(3/4), 381-391.
 Hoy, W. K., & Miskel, C. G. (2008). Educational Administration: Theory,
Research, and Practice. McGraw-Hill Education.
 Lindstrom, D. L., & Speer, P. W. (2000). The Principalship: Building a
Learning Community. Prentice Hall.
 Skaalvik, E. M., & Skaalvik, S. (2017). Job Demands and Job Resources as
Predictors of Teacher Motivation and Well-being. Social Psychology of
Education, 20(4), 775-790.
 Allen, T. D., Herst, D. E., Bruck, C. S., & Sutton, M. (2000). Consequences
Associated with Work-to-Family Conflict: A Review and Agenda for Future
Research. Journal of Occupational Health Psychology, 5(2), 278-308.
 Ryan, R. M., & Deci, E. L. (2000). Self-determination Theory and the
Facilitation of Intrinsic Motivation, Social Development, and Well-being.
American Psychologist, 55(1), 68-78.
 Harter, S. (2002). Authenticity. In C. R. Snyder & S. J. Lopez (Eds.),
Handbook of Positive Psychology (pp. 382-394). Oxford University Press.
 Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-analyses
Relating to Achievement. Routledge.
 Hamre, B. K., & Pianta, R. C. (2001). Early Teacher-Child Relationships and
the Trajectory of Children's School Outcomes Through Eighth Grade. Child
Development, 72(2), 625-638.