Thesis Paper

Relationship of Workload to Teacher’s Morale and Performance
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A Thesis
Presented to the Faculty of the College Department
Saint Anthony College of Technology
Mabalacat, Pampanga
In Partial Fulfilment of the Requirements

for the degree of Bachelor of Elemetary Education
By
Ocampo, Tricia Mae D.

De Guzman, Nica D.
Cayanan, Catherine G.
July 2023
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RECOMMENDATION
This thesis entitled “Relationship of Workload to Teacher’s Morale and
Performance” was prepared and submitted by Tricia Mae D. Ocampo, Nica D. De
Guzman, and Catherine G. Cayanan in partial fulfillment of the requirements for the
degree of Bachelor of Elementary Education has been found in order and hereby
recommended for approval and acceptance
MAILYN ELACRE
Adviser
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APPROVAL SHEET
This thesis entitled “Relationship of Workload to Teacher’s Morale and
Performance” was prepared and submitted by Tricia Mae D. Ocampo, Nica D. De
Guzman, and Catherine G. Cayanan in partial fulfillment of the requirements for the
degree of Bachelor of Elementary Education has been examined and recommended
for acceptance and approval
MAILYN ELACRE
Adviser
_______________________________________________________________________
PANEL OF EXAMINERS
Approved by the Committee with a grade of () on July 08, 2023.
VICTOR RAYMUNDO
Chairman
MA. CRISTINA S. SANTOS MAYLON D. MANALOTO

Member Member
NERIZA FABIAN BERNARDINO G. GOMEZ

PRC 0840237 PRC 0721808
Grammarian Statistician
____________________________________________________________________
Accepted and approved in partial fulfillment of the requirements for the degree
of Bachelor of Elementary Education.
.
ALICIA V. CARREON
Dean, College Department
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ACKNOWLEDGMENT
First and foremost, we would like to give the highest praise, glory, honor,
and thanks to the Almighty God for giving us the strength, knowledge, and guidance in
our research study. Without His mercy and grace, this success would not have been
possible.
We would like to express our gratitude to the Supervisor of the 15 West
Elementary School in Porac, Mr. Abelardo Garcia, for giving us the opportunity to
conduct a research study in the said school.
We would like also to take the pride to acknowledge the respected board
of panels Mr. Victor Raymundo, Mrs. Ma. Cristina S. Santos, and Mr. Maylon D.
Manaloto for sharing their thoughts and knowledge in improving our research study,
they indeed helped a lot in the development and progress of our research.
We would also like to thank our research advisers, Ms. Mailyn G. Elacre
and Mr. Kevin James B. Tolentino, for imparting their valuable insights for the
progression of our research work. We would also like to thank them for making
themselves available whenever we ask for consultation regarding our research work.
To our respondents, thank you for actively participating during our
research, your participation is such a great help on our part.
Lastly, to our parents, for their perpetual support and patience while
having this research study. They never cease to encourage us. Thank you so much!
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DEDICATION
We, the researchers, sincerely dedicate this research study to our parents and
express our gratitude for their continuous love, support, and encouragement at every step
of the way.
We also like to dedicate this research for the future researchers; it will serve as
their guide in making their own study.

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TABLE OF CONTENTS
Title Page……………………………………………………….…………..…. i
Recommendation …………………………….……………………………….. ii
Approval Sheet……………………………………………………….………... iii
Acknowledgment………………………………………………………………. iv
Dedication……………………………………………………………………… v
Table of Contents………………………………………………………………. vi
List of Tables…………………………………………………………………… viii
List of Figure…………………………………………………………………… ix
Abstract……………………………………………………………………...…. x
CHAPTER 1: THE PROBLEM AND ITS BACKGROUND
Introduction…………………………………………………………..….. 1
Review of Related Literature..................................................................... 5
Theoretical Framework.............................................................................. 9
Conceptual Framework.............................................................................. 10
Statement of the Problem........................................................................... 11
Hypothesis.................................................................................................. 12
Significance of the Study……………………………...……………....… 12

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Scope and Delimitation……………………………...……………....…... 13
Definition of Terms ……………………………………………….…...... 13
CHAPTER 2: METHOD
Research Design……...…………………………………………….…….. 15
Respondents …………………………………………………………….… 15
Research Instrument ……………………………………………..…..…. 15
Data Gathering Procedure………………………………………………… 16
Statistical Treatment of Data……………………………………………… 17
Person Product Moment Correlation Coefficient…………………………. 17
Ethical Consideration……………………………………………………… 18
CHAPTER 3: RESULTS AND DISCUSSIONS
Summary of Description on the Workload Perceptions of Teachers……... 19
Summary of Description on the Positive Morale Level of Teachers…….... 23
Summary of Description on the Negative Morale Level of Teachers……... 26
Performance Level of Teachers Based on their IPCRF................................. 30
Relationship between the Workload Perceptions and Morale

of the Teachers............................................................................................... 32
Relationship between the Workload Perceptions and Performance

of the Teachers......................................................................................................... 33
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CHAPTER 4: CONCLUSIONS AND RECOMMENDATIONS
Summary of Findings…………………………………………………… 35
Conclusions……………………………………....................................... 36
Recommendations……………………………………............................. 36
REFERENCES……………………………………………................................ 38
APPENDICES
A Letter of Request to Adapt the Instrument ……..…………..………. 45
B Instrument Adapted….…………………………....……………….... 47
C Letter to the Superintendent to Conduct the Research ……………... 51
D. Letter to the Supervisor to Conduct the Research ………………….. 53
CURRICULUM VITAE ................................................................................... 55
LIST OF TABLES
Table Page
1. Summary of Description on the Workload Perceptions of Teachers……... 19
2. Summary of Description on the Positive Morale Level of Teachers…….... 23
3. Summary of Description on the Negative Morale Level of Teachers……...……... 26
4. Performance Level of Teachers Based on their IPCRF........................................... 30

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5. Relationship between the Workload Perceptions and Morale of the
Teachers..................................................................................................................... 32
6. Relationship between the Workload Perceptions and Performance of the
Teachers..................................................................................................................... 33
LIST OF FIGURE
Figure Page
1 Research Paradigm…........................................................................... 10
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ABSTRACT
Teaching is a rewarding yet challenging career. Due to the long hours of work and
demanding workload, teachers are prone to burnout. This study sought to determine the
relationship between teacher workload, morale, and performance. The correlation design
was utilized in this quantitative study. Teachers from the 15 West Elementary Schools in
Porac, Pampanga, served as the study's respondents. This study utilized the Individual
Performance Commitment and Review Form (IPCRF), the Burnout Questionnaire, and
the Role Overload Questionnaire. The Mean, Standard Deviation, and Pearson Product
Moment Correlation Coefficient were the statistical instruments employed in this study.
The research found that teachers work constantly. Their positive level of morale is high.
While their negative level of morale is low. However, the work performance of teachers
varies from satisfactory to outstanding. Teachers' performance is also impacted by their
workload. It is highly recommended that all school administrators follow an appropriate
workload allocation to avoid stress.
Keywords: teacher’s workload perception, morale, performance.

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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
1. Introduction
Teaching work is a rewarding yet demanding career (Jomuad, et. al 2021). As
aspirants to the said profession, we hope to understand and learn more about the
correlation of workload to the overall morale and performance of a teacher. Data gained
from this research will be applied and used as a guide as to how we will be managing our
teaching career in the future.
Teachers must be adaptable and flexible according to professional education
standards since their duties extend beyond the boundaries of the classroom or beyond the
perimeter of the school including community service. However, they are also required to
carry out certain classroom duties in the community. These responsibilities conform to
their solemn commitment or oath they pledged to the state before they were given any
duties. These assume that you, as a teacher, must exert your best effort to carry out the
responsibilities assigned and given to you by the higher authorities and other sources. The
public agrees that one of the roles of teachers in society is to provide students with the
information and skills they need to survive and understand the world. Even though
teaching quality has not yet been clearly defined, Henard & LeprinceRinguet (2013)
argued that quality teaching is necessarily student-centered. The "teacher's pedagogical


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skills" and the "learning environment that addresses students' needs" should be
considered (Pacaol, 2021).
More than any other profession in the world, Global data shows that teachers tend
to work over their scheduled hours. According to evidence from different parts of the
world, teachers indeed have more time to do their work. In this case, the Department of
Education (DfE) agreed to do regular comprehensive research on teacher workload in
England Schools as a response to the Workload Challenge. Participants in the 2018 study
reported high levels of workload, which they believed to be easily manageable only if
they would be working long hours (or, for part-time teachers, if they would work during
their "off" days). The reasons given for the said workload include lesson planning,
grading, recording, reporting, and meetings. In accordance with (Cooper Gibson
Research for DfE, 2018). Furthermore, analysis of the Trades Union Congress (TUC)
statistics reveals that in 2014, 61.4% of primary school teachers worked longer hours
than were required by law, adding 12.9 hours to their weekly workload (Wiggins, 2015).
Stress in the teaching profession is a worldwide phenomenon that negatively
affects the teacher and the quality of teaching. Reduced teacher efficacy, decreased work
satisfaction, lower levels of commitment, and increased burnout are impacts of teacher
stress. According to Skaalvik and Skaalvik (2016), Burnout may sometimes have a
negative effect on teacher morale. According to a study done in Saudi Arabia, teachers
sacrifice their need for rest because of the large amount of paperwork they must finish

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while they are teaching children (Tahseen, 2015). Burnout would arise from an inability
to cope with the demands of work if there was too much stress. Compared with other
professions, teaching in Sweden had higher than average levels of exhaustion and stress-
related symptoms. Nine out of 10 teachers indicated that they felt their workload was
overwhelming (Jendle and Wallnäs, 2017).
This reality is close to the educational system in the Philippines. There are more
than 800,000 public professional teachers in the nation. (Rey, 2018). Magna Carta for
Public School Teachers mandates that teachers may only spend up to six hours a day on
actual classroom instruction. Along with their regular classroom duties, teachers are often
tasked with finishing administrative activities such as paperwork, seminars, and projects
for the budget, disaster preparedness, and health, among others. As stated by (David et.al.
2019). In addition to this, (Sofia 2019) claimed that educators were also required to take
part in a range of government projects, including mass immunization activities,
conditional cash transfers, feeding initiatives, population censuses, anti-illegal drug
efforts, and elections, to name a few. However, it is crucial for educational policymakers
to develop strategies to better support and compensate teachers who are faced with these
workload intensification triggers to help create an appropriate balance between work
input and what they receive from work and promote teachers' personal and professional
growth. Training and community services, as examples of teachers' workloads, are
significant and an immense help for improving the teachers' personal and professional
lives (Warren, 2018).


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To further introduce the concept behind this research, we must first define terms
related to our cause.
The term "workload" refers to both the academic and extracurricular
responsibilities that teachers have, such as school coordinator, grade level chairperson,
club adviser, etc. Teachers are forced to complete this additional work even though they
typically do not benefit from it. Teachers view more workload as a source of stress and a
contributing cause to their inability to concentrate on teaching. (Jesson, 2020).
As workload is defined, we now need to connect its relation to morale or
burnout.
Burnout is a common problem in professions that require long hours and a lot of
work. Without the necessary support, teachers face the risk of being overworked and
suffering a negative impact on their physical and mental health. (Jomuad, et. al 2021).
The morale of the teachers helps boost the good behavior and academic
performance of the kids. A better learning environment is created by teachers with
improved morale, which helps students thrive. As a crucial organizational necessity for
achieving better educational performance in schools (Lüleci & Oruk, 2016), improved
morale for teachers may also boost their work happiness.
Items mentioned show correspondence to each other, and this research is aimed to
further identify their correlation and/or deny if no connection is seen.


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There are circumstances when teacher burnout has a negative effect on the
teaching process. Teachers experience stress due to their workload, which includes
planning lessons, organizing activities, creating curriculum, handling extracurricular
activities, supervising classes, giving information, maintaining order, covering for
absences and teacher shortages, maintaining records, administering timetables,
evaluating, and assessing students' performance, and encouraging pupils through their
actions and words. (Desouky and Allam, 2017).
This study determines the teachers’ workload in relation to Teacher morale and
performance of the teachers at Pio elementary school. The specific objectives of the study
are to: Determine the relationship of workload to teacher morale and performance
determine the work performance of the teachers; explore the significant relationship
between the Teacher’s workload and their work performance.
REVIEW OF RELATED LITERATURE
According to Reni (2017), the workload has a negative and significant impact on
employee performance, which implies that the lower the workload, the higher the
employee's performance, and vice versa: the higher the workload, the lower the resulting
performance.
As mentioned by Baluyos (2019), through the mediation of the quality of working
life, high-performance work systems have a direct and indirect impact on teachers' in-role

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performance and extra-role behavior. The relationships between high-performance work
systems and employees' work behaviors depend heavily on the quality of the workplace.
As stated by Grenata (2014), Teacher's workload has a direct impact on their
performance as well as students’ academic achievement. This means that overworked
teachers are less likely to bring the energy, insights, resilience, and positive and caring
relationships that are effectively required in the classroom for teaching and learning to
take place. Furthermore, Ayeni and Amanekwe (2018) discovered that a high teacher
workload has an impact on both the effectiveness of instructional tasks and the academic
performance of students. According to the study, teachers should meet workload
standards to ensure quality instruction and performance.
As mentioned by Usoro et al in Adeolu and Amanekwe (2018) Workload can also
be defined as the physical and/or mental demands connected with a task or combination
of tasks, as well as the physiological and mental demands that arise when completing a
task or combination of tasks. According to Adeoluand Amanekwe (2018), workload can
be divided into physical workload and mental workload. Physical workload is caused by
the technical requirements of handling work inside and outside the workplace. This
means that the measurable portion of physical resources expanded in performing a
particular task and is affected by many factors. However, the mental burden is the amount
of processing capacity needed by the individual to complete a task at a particular time.


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According to Tye and O'Brien, the accountability factor, adding clerical work,
student attitudes, a lack of parental support, unresponsive administration, low
professional rank, and low income were proven to impact teachers' morale. Liu and
Meyer (2016) also argue that the main factor affecting teacher morale is student behavior,
followed by financial concerns. The study also discovered that teachers were influenced
by administration and school leaders. That the school administrators can improve
teachers' morale.
As studied by (Hasan, 2015), Teachers are exposed to many sources of stress.
Teaching students who lack motivation, maintaining classroom discipline, confronting
general time pressures and workload demands, being exposed to a lot of change, being
evaluated by others, having difficult relationships with coworkers, administration, and
management, and being exposed to unfavorable working conditions are just a few
examples of the many things that teachers think about.
As indicated by (Bantwini, 2018; Din et al., 2019). The provision of high-quality
education depends on teacher morale because it has both direct and indirect effects on
teaching. In addition to (Bantwini, 2018; Din et al., 2019), high teacher morale will result
in increased achievement among learners, while poor teacher morale is counterproductive
as it may lead to lower productivity and teacher burnout.
As stated by (Saleem et al., 2019) that the perception of teacher morale is
influenced by the working environment in which individuals find themselves, their level

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of job satisfaction, and the importance of human needs. Morale is expressed as an interest
and desire towards the job of a person for the accomplishment of his/her organizational
objectives.
According to Agnes (2016), time management is the practical and effective self-
regulation of an individual's time through planning and scheduling, controlling time,
always prioritizing, and not delaying the work that needs to be completed. If time
management can be made more efficient, employee performance will improve.
According to Flores (2017), teachers are required to complete much more work
today than they did in the past. The obligations put on them seem to expand
exponentially. In addition, teachers are not only expected to teach specific content for
high stakes testing and to mentor students in the love of learning. However, teachers are
also required to serve as front-line social workers. Similarly, Flores (2017) claims that it
is undoubtedly clear that school administrators view teacher morale as one of the key
components in the development of a successful educational organization. An effective
learning environment is created when teachers and students enjoy what they are doing in
the classroom and work together to build a caring attitude. Teachers feel good about
themselves and others when the school climate is positive and teacher morale is high.
They also feel a sense of success from their work if these factors exist.

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As mentioned to (Tomacruz, 2018). The public-school teachers in the Philippines
complain about an intense workload, which adds stress to the currently stressful list of
obligations they already have in their personal lives.
Theoretical Framework
In this study, we wanted to know the relationship between workloads and
teachers' morale and performance. This contained information regarding the causes
behind the low performance of teachers with a higher workload.
The Affective Events Theory (AET) by Weiss and Copranzano (1996), stating
that affective events, emotions, and mental states in the workplace have a psychological
impact and negatively affect an individual's performance, serves as the primary
theoretical basis for this study. Additionally, an individual's performance might show
internal and external emotional behaviors.
According to the theory of workload was Multiple Resources theory (wicken,
1984). According to the theory of multiple resources, resources were specialized because
the complexity of numerous tasks at once affected our capacity to do them. Similar
resource-demanding concurrent tasks may conflict with one another. When teachers carry
out two jobs at once, each task's efficiency is usually affected. Multiple resource theories,
however, acknowledge that managing multiple duties may result in a reduction in task
efficiency and its effects. The study evaluated previous research that is relevant to the

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present investigation. Most research on the distribution of teacher workloads found that
too much workload had a negative impact on teachers' productivity.
Based on the above theory, it is assumed that the independent variable, the
Workload of teachers, is not significantly related to the dependent variable, which is
Teacher’s Morale and Performance. This research operationalizes that the higher the
workload stress, the lower the results-based performance of teachers. The theoretical
framework was developed with the problems stated in the study that answers the
relationship between workload to teacher morale and performance.
Conceptual Framework
Figure 1 shows a graphical representation of the study that examines the relationship
between teacher’s workload, designation and other tasks to teacher’s morale and
performance.
Figure 1. Research Paradigm


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Figure 1. Reflects the purpose of the study, which is to understand the relationship
of teachers' workload to teachers ' designation and other related task and its’ effects to
teachers' morale and performance. In this study, the researchers will explore the factors
affecting these relationships. Work overload is one of the elements contributing to
burnout, and it has an impact on teachers' physical and mental well-being (Malik, 2019).
The need for suitable working conditions, which employers cannot provide, as well as
longer teaching hours, are potential causes of exhaustion (Demirel and Cephe, 2015).
There are instances when teacher burnout has a negative impact on the teaching process.
Statement of the Problem
1. How may the workload perceptions of the teachers be described?
2. How may the morale of the teachers be described?
3. How may the performance of a teacher be described?
4. Is there a significant relationship between the perception of workload and morale of
the teachers?
5. Is there a significant relationship between the workload perceptions and performance
of the teachers?

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Hypothesis
1. There is no significant relationship between the perceptions of workload and morale of
the teachers.
2. There is no significant relationship between the perceptions of workload and
performance of the teacher.
Significance of the study
The results of the study provided perspectives on how workload influences the
performance and personal well-being of the following:
To the school administrators, this study will help the school administrators in
making action plans and programs to the teachers’ workloads which can also enhance the
learning process for the learners.
To the teachers, this study will also be beneficial to the teachers. They may
purposefully discover how workloads affect their performance in school. It will help
them raise their concerns regarding their workloads.
To the future researchers, this study can be used for future discussions and be
used as reference data in conducting new research. It will give the future researchers a
background and overview. The goal of this study was to improve teachers' work lives
through education.

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Scope and delimitation
This study focuses on how the performance and morale of the Teacher
may be affected by their workloads and perception. The data collection will be conducted
to the 15 West Elementary Schools of Porac, Pampanga during the school year 2022-
2023.
Definition of Terms
For better understanding of the study, some terms have been defined conceptually
and operationally.
Morale. Can be defined as the professional interest and enthusiasm a person
displays towards the achievement of individual and group goals in each job situation
(Bentley & Rempel, 1980). In this study, it will be defined as how it correlates with the
workload and performance of the teacher.
Teacher. In the context of this study, it meant a professional educator who has
undergone teacher education whose job is teaching especially in secondary schools
(Mbunda, 2006). He or she is a person who can facilitate learning or directly provide
knowledge, skills or information required to learners. In this study, Teachers will be the
respondents of this study by answering the survey or questionnaires as the main source of
data of this research.
Teacher Performance. Refers to how a teacher carries out his/her daily diverse
tasks, (including teaching and non-teaching responsibilities), whether they be assigned or
self-imposed, to do the job well. According to Kusumaningtyas and Setyawati (2015: 77),

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performance is a success level of someone during a certain period. This will be examined
by researchers to see how it is being affected or influenced by the teacher’s workload.
Teacher Workload. Is the amount of work assigned to or expected from a worker
in a specified time. According to Tancinco (2016: 50), total teachers’ workload is
determined by summing up all the workload given. In this study, it will be used to
measure its effect on the teacher’s morale and productivity in teaching.
Workload. In the study's context, the amount of work that must be done by a particular
person or organization (Mbunda, 2006). It will be defined as the teacher's work amount
affecting their conduct and productivity.


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CHAPTER 2
METHOD
This chapter presents the research method, participants, research
instrument, data gathering procedure and instrument.
Research Design
Since our aim is to identify the relationship between workload and morale,
correlational research design will be most applicable. Correlational research is research
which purpose is to find out the relationship between two or more variables and their
cause and effect. (Fraenkel and Wallen, 2009). Researchers use correlational designs to
explore whether a cause-and-effect relationship exists between the variables, to determine
the direction and strength of the relationship, and to identify any potential confounding
variables.
Respondents
The respondents of the study were the teachers in 15 West Elementary Schools at
Porac, Pampanga, for the year 2022–2023.
Research Instruments
The researchers used 2 validated questionnaires to collect the data and the
Individual Performance Commitment and Review Form (IPCRF) of the teachers for
School 2021-2022.

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A. Workload Questionnaire. The construct of role overload was measured
through the usage of Reilly overload scale developed by Reilly (1982) to assess the work
overload of teachers. It consists of 13 items that are scaled on a Likert type scale with the
response category ranging from Strongly Disagree to Strongly Agree
B. Job Stress Questionnaire. This is adopted from Maslach Burnout Inventory
Questionnaire to assess teacher burnout syndrome. It has 21 items or statements and
scaled on a 4-point Likert Scale. It has 6 subscales: (0) = Never (1) = At least a few times
a year (2) = At least once a month (3) = Several times a month (4) = Once a week (5) =
Several times a week (6) = Every day
C. Individual Performance Commitment and Review Form (IPCRF). It is an
assessment tool for government employees that rates tasks accomplished, and this
research will use the data gathered during the School Year 2021-2022. It is composed of
Key Result Areas (KRAs) which dwell on content knowledge and pedagogy; learning
environment and diversity of learners; curriculum and planning; assessment and
reporting; and plus, factor which refers to performing activities that contribute to the
teaching-learning process.
Data Gathering Procedure
We, the researchers, asked for the approval of the superintendent at the Division
of Pampanga and the public school district supervisor at West District Porac, Pampanga,
for the conduct of our study. After we gave the link to the respondents, they began
answering the questionnaires via Google Form.


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Statistical Treatment of Data
The following statistical tools will be used in analyzing the data gathered:
Mean and Standard Deviation. These statistical tools were used to determine the
teachers’ workload, burnout, and work performance. This will also describe the effects of
teachers on morale and performance. Frequency and Percentage Distribution to classify
teacher’s in terms of loads, designation, and other work-related loads. The formula for
mean and standard deviation is shown below:
Mean Standard Deviation
Pearson Product Moment Correlation Coefficient.
This statistical tool will be used to test the significant relationship between teachers’
workload and their burnout and work performance.
Ethical Consideration

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The ten principles of ethical considerations byBryman and Bell (2007) were
compiled within this study. First, the study showed no harm of any kind to research
respondents. Priority was given to protecting the participants' dignity. The respondents
gave their full approval. Protection of the respondents' privacy, an adequate level of
confidentiality for the study data, and participant anonymity were all guaranteed.
Furthermore, the research's goals and objectives were not exaggerated or
misrepresented. All affiliations, funding sources, and any conflicts of interest were
disclosed. Finally, all material shared about the research was honest and transparent, and
it was avoided to present main data results in a negative manner.
CHAPTER 3

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RESULTS AND DISCUSSIONS
This chapter presents the findings of data collected using statistical tools, guided
by specific problems stated in the statement of the problem.
Workload Perceptions of Teachers
Table 1. Summary of Description on the Workload Perceptions of Teachers.
Indicators Mean SD Description
1: I have things to do which I do not really have 3.50 1.19 Agree
the time and energy for.
2: There are too many demands on my time. 3.69 1.25 Agree
3: I need more hours in the day to do all the things 3.87 1.17 Agree
which are expected of me.
4: I cannot ever seem to get caught up. 2.98 1.10 Neutral
5: I do not ever seem to have any time for myself. 3.15 1.31 Neutral
6: There are times when I cannot meet 3.57 1.09 Agree
everyone’s’ expectations.
7: Sometimes I feel as if there are not enough 3.76 1.18 Agree
hours in the day.
8: Many times, I must cancel commitments. 3.18 1.30 Neutral


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9: I seem to have to overextend myself to be able 3.84 1.17 Agree
to finish everything I must do.
10: I have more commitments to overcome than 3.48 1.04 Neutral
some other women I know.
11: I feel I must do things hastily and maybe less 2.93 1.21 Neutral
carefully to get everything done.
12: I find myself having to prepare priority lists 4.18 0.97 Agree
(lists which tell me which things I should do first)
to get done all the things I have to do. Otherwise,
I forget.
13: I just cannot find the energy in me to do all 3.25 1.20 Neutral
the things expected of me.
Workload 3.49 0.86 Neutral
Data table 1 shows the Workload Perceptions of Teachers. It is shown that the
overall Mean and Standard Deviation (M=3.49; SD=0.86) are neutral.
The indicator with the highest mean is statement 12: "I find myself having to
prepare priority lists (lists which tell me which things I should do first) to get done all the

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things I have to do." According to the data, respondents showed strong agreement with
this statement, with a mean score of 4.18.
This finding suggests that many individuals in the sample population feel
compelled to create priority lists as a means of managing their tasks and ensuring they
accomplish all their required responsibilities. It implies that these individuals perceive
their workload as demanding and overwhelming, necessitating the adoption of strategies
such as prioritization to stay organized and on top of their obligations. This high mean
could be indicative of individuals experiencing high work pressure or having an
excessive number of tasks and responsibilities on their plate.
Conversely, the lowest mean is associated with statement 11: "I feel I have to do
things hastily and maybe less carefully in order to get everything done." The mean score
for this statement is 2.93, suggesting a more neutral response from the respondents.
The lower mean indicates that, on average, individuals neither strongly agree nor
strongly disagree with the statement. This suggests that while there might be instances
where individuals feel compelled to rush through tasks to manage their workload, it is not
prevalent among the respondents.
Lastly, when considering the average mean of all the indicators, specifically for
the "Workload" category, it is found to be 3.49, which falls close to a neutral position.
This implies that, overall, the respondents perceive their workload as moderately
demanding, without leaning significantly towards either agreement or disagreement. It


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suggests that the sample population, on average, feels a moderate level of workload,
indicating a certain level of pressure but not an overwhelming burden.
These findings support to the study conducted by (Stacey et al., 2023) have
reported an increasing workload in schools across Australia. These findings align with
previous union-affiliated reports from various states, including Western Australia,
Victoria, Queensland, Tasmania, and New South Wales. The prevalence of union-led
interest in workload-related issues highlights the significance of this concern in the
education sector. It is worth mentioning that the "People Matters" survey conducted by
the NSW government revealed that in 2019, approximately 60% of teachers reported
experiencing unacceptable levels of work stress, which was notably higher compared to
the overall public sector rate of 39%. In summary, the connection lies in the fact that the
average mean aligns with the moderate workload perception found in the Stacey et al.
(2023) study and the reports of increasing workload in Australian schools. It implies that
while there is a recognized level of pressure and workload, it is not perceived as an
overwhelmingly burdensome situation by the respondents on average.
Morale Level of Teachers
Table 2. Summary of Description on the Positive Morale Level of Teachers.


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Indicators Mean SD Description
1. I can easily understand the actions of my 4.79 1.43 very high
colleagues/supervisors
2. I deal with other people’s problems successfully 2.88 1.94 average
3. I influence other people positively through my work 4.08 1.71 high
4. I feel full of energy 4.57 1.36 very high
5. I get the feeling that I work too hard 3.17 1.91 Above
average
6. I find it easy to build a relaxed atmosphere in my 4.45 1.59 very high
working environment.
7. I feel stimulated when I been working closely with 4.28 1.43 high
my colleagues.
8. I have achieved many rewarding objectives in my 3.87 1.67 high
work.
9. In my work I am very relaxed when dealing with 3.45 1.83 above
emotional problems average
Morale Positive 3.94 1.65 High
Data Table 2 shows the Positive Morale of the Teachers. It is shown that the
Positive morale has the overall mean and standard deviation (M=3.49; SD= 1.65) are
high.

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The indicator with the highest mean in the given set is statement 1: "I can easily
understand the actions of my colleagues/supervisors." This statement received a mean
score of 4.79, indicating a strong consensus among the respondents.
This high mean suggests that a significant majority of individuals in the sample
population feel they possess a good understanding of their colleagues' and supervisors'
actions and behaviors. It implies that there is effective communication and cooperation
within the work environment, enabling individuals to easily comprehend and interpret the
actions of their coworkers and superiors. Such understanding can contribute to enhanced
collaboration, teamwork, and overall work efficiency.
On the other hand, the lowest mean in the set pertains to statement 2: "I deal with
other people’s problems successfully." The mean score for this statement is 2.88,
indicating a more moderate level of agreement among respondents.
The lower mean suggests that, on average, respondents neither strongly agree nor
strongly disagree with this statement. It implies that individuals may not feel highly
confident or successful in effectively addressing and resolving the problems faced by
others in the workplace. This finding suggests that some individuals may struggle with
managing and resolving the issues faced by their colleagues or others in their work
environment.
Lastly, the average mean of all the indicators, specifically for the "Morale
Positive" category, is 3.94, indicating a high level of agreement overall.


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According to (Abed et al., 2023) Interpersonal communication involves the
exchange of both verbal and non-verbal signals. It plays a crucial role in maintaining
interpersonal relationships and promoting effective functioning within a work
environment. In today's digital age, communication is not limited to face-to-face
interactions but also includes various forms of digitized communication such as emails
and video conferencing. However, the absence of limitations of traditional signals in
interpersonal communication can give rise to conflicts in the workplace. These conflicts
may stem from misunderstandings or disagreements between managers and employees,
and between employees themselves. Such conflicts and misunderstandings, particularly
those between management and employees, can contribute to increased employee
turnover. Many workplace issues can be attributed to poor or limited interpersonal
communication skills displayed by managers.
Morale Level of Teachers
Table 2.1 Summary of Description on the Negative Morale Level of Teachers
Indicators Mea SD Description
n

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1. I feel emotionally exhausted because of my work 3.24 1.68 above
average
2. I feel worn out at the end of a working day 3.45 1.72 above
average
3. I feel tired as soon as I get up in the morning and see a 2.75 1.89 average
new working day stretched out in front of me
4. I get the feeling that I treat some clients/colleagues 1.33 1.74 very low
impersonally, as if they were objects
5. Working with people the whole day is stressful for me 1.34 1.66 very low
6. I feel burned out because of my work 2.47 1.92 average
7. I have become more callous to people since I have 2.20 1.82 low
started doing this job
8. I am afraid that my work makes me emotionally 1.87 1.66 low
harder
9. I feel frustrated by my work 1.61 1.62 very low
10. I am not really interested in what is going on with 1.45 1.62 very low
many of my colleagues
11. Being in direct contact with people at work is too 1.37 1.46 very low
stressful.
12. I have the feeling that my colleagues blame me for 0.82 1.33 very low
some of their problems.


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Morale Negative 1.99 1.67 Low
Data Table 2 shows the Negative Morale of the Teachers. It is shown that the
Negative morale has the overall mean and standard deviation (M=1.99; SD= 1.67) are
low.
The indicator with the highest mean is statement 2: "I feel worn out at the end of a
working day." The mean score for this statement is 3.45, indicating that there is an above-
average level of agreement among the respondents.
This high mean suggests that a significant portion of the individuals in the sample
population experience feelings of exhaustion and fatigue by the end of their workday. It
implies that the demands and pressures of their job contribute to their sense of weariness.
This finding highlights the potential impact of work-related stress on individuals,
indicating that they may struggle to maintain their energy and vitality throughout the day.
On the other hand, the lowest mean is for statement 4: "I get the feeling that I treat
some clients/colleagues impersonally, as if they were objects." The mean score for this
statement is 1.33, indicating a very low level of agreement among respondents.
The remarkably low mean suggests that, on average, the respondents strongly
disagree with the statement. It implies that individuals do not perceive themselves as
treating clients or colleagues impersonally or objectifying them in their work interactions.


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This finding signifies that the respondents prioritize maintaining respectful and
meaningful relationships with others in the workplace.
When considering the average mean of all the indicators, specifically for the
"Morale Negative" category, it is found to be 1.99, indicating a low level of agreement
overall.
This average mean suggests that, on average, the respondents do not strongly
agree with the negative morale-related statements. It implies that the sample population
does not experience a significant amount of emotional exhaustion, burnout, callousness,
or frustration in their work. They also do not feel emotionally hardened or disinterested in
the well-being of their colleagues. However, it is important to note that even though the
overall agreement is low, there may still be individuals within the sample who experience
some of these negative emotions and perceptions in their work.
We separate the positive and negative indicators of morale to make it evident that
these two aspects have distinct characteristics and tendencies. It allows for a clearer
analysis of the factors that contribute to positive morale and those that contribute to
negative morale among teachers. This differentiation enables a more accurate
understanding of the diverse range of experiences and perceptions that teachers may
have.
Moreover, separating the indicators assists in avoiding any potential ambiguity or
confusion that might arise from combining them. It ensures that each category's unique

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characteristics and impact on teachers' morale are properly recognized and considered.
This differentiation can lead to more targeted interventions and strategies to address
specific issues related to either positive or negative morale.
In accordance with the study of (Nappo, 2020) Job stress has become a global
concern with significant implications for employees, organizations, and economies. The
changing nature of work has made the demands of the work environment more
challenging, and when there is a mismatch between perceived demands and employees'
resources, it can lead to increased stress and reduced well-being. Work-related stress is
defined as the response individuals experience when they face work pressures that exceed
their knowledge and abilities, challenging their coping mechanisms. Job stress has
emerged as a prevalent issue that employees encounter frequently, having negative
outcomes for individuals and broader societal implications. The consequences of job
stress can include sickness, absenteeism, and reduced productivity, all of which have
financial costs for organizations and society. The European Union estimated that the cost
of job stress in 2014 alone was €26.47 billion. The literature suggests various drivers of
job stress, including the physical work environment, workload, career advancement,
management styles, working relationships, organizational support, and job characteristics.
Factors such as poor relationships with superiors, interpersonal conflicts, social or
physical segregation, and a lack of social support contribute to the stressful nature of
work. Additionally, stress is exacerbated when employees perceive a lack of support from
supervisors and colleagues and feel a lack of control over work processes.

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Performance Level of Teachers
Table 3. Performance Level of Teachers Based on their IPCRF.
Performance Frequency Percentage
Very Satisfactory 32 26.9
Outstanding 87 73.1
Total 119 100
The table provides an overview of the performance level of teachers based on their
Individual Performance Commitment and Review Form (IPCRF). It consists of three
columns: Performance, Frequency, and Percentage.
According to the data, 119 teachers were evaluated. Among them, 32 teachers,
which accounts for 26.9% of the total, were rated as having a "Very Satisfactory"
performance level. On the other hand, a larger number of teachers, specifically 87
teachers representing 73.1% of the total, achieved an "Outstanding" performance level.
The table highlights the distribution of teachers across these performance levels,
indicating that many evaluated teachers (73.1%) demonstrated an exceptional level of
performance, as they were classified as "Outstanding." This suggests that a huge portion
of teachers surpassed expectations and exhibited exemplary performance. The remaining
26.9% of teachers received a "Very Satisfactory" rating, indicating a solid and
commendable level of performance.


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Based on the study of (Khan & Husain, 2016) Teacher evaluation processes are
designed to assess key aspects of teaching, such as lesson planning, classroom
environment, and instructional methods. These evaluations' main goal is to provide
teachers with feedback that helps them identify strengths and weaknesses in their
teaching approaches and methods. Various methods are used to evaluate teachers'
effectiveness, including measures of student achievement, on-the-job evaluations,
performance evaluations, and the use of portfolios. Among these methods, student
feedback is commonly utilized as an on-the-job evaluation tool. In addition to student
feedback, other sources of information for evaluation may include input from peers,
administrators, and self-evaluation by teachers. However, it is important to note that the
reliability of peer evaluation, self-evaluation, and administrator observation may be
questionable due to the limited number of individuals providing ratings. This limitation
has led institutions to recognize the value of incorporating student evaluation of teaching
as an effective assessment tool.
Table 4. Relationship between the Workload Perceptions and Morale of the Teacher
s
Variables r value P-value Decision
Workload to Morale
.444 .000 Reject Ho
of the Teachers

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The table provides the results of an analysis investigating the relationship between
teachers' workload perceptions and their morale. The correlation coefficient (r value)
between these two variables is 0.444, and the associated p-value is 0.000.
Based on the hypothesis, the findings led us to reject the null hypothesis (Ho),
indicating a significant relationship between workload perceptions and teachers' morale.
The positive correlation coefficient suggests that as teachers see their workload as higher,
their morale increases too.
In simpler terms, when teachers believe their workload is heavier, they also tend
to have higher levels of morale. This suggests a link between the workload demands and
teachers' overall morale. It indicates that when teachers feel their workload is manageable
or suitable, it has a positive impact on their morale.
The findings of this study are consistent with previous research on the relationship
between workload perceptions and teacher well-being. For example, a study of (Carroll et
al., 2022) conducted on Finnish teachers identified different teacher profiles based on
engagement and burnout levels, with higher workload and larger class sizes contributing
to burnout among many teachers. Additionally, other studies have shown that external
stressors, such as workload, have a stronger impact on teachers' decision to stay in the
profession compared to internal factors. Workload, along with other factors like student

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misbehavior and work-family conflicts, has been found to indirectly affect teachers' intent
to leave through its influence on emotional exhaustion.
Table 5. Relationship between the Workload Perceptions and Performance of the Te

achers
Variables r value P-value Decision
Workload to Performance of
.440 .002 Reject Ho
the Teachers
The table shows the results of an analysis that explored the relationship between
teachers' workload perceptions and their performance. The findings reveal a significant
relationship between these two variables, as indicated by the correlation coefficient (r
value) of 0.440 and a p-value of 0.002.
According to the hypothesis, the null hypothesis (Ho) is rejected, confirming that
there is indeed a meaningful association between workload perceptions and teacher
performance. The positive correlation coefficient suggests that as teachers perceive their
workload higher, their performance improves too.
In simpler terms, when teachers perceive their workload as more demanding, they
tend to demonstrate better performance. This suggests that the way teachers perceive and
interpret their workload impacts their classroom effectiveness. When teachers feel that
their workload is manageable or suitable for their capabilities, it positively influences
their performance.

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The article highlights the significant variation in teachers' working hours, which is
influenced by factors such as sex, age, and subject profile. The study found that self-
reported working hours differed depending on the method used, with daily diaries
showing around 2 hours per week more than a single estimation. A considerable portion
of teachers (36%) exceeded the recommended European guidelines of working no more
than 48 hours per week, and 15% even exceeded 55 hours per week. Interestingly, the
research indicated that teachers who worked longer hours, particularly exceeding 45
hours per week, experienced higher levels of inability to recover and emotional
exhaustion compared to those working fewer than 40 hours per week (Kreuzfeld et al.,
2022). This finding supports the notion that when teachers perceive their workload as
more demanding, it can have implications for their well-being and potentially lead to
negative outcomes such as decreased ability to recover and increased emotional
exhaustion. However, it is important to note that the article focuses on the relationship
between working hours and well-being rather than linking workload perception to
performance.
CHAPTER 4
CONCLUSIONS AND RECOMMENDATIONS
In this section, it clearly discussed the findings, conclusions, and
recommendation of the conclusions.


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Summary of Findings
The following were the summary of findings:
1. The teacher's perception of workload was (M=3.49), which is neutral. This indicates
that respondents see their workload as moderately demanding.
2. Teachers provided a mean of 3.94, or high to Positive Morale Level of teachers. The
high mean indicates most respondents understand their colleagues' and supervisors'
actions and behaviors well. While they are low in the Negative Morale Level of Teachers
with the mean (M = 1.99). Respondents strongly disagree with the impersonal treatment
of clients or colleagues, prioritizing respectful relationships in the workplace, indicating a
low mean.
3. Performance Level of Teachers Based on their IPCRF, there are 119 teachers
evaluated, with 32 rated "Very Satisfactory" and 87 "Outstanding." 73.1% achieved
outstanding performance.
4. The findings reject the null hypothesis (Ho) and show a significant relationship
between workload perceptions and teachers' morale. A positive correlation coefficient
indicates that a higher workload leads to increased morale, with a p-value of 0.000.
5. The null hypothesis (Ho) is rejected, confirming a meaningful association between
workload perceptions and teacher performance. A positive correlation coefficient


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indicates that higher workload perception leads to improved performance (r=.440,
p=0.002).
Conclusions
The following were the conclusions based on the summary of findings:
1. Workload was neutrally perceived by the teachers in terms of level. This shows that
most of the respondents considered their task challenging in nature.
2. Teachers have a high positive morale level, understanding their colleagues and
supervisors well. However, they strongly disagree with impersonal treatment and
prioritize respectful relationships in the workplace.
3. Out of 119 teachers, 73.1% achieved outstanding performance which indicates that
more teachers performed well despite heavy workloads.
4. There is a significant relationship between the perceptions of workload and morale of
the teachers.
5. There is a significant relationship between the perceptions of workload and
performance of the teachers.
Recommendations
Based on the findings and conclusions that were derived from this research, the
following recommendations were given:
1. To address the moderate workload demands perceived by teachers, school
administrators should consider implementing strategies to manage workload and ensure
that teachers are not overburdened.


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2. To maintain the positive morale level of teachers, school administrators should
prioritize respectful relationships in the workplace and ensure that teachers understand
their colleagues' and supervisors' actions and behaviors.
3. To sustain the outstanding performance level of teachers, school administrators should
recognize and reward outstanding teachers and provide opportunities for professional
growth and development.
4. School administrators should consider the positive correlation between workload and
morale and explore ways to leverage this relationship to improve teacher morale.
5. School administrators should recognize the meaningful association between workload
perceptions and teacher performance and take steps to ensure that teachers are not
overwhelmed with workload demands, which could negatively impact their performance.
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Appendix A
Appendix A - Letter to the Author


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Appendix B
Appendix B - Instrument
Instruments are taken from the 2021 Research Article of Mr. Perlito Jomuad entitled
“Teacher’s Workload in realation to burnout and work performance”with Mabelle M.
Antiquina, Eusmel U. Cercos, Joicelyn A. Bacus, Juby Vallejo, Beverly Dionio, Jame
Bazar, Joel Cocolan and Analyn Clarin at Misamis University, Ozamiz City, Philippines.

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NAME (optional): _____________________
I. Workload Questionnaire
Following are some items related to work load. Please rate each question from 1 =
Strongly Disagree to 5= Strongly Agree by encircling the corresponding number.
Please answer these questions as honestly and accurately as possible.
1. Strongly Disagree
2. Somewhat Disagree
3. Not Sure
4. Somewhat Agree
5. Strongly Agree
Workload items:
1: I have things to do which I don’t really have the time and 1 2 3 4 5
energy for.
2: There are too many demands on my time. 1 2 3 4 5
3: I need more hours in the day to do all the things which are 1 2 3 4 5
expected
of me.
4: I can’t ever seem to get caught up. 1 2 3 4 5
5: I don’t ever seem to have any time for myself. 1 2 3 4 5
6: There are times when I cannot meet everyone’s’ 1 2 3 4 5
expectations.
7: Sometimes I feel as if there are not enough hours in the day. 1 2 3 4 5
8: Many times I have to cancel commitments. 1 2 3 4 5
9: I seem to have to overextend myself in order to be able to 1 2 3 4 5
finish
everything I have to do.
10: I seem to have more commitments to overcome than some 1 2 3 4 5
other
women I know.
11: I feel I have to do things hastily and maybe less carefully in 1 2 3 4 5
order to get everything done.
12: I find myself having to prepare priority lists (lists which tell
me 1 2 3 4 5
which things I should do first) to get done all the things I have to
do. Otherwise I forget.
13: I just can’t find the energy in me to do all the things expected 1 2 3 4 5

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of me.
II. Job Stress Questionnaire
How do you perceive your work? Are you exhausted? How capable are you of shaping
your relationship to others? To what degree are you personally fulfilled?
Indicate how frequently the following statements apply to you and add the points
indicated on top of the respective box:
0 = Never
1 = At least a few times a year
2 = At least once a month
3 = Several times a month
4 = Once a week
5 = Several times a week
6 = Every day
Never
Every
day
↓
↓
01 – I feel emotionally exhausted because of my work 0 12 34 56
02 – I feel worn out at the end of a working day
03 – I feel tired as soon as I get up in the morning and see a
new working day stretched out in front of me
04 – I can easily understand the actions of my
colleagues/supervisors
05 – I get the feeling that I treat some clients/colleagues
impersonally, as if they were objects
06 – Working with people the whole day is stressful for me
07 – I deal with other people’s problems successfully
08 – I feel burned out because of my work

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09 – I feel that I influence other people positively through my

work
10 –I have become more callous to people since I have started
doing this job
11 – I’m afraid that my work makes me emotionally harder
12 – I feel full of energy
13 – I feel frustrated by my work
14 – I get the feeling that I work too hard
15 – I’m not really interested in what is going on with many of
my colleagues
16 – Being in direct contact with people at work is too stressful
17 – I find it easy to build a relaxed atmosphere in my
working environment
18 – I feel stimulated when I been working closely with my
colleagues
19 – I have achieved many rewarding objectives in my work
20 – In my work I am very relaxed when dealing with
emotional problems
21 – I have the feeling that my colleagues blame me for some
of their problems
III. Individual Performance Commitment and Review Form (IPCRF).


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Appendix C
Appendix C - Letter to the Superintendent


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Appendix D
Appendix D – Letter to the Supervisor


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CURRICULUM VITAE

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CURRICULUM VITAE
I. PERSONAL DATA
Name: Tricia Mae D. Ocampo

Date of Birth: February 20. 2002
Place of Birth: Angeles City
Height: 5’3
Weight: 45 kg
Civil Status: Single
Nationality: Filipino
Religion: Catholic
Language: English, Tagalog, Kapampangan
II. EDUCATIONAL BACKGROUND:
Tertiary
Bachelor of Elementary Education
S.Y. 2022-2023
Secondary
Senior High School
Alternative Learning System
Porac Pampanga
S.Y. 2018-2019
Junior High School

Angeles City National Trade School
Fil-Am Friendship Highway, Angeles 2009 Pampanga
S.Y. 2017-2018
Primary
Apung Guidang Nepomuceno Elementary School
Cutcut Friendship Highway
S.Y. 2013- 2014

College Department
CURRICULUM VITAE
I. PERSONAL DATA
Name: Nica D. De Guzman

Date of Birth: April 28, 1999
Height: 5’0
Weight: 52 kg
Religion: Catholic
Tertiary
S.Y. 2022-2023
Secondary
Porac, Pampanga
S.Y. 2018-2019
Primary
M. Nepomuceno Elementary School
Angeles City
S.Y. 2009-2010

College Department
CURRICULUM VITAE
I. PERSONAL DATA
Name: Catherine G. Cayanan

Date of Birth: December 16, 1999
Height: 5’3
Weight: 49 kg
Religion: Catholic
Tertiary
S.Y. 2019-2023
Secondary
Gueco Balibago Pampanga
S.Y. 2018-2019
Primary
Sindalan Elementary School
Sindalan City of San Fernando Pampanga
S.Y. 2010-2016

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Relationship of Workload to Teacher’s Morale and Performance

Saint Anthony College of Technology i

Relationship of Workload to Teacher’s Morale and Performance

In Partial Fulfilment of the Requirements

Ocampo, Tricia Mae D.

Saint Anthony College of Technology ii

This thesis entitled “Relationship of Workload to Teacher’s Morale and

Performance” was prepared and submitted by Tricia Mae D. Ocampo, Nica D. De

recommended for approval and acceptance

Saint Anthony College of Technology iii

This thesis entitled “Relationship of Workload to Teacher’s Morale and

Performance” was prepared and submitted by Tricia Mae D. Ocampo, Nica D. De

degree of Bachelor of Elementary Education has been examined and recommended

for acceptance and approval

Approved by the Committee with a grade of () on July 08, 2023.

MA. CRISTINA S. SANTOS MAYLON D. MANALOTO

NERIZA FABIAN BERNARDINO G. GOMEZ

Saint Anthony College of Technology iv

We would like to express our gratitude to the Supervisor of the 15 West

conduct a research study in the said school.

To our respondents, thank you for actively participating during our

research, your participation is such a great help on our part.

Saint Anthony College of Technology v

their guide in making their own study.

Saint Anthony College of Technology vi

Approval Sheet……………………………………………………….………... iii

List of Tables…………………………………………………………………… viii

CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

Review of Related Literature..................................................................... 5

Statement of the Problem........................................................................... 11

Significance of the Study……………………………...……………....… 12

Saint Anthony College of Technology vii

Scope and Delimitation……………………………...……………....…... 13

Definition of Terms ……………………………………………….…...... 13

Research Instrument ……………………………………………..…..…. 15

Data Gathering Procedure………………………………………………… 16

Statistical Treatment of Data……………………………………………… 17

Person Product Moment Correlation Coefficient…………………………. 17

CHAPTER 3: RESULTS AND DISCUSSIONS

Summary of Description on the Workload Perceptions of Teachers……... 19

Summary of Description on the Positive Morale Level of Teachers…….... 23

Summary of Description on the Negative Morale Level of Teachers……... 26

Performance Level of Teachers Based on their IPCRF................................. 30

Relationship between the Workload Perceptions and Morale

Relationship between the Workload Perceptions and Performance

Saint Anthony College of Technology viii

CHAPTER 4: CONCLUSIONS AND RECOMMENDATIONS

A Letter of Request to Adapt the Instrument ……..…………..………. 45

C Letter to the Superintendent to Conduct the Research ……………... 51

D. Letter to the Supervisor to Conduct the Research ………………….. 53

CURRICULUM VITAE ................................................................................... 55

1. Summary of Description on the Workload Perceptions of Teachers……... 19

2. Summary of Description on the Positive Morale Level of Teachers…….... 23

3. Summary of Description on the Negative Morale Level of Teachers……...……... 26

4. Performance Level of Teachers Based on their IPCRF........................................... 30

Saint Anthony College of Technology ix

5. Relationship between the Workload Perceptions and Morale of the

6. Relationship between the Workload Perceptions and Performance of the

Saint Anthony College of Technology x

varies from satisfactory to outstanding. Teachers' performance is also impacted by their

workload. It is highly recommended that all school administrators follow an appropriate

workload allocation to avoid stress.

Keywords: teacher’s workload perception, morale, performance.

Saint Anthony College of Technology 1