1

Chapter i1

INTRODUCTION

Rationale

Due ito ithe iCOVID-19 ioutbreak, ipublic isectors iincluding ielementary ischools

practice iwork-from-home iarrangements ifor itheir iteachers. iCurrently, iit iaffects

i

teachers’ iproductivity iwhen iworking ifrom ihomes idue ito imany ireasons
i

(Waizenegger, iet ial., i2020). iFor iexample, iteachers iare inot iwell itrained ifor ionline
i

teaching iand ithe itechnical ior ianalytical isubjects iand ilaboratory iwork icannot ibe
i

taught ionline ieasily i(Ambikapathy i& iAli, i2020). iAlso, iteachers’ iproductivity iis
i

impacted ias iessential itasks iinvolve iinteraction ibetween iteachers iand istudents
i

during ilearning iand iteaching iactivities. iIt ialso ichallenges ithe iteacher’s iability ito
i

complete iwork ieven iif ithey imust iwork iat ihome. iThen, ia iteacher iwho iworks iat ihome
i

is ialso ilimited iby icommunication ibetween ilecturers iand istudents ias iit iall idepends
i

on ithe iinternet iconnection iand ielectronic idevices iused. iMoreover, iteacher

i

productivity iduring iCOVID-19 ipandemic iis ihardly iachieved ibecause ithe

i

organizations irarely iinvest iin ieffective icommunication iplatforms iand iupskill

i

employees ito iadopt inew itechnologies ibetter i(Adams-Prassl, iet ial., i2020).
i

Meanwhile, iteachers’ iproductivity iis ian iindicator iof itheir iefficiency ieven iin ithe

observation iof iwork-from-home iarrangements. iIn iactual iterms, iproductivity iis ian
i

aspect ithat idirectly iaffects ithe iperformance iof ithe iorganization. iNowadays,
i

although icountries iare iundergoing ia iCOVID-19 ioutbreak, iteachers’ iproductivity

i

needs ito icontinue ito iform ia inew iera iparadigm. iRecent iCOVID-19 ipandemic ihas
i

transformed ithe iworking iculture ito ia inew inormal, irequiring ia idrastic ishift ito ithe iway
i

teachers icommunicate iand ifunction iin ithe ioffice ithat icould ipotentially iaffect
i
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productivity. iThus, ieven ithough icountry iis iexperiencing ia iCOVID i19 ioutbreak, iit
i

needs ito icontinue iworking iproductivity ias ian ioutput ifor ithe iperformance i(Griffin i&
i

Denholm, i2020). i
i

Work-from-home iis icurrently iknown ias ian ialternative iworking ito iminimize

the irisk iof iCOVID-19 iinfection. iHowever, iWFH iis inot inew iand ihas ibeen ibrought ito
i

the iattention iof iseveral ischools iof ithought ifor imany iyears. iThe iWFH iconcept iwas
i

initially imentioned iby iNilles i(1988) idating iback ito i1973, iknown ias i“telecommuting”
i

or i“telework”. iWFH ihas ibeen idefined iin ivarious iterms iover ithe ifour idecades,
i

namely iremote iwork, iflexible iworkplace, itelework, itelecommuting, ie–working.

i

These iterms irefer ito ithe iability iof iemployees ito iwork iin iflexible iworkplaces,
i

especially iat ihome, iby iusing itechnology iexecute iwork iduties. iThere iwas ia idefinition
i

of itelecommuting ias i“an ialternative iwork iarrangement iin iwhich iemployees iperform
i

tasks ielsewhere ithat iare inormally idone iin iprimary ior icentral iworkplaces, ifor iat ileast
i

some iportion iof itheir iwork ischedule, iusing ielectronic imedia ito iinteract iwith iothers
i

inside iand ioutside ithe iorganization,” inotably, ithey iindicated ithat i“elsewhere” irefers
i

to i“home” i(Grant iet ial. i2019).

i

Furthermore, iwork-from-home i(WFH) iis idefined ias ia isituation iof ithe iworking

environment iwhen iemployees iare itransforming ifrom iphysical iappearance ito ia istate
i

of imind iusing ilaptop iand itechnology iin icompleting itheir ijobs. iIt iis ialso ireferred ias
i

the iideas iof iworkers ithat ido inot ineed ito ipresent ito itheir iworking iplace. iThe
i

advancement iof iinformation itechnology ihas imade iWFH ias ian ieffective iand
i

convenient imethod ito iproduce ia iproductive iworking ienvironment iwithout iattending

i

to iphysical ijob iplace. iGenerally, iwork ifrom ihome ican iprovide iadvantages iand
i

disadvantages ito ithe iworkers iespecially iduring ia isevere ipandemic isituation

i

(Shareena i& iMahammad iShahid, i2020).

i
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As ia isubstitute iof iworking iarrangements, iemployees’ iwork iproductivity

during iWFH iis istill iquestioned iby imany iinstitutions, iespecially iorganizations iwhich
i

apply iWFH ilargely ifor ithe ifirst itime. iMany istudies ihave iclarified ithat iWFH iprovides
i

benefits ifor iorganization iand iemployees. iUnfortunately, iit iis istill idifficult ito iapply ifor
i

some iorganizations. iThey ineed ito iestimate iWFH iproductivity iand iscrutinize ithe
i

influential idrivers, iwhich iwere iexplained iin imany istudies. iWorking ihour iis ione iof
i

influential idrivers. iDoing iWFH iwith iless ithan i18 iworking ihours iper iweek ihas ia
i

bigger ipositive iimpact ion iproductivity icompared ito ifull-time iworking ihours
i

(Kazekami, i2018). iSupervisor’s itrust iand isupport, ireduced icommunication iwith ico-
i

workers, ithe ipossibility ito itake icare iof ifamily, iand ithe iavailability iof ithe iworking

facility iat ihome iwere ifound ito ibe ithe iinfluential idrivers ifor iWFH iproductivity
i

(Nakrošienė iet ial., i2019).

i

Measuring ieffective iWFH iproductivity iof iemployees iis iimportant ito ievaluate

the ibenefits iand icosts iof ivirus icontrol ipolicies iand ito iarticulate ioptimal ireopening
i

strategies. iWork-from-home iexperience imay ichange ioccupational iperspectives ion

i

working ifrom ihome iitself. iIt ineeds ibetter iunderstanding iabout ioccupational iand
i

individual icharacteristics iassociated iwith iwork-from-home ieffectiveness iand ibetter

i

designation iof ioccupational igroups iand iindividuals ifor iworking i(or inot iworking) ifrom
i

home i(Kramer i& iKramer, i2020). iThe iproportion iof ithe ijobs iwhich icould ibe
i

conducted ifrom ihome iis ian iimportant iinput ito iestimate ithe ieconomic iperformance
i

during isocial idistancing iperiod. iIndividual iproductivity iof ithe iworkers imay idiffer
i

substantially iwhen ithe iwork iprocess iwas idone iat ihome iinstead iof itraditional
i

workplaces i(Dingel i& iNeilman, i2020).

i

Meanwhile, iWFH iproductivity ibecomes ia icritical iissue iin imacro iand imicro-

economic iviewpoints. iWFH ihas imany iadvantages iwhen iit iis icompared ito itraditional
 4

work iarrangement i(e.g., ishorter ibreaks, iless itime ioff, ifewer isick idays, ireduced
i

carbon iemissions). iHowever, iWFH ialso ihas iseveral ibarriers isuch ias ijob iposition,
i

gender, iincome ilevels, idiffering iskill, iand ispace irequirement i(Bakker iet ial., i2019).
i

In ifact, ia iqualitative istudy iwith iin-depth iinterview iinvolving iteachers iat

elementary
i i schools i in i Indonesia i revealed i that i WFH i provides i several

disadvantages iand iadvantages. iThe iadvantages iof iWFH iare i(1) imore iflexibility iin
i

completing iwork, i(2) imore iflexibility iin ifollowing ioffice ihours, i(3) imore iefficiency iin
i

spending imoney ifor icommuting, i(4) imore ilife isatisfaction ibecause iteachers ican
i

avoid itraffic ijam-related istress, iand i(5) imore ifree itime ifor iserving ipersonal ilife ior
i

family. iThe idisadvantages iof iWFH iare i(1) iself-management–it iis inot ieasy ito
i

maintain iwork imotivation iwithout idirect iinteraction iwith iorganizational isupports, i(2)
i

the iincrease iof ielectricity iand iinternet ibill, iand i(3) idata isecurity irelated iissues
i

(Purwanto iet ial., i2020).

i

In iaddition, iresearch irevealed ithat iwork-from-home iemployees iare ienjoying

higher ilevels iof iwork-life ibalance, iwhich iin iturn iimpacted ipositive iproductivity. iThis
i

can iguide ia igood iand ihappy ifamily ienvironment iamong iemployees iand itheir ifamily
i

members. iIt iwas ifurther irevealed ithat ifew inegative iimplications iwere ifound iout
i

such ias ireducing isocial icontact iand ieffective iinteraction iwith iothers idue ito
i

loneliness. iFurthermore, iemployee’s iself i- iesteem ialso iimpacted ibadly idue ito iwork
i

from ihome ibecause ithey ido inot ifeel iprofessional iway iwhen iworking ifrom ihome. iIn
i

addition, iemployees ifeel ithat ithey iwork ifor ilonger ihours iif ithey iWFH icompared ito
i

physical ijobs. iThis icaused iproblems iin ipeople’s ifamily irelationships. iHowever, ithey
i

found ifew iadvantages ifrom iWFH ithroughout itheir istudy isuch ias iemployees ifeel
i

that ithey ihad imore ipersonal itime iwith ifamily iand ichildren iwhen iworking ifrom ihome
i

(Go, i2018).
i
 5

By iworking iat ihome ipeople ican isave itheir iprecious itime iwhich ithey inormally

spend iin igoing ito ithe iworkplace iand ireturn ito ihome ifrom ithe iworkplace. iIn iaddition
i

to ithis ithey ican isave imany ihidden icosts iassociated ilike icosts iof icommuting, icar
i

wear iand itear, ifuel, iroad itaxes, iparking ias iwell ias iindirect icosts isuch ias iexpensive
i

professional iwardrobes iand ithe idry-cleaning iof ithose. iOften, ithey ican ialso isave ion
i

older ichildren’s icare iarrangements ialthough ifor iyounger ichildren iit iis ihighly
i

unadvisable ito iforgo ithe ichildcare iarrangement iand itry ito ibalance iclose icare iand
i

supervision iwith ithe idemands iof ithe ijob i(Unni i& iRani, i2019).
i

Moreover, ithe ieducation isystem ithough iworking ifrom ihome ielevates ithe

teachers’ iproductivity iand icreativity, ii.e., iit iwill itake ia igreat ideal iof icreative ieffort ito
i

bring iout ithe imost icreative ithinking iin ithe iclasses. iTeaching itechniques iand
i

strategies icontinue ito ievolve. iThe irole iof ia iteacher ihas ichanged ias iwell, ifrom
i

someone iwho iconveys iinformation ito isomeone iwho ifacilitates istudent ilearning iin ia
i

variety iof iways. iNew itechnologies ihave ialso iimpacted iteaching iand ilearning
i

approaches. iEngaging istudents iin itheir iown ilearning ican itake imany idifferent iforms
i

and isome iof ithe imost ieffective iteachers iemploy ia ivariety iof itechniques iand
i

strategies i(Aithal i& iAithal, i2018).

i

Work-from-home iarrangements iare iadvantageous ito ithe iproductivity iof

teachers idue ito ithe ifollowing imajor ireasons. iFirst, iit ireduces ithe iworking itime.
i

Working itime iinclude itimes ilike icommuting, iwaiting ietc., ialong iwith iworking iin ia
i

situated ioffice. iWorking ifrom ihome iwill ireduce ithe iworking ihours, ithus imaintains
i

balance iin idemand i& isupply iof ilabor imarket iand iit ialso iwill ireduce ithe iwork iweek,
i

vacation itime, iand iearlier iretirement. iSecond, iconfident iwork iwithout isupervision.
i

Teachers iworking ifrom ihome ican iplan itheir iwork iwell iin iadvance. iThey iare ithe isole
i

supervisors ifor ithemselves ifor ithe iwork icarried iout iby ithem; ihence, ithey ican icarry
i
 6

out itheir iwork iwithout ibeing idisturbed iby iothers. iLastly, ifamily iand ihealth icare.
i

Working iin ia ifamily ienvironment iis ifruit ibearing iand ihealthy ialso. iWhile iworking iin
i

home, iteachers ifeel iconvenience iand ican iwork iin ia ifriendly ienvironment iwith ifamily
i

members. iWhen iemployees iwork ifrom ihome, ithey ihave imore iflexibility iin iterms iof
i

managing itheir itime ithus igetting imore iconvenient iworking ienvironment. iMoreover,
i

when ithey iwork ifrom ihome, ithey ihave ibetter iwork-life ibalance iand ihence ican ibe
i

healthier i(Reshma, iet ial., i2017).

i

Conversely, ithe idrawbacks iof iWFH iproductivity, iinclude ithe iblurred iline

between iwork iand ifamily, idistractions, isocial iisolation, iemployees ibearing ithe icosts
i

related ito iWFH. iAccordingly, ithere iare icertain idrawbacks iof iWFH, isuch ias
i

employees iworking iat ihome imust ipay ifor ielectricity iand ithe iinternet icosts
i

themselves. iIt iwas ifurther ifound ithat iworkers iwere iisolated ifrom itheir icoworkers,
i

and imanagers iconcerned iabout ireductions iin iproductivity iwhile iworking ifrom
i

home. iMoreover, ithe irelationship ibetween icoworkers icould ialso ibe iharmed.
i

Employees imight ibe idistracted iby ithe ipresence iof iyoung ichildren ior ifamily
i

members iwhile iworking iat ihome ialong iwith iblurred iboundaries ibetween iwork iand
i

family ilife ilead ito ioverwork. iIn ia isimilar ivein, ithe imanagement iof iboundaries
i

between iwork iand ifamily iof iremote iworkers irevealed ithat iWFH irelates ito ithe
i

inability iof iremote iworkers ito idisengage ifrom iwork i(Eddleston i& iMulki, i2017).
i

Apparently, iemotional idifficulties ihave ilong ibeen irecognized ias ione iof ithe

prevalent icontributor ifactors ito iemployees’ iwork-from-home iproductivity, ieither

i

positively ior inegatively. iWork-from-home iproductivity iis ithe iobservable ibehavior

i

that iemployees ido iin itheir iwork ithat iare irelevant ito ithe igoals iof ian iorganization.
i

Work-from-home iproductivity iof iemployees iis iof ithe imost icritical isubject ifor
i

organizational ioutcomes iand isuccess. iThere iare ivarious idefinitions iof iwork-from-
i
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home iproductivity. iIt ican ibe ian iactivity iin iwhich ian iemployee iis iable ito isuccessfully

accomplish ia igiven itask isubject ito ithe inormal iconstrains iof ireasonable iutilization iof
i

the iavailable iresources. iIt ican ialso ibe iviewed ias ithe iaggregated ivalue ito ithe
i

organization iof ithe idiscrete ibehavioral iepisodes ithat ian iindividual iperforms iover ian
i

established iperiod iof itime. iIt ican ialso ibe iassociated iwith ithe iquantity iand iquality iof
i

output, itimeliness iof ioutput, iattendance iat iwork, iefficiency iand ieffectiveness iof ithe
i

work icompleted i(Kappagoda, i2018). i

i

The icoronavirus idisease iof i2019 i(COVID-19) iepidemic ihad ian iabrupt iand

absolute iimpact ion iacademic ilife. iSoon iafter iits isudden iappearance iaround ithe
i

world, ithe ipandemic icaused ialmost iall iuniversities iin ithe iworld ito itemporarily ishut
i

their idoors iand isend iall istudents, ifaculty, iand istaff ihome ito iwork. iThe iemotional
i

difficulties ibrought iby ithe ipandemic idetrimentally iaffected ithe iworking-from-home

i

(WFH) iproductivity iamong ielementary iteachers ias ithey idramatically ialter itheir iwork
i

methods, ischedules, iand iresponsibilities. iThe iunusual icircumstances ithat iCOVID-

i

19’s irapid ispread icreated iprovides ia iunique iopportunity ito istudy ithe irole ithat

information isystems iplay iin isupporting ipeople ithrough ithis ipandemic iand ibeyond.
i

Topics iworth istudying iinclude ithe ipandemic’s iimpacts ion ijobs i(including ijob iloss,
i

job ichanges, iand ijob ioutcomes), ion ihome ilife i(including ihome-life ichanges, ieffects
i

on ichildren, isocial ilife, iand ilife-related ioutcomes), iand iin idifferent icontexts,
i

population igroups, iand icountries i(Venkatesh, i2020). i

i

Moreover, ithe iemotional idifficulties itowards ithe isource iof istress ifelt iby

teachers iare ia imanifestation iof iwork istress. iResearchers idefine istress ias ia
i

physical, imental, ior iemotional iresponse ito ievents ithat icause ipressure ion ithe ibody
i

or imentally. iFor iteachers, istress iis idefined ias ia iresponse ito ithe inegative ieffects iof
i

work ias ia iteacher. iResearch istudies ihave iproved ithat ithese iemotional idifficulties
i
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negatively iaffect ithe iwork-from-home iproductivity iof ielementary iteachers. iWork

i

stress iis ia icondition iof ithe isubjective iunderstanding iof ithe iindividual ican ibe ia iform
i

of iinteraction ibetween ithe iindividual iand ithe iwork ienvironment ithat ican ithreaten
i

and iput ipressure ion ithe ipsychological, iphysiological, iand iindividual iattitudes. iWork
i

stress ican icause inegative iimpact ion ihealth isuch ias idigestive idisorders, icirculatory
i

disorders, iand ipsychosocial idisorder imake idecline iin iwork iproductivity

i

(Kusumaningtiar i& iAnggraini, i2020).

i

Based ion iresearch iconducted, ielementary ischool iteachers iexperience

emotional idifficulties ithat idirectly iaffect itheir iwork-from-home iproductivity iduring

i

the ipandemic ias itriggered iby iseveral ithings, inamely ifinancial idecline, iadapting ito
i

new itechnology iand ipolicies, iincreasing iworkload ibecause ithey ireceive imore
i

questions ifrom istudents ieven ioutside iclass ihours iduring idistance ilearning, iand
i

some iplay ia irole idouble iwhen ithey ihave ito icomplete ihousehold ichores iand iteach
i

at ialmost ithe isame itime ievery iday. iWork ipressure iaffect ia iperson's iemotions iwhich
i

can ilead ito idisturbances iin ithe ilevel iof iemotional iintelligence iwhich iis iinfluenced iby
i

environmental ipressures i(Indra, iet ial., i2021).

i

In iaddition, ithe iaccessible iliterature icontains idifferent icurrent istudies ion ihow

work-related iemotional idifficulties ipredicted iwork-from-home iproductivity, iboth iin

i

the icontext iof iorganizations iin igeneral iand iin ithe icontext iof ischool. iYunarti iet ial.,
i

(2020) iexamined ithe iwork-related iemotional idifficulties iof iteachers iworking iin
i

primary ischools iof iSouthern iPapua iand ihow iit ipredicts iteachers’ iwork-from-home
i

productivity. iEmploying iincidental isampling, ia itotal iof i1062 iprimary ischool iteachers
i

were iselected ias isamples. iDerivative idata iwere istatistically iexamined. iUsing
i

simple ilinear iregression ias ithe itool ifor idata ianalyzing, ithe istudy iconcluded ithat
i

work-from-home iproductivity iof iteachers iworking iin ithe iprimary ischools iof
i
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Southern iPapua iwas isignificant inegatively ipredicted iby iteachers’ iwork-related

i

emotional idifficulties. i
i

Also, iGharib iet ial. i(2017) iexamined ithe ijob iemotional idifficulties iof iteachers

working iat iDhofar iUniversity iin iSultanate iof iOman iand ihow iit iimpacts ion iwork-from-
i

home iproductivity. iUsing i102 istructured iquestionnaire ias ithe itool ifor icollecting

data, ithe istudy iconcluded ithat iworkload ias ithe isource iof iemotional idifficulties
i

among iacademic istaff iworking iat iDhofar iUniversity iin ithe iSultanate iof iOman iimpact
i

positively ion iwork-from-home iproductivity. iWhereas ithe irole iof iconflict iamong
i

academic istaff iworking iat iDhofar iUniversity iin ithe iSultanate iof iOman ieffect
i

negatively ion iwork-from-home iproductivity. i

i

Meanwhile iDankade iet ial. i(2017) ianalyzed iemotional idifficulties iamong

vocational isecondary ischool iteachers iof iNortheast, iNigeria iand ihow iit iaffects itheir
i

work-from-home iproductivity. iUsing isimple irandom isampling, ia itotal iof i160

i

teachers ifrom i18 ivocational isecondary ischools iof iNortheast, iNigeria, iwere
i

selected ias isamples. iThe istudy ishowed ithat imost iteachers iworking iin ivocational
i

secondary ischools iof iNortheast iNigeria ifaced ia ithoughtful iemotional idifficulty

i

mainly ibecause iof iwork-overload, ilarger iclass isize, iand ipoor istudents’ imotivation
i

and idiscipline. iThese idifficulties ilead ito ipoor iwork-from-home iproductivity iof
i

teachers iworking iin ivocational isecondary ischools iof iNortheast iNigeria. iAt ithe iend
i

of ithe istudy ithe iresearchers irecommended ithe ineed ifor iemploying ithe ibetter
i

qualified istaff iand iproviding ithe imore iclassrooms. i

i

Furthermore, iHamid iet ial. i(2018) iconducted ia istudy idealing iwith iwork-

related iemotional idifficulties iand iits iprospective iinfluence ion iwork iwork-from-home

productivity iof iSwaziland iteachers. iUsing i377 ivalid idata, ithe istudy ifound ithat imost
i

of ithe iteachers iworking iat ithe igovernment ischool iof iSwaziland ieducation isystem
i
 10

experienced iwork-related iemotional idifficulties idue ito ithat iof iunfair ipromotion iand
i

personal igrowth, ijob idissatisfaction, ijob icontrol iand ijob iretention. iAt ithe iend iof ithe
i

study, iresearchers irecommended ithe ineed ifor iSwaziland iDepartment iof iEducation
i

to iminimize ithe ifeeling iof iemotional idifficulties iin iorder ithat ihigh iwork-from-home
i

productivity iof iteachers iworking iin ithe iSwaziland ieducation isystem iis iadequately
i

promoted. i
i

Additionally, iAnandasayanan i(2018) iconducted ia istudy iexamining ithe ieffect

of iwork-related iemotional idifficulties iof iteachers iwith ispecial ireference ito iJaffna
i

district ischools iand iits ieventual iimpact ion itheir iwork-from-home iproductivity. iUsing
i

a itotal iof i150 iteachers i(28 iunmarried iand i122 imarried) ias isamples, ithe istudy ifound
i

that iteachers iunder iemotional idifficulties icannot iperform iwell idue ito ithat iof ithe
i

decrease iof iteachers’ imotivation iand ithe iincrease iof iteachers’ iabsenteeism.
i

Researchers ithen irecommended ia ineed ifor ireducing iteacher iabsenteeism iand

i

enhancing iteacher imotivation. i

i

On ithe iother ihand, ione iof ithe iprotective ifactors ifor iteachers’ iwork-from-

home iproductivity iare ithe isocial iinfluences. iExperts idefine isocial iinfluences ias ia

feeling iof icomfort, iappreciation, iattention, ior ihelp ithat ia iperson igets ifrom ianother
i

person ior igroup. iMeanwhile, isocial isupport iis ia ifunction iof isocial ities, iand ithese
i

social ities idescribe ithe igeneral iquality ilevel iof iinterpersonal irelationships. iBonds
i

and ifriendships iwith iothers iare iconsidered ito ibe ithe iemotionally isatisfying iaspects
i

of ian iindividual's ilife i(Novitasari, i& iAsbari, i2020).

i

Moreover, iit ihas ibeen iargued ithat isocial iinfluences ihave ia irelationship iwith

work-from-home iproductivity iand ithat ithey icome ifrom ithe iworkplace, ifamily,
i

married icouples, iand ifriends iin ithe isurrounding ienvironment. iBased ion iinterviews
i

with iseveral iteachers, iit ican ibe iconcluded ithat isupport ifrom ithe ifamily i(parents,
i
 11

spouses, ichildren) iprovides ipositive iencouragement ifor ihim. iAlso, isocial isupport
i

can ibe iclassified ibased ion istructural iaspects iand ifunctional iaspects. iStructural
i

aspects iinclude iliving iarrangements, ifrequency iof irelationships, iand iparticipation iin
i

social iactivities. iFunctional iaspects iinclude iemotional isupport, iencouragement ito

i

express ifeelings, igiving iadvice ior iinformation, iand imaterial isupport i(Mishra, i2020).
i

Meanwhile, ithis istudy iis ianchored ion ithe iunderpinnings iof ithe itheory iof

organizational ibehavior iby iUhl-Bien iet ial., i(2020) ias ithe imain itheoretical
i

foundation. iIt imainly iposits ithat iWFH iproductivity iis iviewed ias ia ibehavior iin ithe
i

organization. iAs ia ibehavior, iwork iproductivity iof iemployees iduring iWFH iis
i

influenced iby ivarious ifactors. iThose ifactors iinclude ipersonal iemotional idifficulties
i

and isocial iinfluences. iWFH iproductivity ican ibe iinfluenced idirectly iby ithe iindividual
i

antecedent iof iteachers. iAlso, igroup iand iorganizational iantecedents iinfluence

i

either idirectly ior iindirectly iWFH iproductivity. iThis itheory ibasically iestablishes ithe
i

assumed iinterrelationship ibetween iand iamong iemotional idifficulties, isocial

i

influences, iand ithe iWFH iproductivity.

i

In isupport ito ithis itheory, iAkbar iet ial. i(2020) ialso iexplored iin itheir iarticle

Working ifrom iHome iPhenomenon ias ian iEffort ito iPrevent iCovid-19 iAttacks iand iIts
i

Impacts ion iWork iProductivity ithe iinfluence iof iemotional idifficulties iand ithe isocial
i

influences ion ithe iwork-from-home iproductivity iof ithe iemployees. iThey iclaimed ithat
i

working ifrom ihome iis inot ia ifully iacceptable ipractice ifor iall iorganizations ias isome
i

parts iof ithe ibusiness iare inot isuitable ito ibe iperformed ifrom ihome iand iit idecreases
i

the iproductivity iof ithe iemployees. iAlso, iKazekami i(2020) istudied iin ihis iarticle
i

Mechanisms ito iImprove iLabor iProductivity iby iPerforming iTelework ithe iemotional
i

and isocial iinfluences ihaving ian iimpact ion iproductivity iof ithe iemployees iworking
i

from ihome. iSeveral ifactors iare iexamined iin iparticular: ithe istress iof ibalancing iwork
i
 12

and idomestic ichores, ilife isatisfaction, iwork isatisfaction iand idecreasing itime ispent
i

on icommuting iduring irush ihours. iShe ifurther iclaimed ithat iteleworking iincreases ilife
i

satisfaction iand iwork isatisfaction; ihowever, iwhile ilife isatisfaction iimproves ilabor
i

productivity, iwork isatisfaction idoes inot ihave ian iinfluence ion iproductivity iof ithe
i

employees. i
i

In iaddition, iAlghaithi i(2020) ialso iinvestigated ithe idrawbacks iof ithe iworking

from ihome iin iterms iof ithe iproductivity iof ithe iemployees iin ihis iarticle i“Improving
i

Remote iEmployees’ iOrganisational iProductivity i– iPractical iGuidelines ifor

i

Identifying iand iManaging iBottlenecks iin iToday’s iWorld”. iAccording ito ithe iarticle,
i

lack iof iemotional idifficulties iand inegative isocial iinfluences ican iincrease ithe
i

working ifrom ihome iproductivity, iespecially iif itheir iorganizations ioffer ithem ithe
i

necessary isupport, isuch ias ienhanced icommunication iand ithe iprovision iof isupport
i

services. iIt iis iclaimed ithat ithe iproductivity iis imainly ia iresult iof ithe iwork-life ibalance
i

of ithe iemployees iand iflexibility iof ithe iwork ihours. iHowever, ihe ialso iclaimed ithat
i

there iare idrawbacks iof iworking ifrom ihome. iThese idrawbacks iare iconcerned iwith
i

the inature iof ian iorganization, ithe ipersonality iof ian iemployee, ifamily idemands.
i

This iset iof iinterconnected itheories iwas ichosen ito iprovide ithe itheoretical

background iof ithis istudy. iTheir ipostulations istrengthen ithe iphilosophical

i

underpinnings iof ithis iresearch istudy. iIt imeans ithat ithe iempirical idata iand iresults
i

that iwill ibe igenerated ifrom ithis istudy iare ianchored ion ia isolid iground.
i

Consequently, ithis imakes ithis iresearch iendeavor imore ischolarly iand iacademic. i
i

As ito ithe iconceptual iframework iof ithis istudy, ithe ifirst iindependent ivariable iof

this istudy iis ithe iemotional idifficulties iwith ithree iindicators iwhich iare idepression,
i

anxiety, iand istress ias iproposed iby iLovibond i& iLovibond i(1995). iDepression irefers
i

to ithe icommon iand iserious imedical iillness ithat inegatively iaffects ihow iyou ifeel, ithe
i
 13

way iyou ithink iand ihow iyou iact. iAnxiety irefers ito ithe ifeeling iof iworry, inervousness,
i

or iunease, itypically iabout ian iimminent ievent ior isomething iwith ian iuncertain
i

outcome. iStress irefers ito ithe istate iof imental ior iemotional istrain ior itension iresulting
i

from iadverse ior ivery idemanding icircumstances.

i

On ithe iother ihand, ithe isecond iindependent ivariable iof ithis istudy iis ithe

societal iinfluences iwith ifive iindicators inamely isocial idistance, isocial ianxiety, isocial
i

desirability, isocial iinformation, iand isocial iadaptation ias iproposed iby iLi, iet ial.
i

(2020). iSocial idistance irefers ito ithe ipractice iof istaying ihome iand iaway ifrom iothers
i

as imuch ias ipossible ito ihelp iprevent ispread iof iCOVID-19. iSocial ianxiety irefers ito
i

the iintense, ipersistent ifear iof ibeing iwatched iand ijudged iby iothers. iSocial
i

desirability irefers ito ithe itendency ito irespond ito iself-report iitems iin ia iway ithat
i

makes ithe irespondent ilook igood, irather ithan ito irespond iin ian iaccurate iand itruthful
i

manner. iSocial iinformation irefers ito ithe itendency iof iparticipants ito iacquire
i

information iabout iCOVID-19. iSocial iadaptation irefers ito ithe iawareness iof ipeople
i

about ithe iprogress iof ipandemic ioverseas.

i

Lastly, ithe idependent ivariable iof ithis istudy iis ithe iwork-from-home

productivity iwith ifour iindicators inamely iequipment iand itools, iworking irelationships,
i

management icommunication, ipersonal iwell-being ias iproposed iby iCleave i(2022).

i

Equipment iand itools irefer ito ian iitem ior iset iof iitems iused ito iachieve ithe igoal iof iWFH
i

arrangements. iWorking irelationships irefer ito ithe irelationship iwith icolleagues

i

including
i i the i superiors i in i the i organizational i structure. i Management

communication irefers ito ithe ifunction ithat ienables imanagers ito icommunicate
i

effectively iwith itheir iteams, ibuild istronger irelationships, iimprove iemployees'

i

experience iand iwellbeing, iand icontinuously idrive iemployees' isuccess iin ithe
i

workplace. iPersonal iwell-being irefers ito ithe idimension iwhich iwe idefine ias ihow
i
 14

satisfied iwe iare iwith iour ilives, iour isense ithat iwhat iwe ido iin ilife iis iworthwhile, iour
i

day-to-day iemotional iexperiences i(happiness iand ianxiety) iand iour iwider imental
i

wellbeing. i
i

Existing istudies ishow ithe iimpact iof iboth ithe iemotional idifficulties i(Jones i&

Kessler, i2020) iand ithe isocietal iinfluences i(Taylor i& iFrechette, i2022) ito ithe iwork-
i

from-home iproductivity iof ielementary iteachers iin ithe inew inormal isystem ibecause

of ithe iCOVID-19 ipandemic. iHowever, ito ithe ibest iknowledge iof ithe iresearcher,
i

there ihas ibeen ino iresearch ipublished iyet iin iTagum iCity iDivision ithat istudied ithe
i

relationship ibetween ithe iemotional idifficulties iand ithe isocietal iinfluences ion ithe
i

work-from-home iproductivity iof ielementary iteachers; ithus, iestablishing ithe

i

research igap iof ithe istudy. iBased ion ithe iscenarios imentioned iabove, ithe
i

researcher idesired ito iconduct ia istudy iexploring ithe isaid ivariables, ihence ithe
i

urgency ito iconduct ithe istudy. iMoreover, ithis istudy iis iexpected ito icontribute ito ithe
i

current iliterature, iand iespecially iin ithe ieducation iindustry icontext.

i

Apparently, ithis istudy iaimed ito idetermine iif ithe iemotional idifficulties iand ithe

societal iinfluences isignificantly ipredict ithe iwork-from-home iproductivity iof

i

elementary ischool iteachers iduring ithe iCOVID-19 ipandemic. iSpecifically, iit iseeks
i

(1) ito idescribe ithe ilevel iof iemotional idifficulties iin iterms iof idepression, ianxiety, iand
i

stress; i(2) ito idescribe ithe ilevel iof isocietal iinfluences iin iterms iof isocial idistance,
i

i social ianxiety, isocial idesirability, isocial iinformation, iand isocial iadaptation; i(3) ito

describe ithe ilevel iof iwork-from-home iproductivity iin iterms iof iequipment iand itools,
i

i working irelationships, imanagement icommunication, iand ipersonal iwell-being; i(4) ito

determine ithe irelationship ibetween ithe iemotional idifficulties iand ithe iwork-from-
i

home iproductivity iamong ielementary ischool iteachers iduring ithe iCOVID-19

pandemic, iand ithe isocietal iinfluences iand ithe iwork-from-home iproductivity iamong
i
 15

elementary ischool iteachers iduring ithe iCOVID-19 ipandemic; iand i(5) ito idetermine iif
i

the iemotional idifficulties iand ithe isocietal iinfluences isignificantly ipredict ithe iwork-
i

from-home iproductivity iamong ielementary ischool iteachers iduring ithe iCOVID-19

pandemic.
i

The iresearcher iproves ithat ithe iresults iof ithis istudy ihave isocial ivalue ias ithey

are ibeneficial ito imajority iof ithe istakeholders iin ithe iacademe. iIn ia iway ior itwo, ithe
i

findings iof ithis iresearch ican iprovide ihelpful iinputs iin ithe iimprovement iof itheir
i

respective iroles ito icontribute ito ithe iefficiency iand ieffectiveness iof ithe iacademic
i

operations iof ielementary ischools. iThis istudy iis ideemed iimportant ifor ithe
i

determination iof iexisting iproblems irelated ito ithe itopic iat ihand iand ifurther idiscover
i

possible isolutions ito iaddress ithem i(Bennett iet ial., i2018). i

i

Meanwhile, ithe ibeneficiaries iof ithis istudy iare ithe ifollowing. iFirst, ifor ithe

teachers, ithey iwould iemulate ithe iindicators iof ia ihigh-quality iWFH iproductivity
i

amidst ithe inew inormal isystem ito iprovide ieducational iservices iat ipar iwith ithe i21st
i

century idemands. iBy idoing iit, idelivery iof iinstruction ibecomes imore iefficient iin
i

achieving ithe itargeted iideal, ichild-friendly, iand iconducive iteaching-learning

i

process iregardless iof ithe ilearning imodality. iOther ibeneficiaries iare ithe
i

administrators iwho iwould ibe iable ito iaddress ithe ineed inot ionly ithe iproblems
i

regarding ithe iemotional idifficulties iof ithe iteachers ibut ialso ithe isocial iinfluences ithat
i

can iaffect ithe iteachers’ iWFH iproductivity. iLastly, iother iresearchers iwould ialso
i

open itheir iminds ito iexplore ithe irelevance iof ithis istudy iand iwould ibe imore iinspired
i

with itheir iinvestigations irelated ito ithis istudy. iThey ican ifurther iinvestigate ion iother
i

indicators iand irespondents iwith ithe isame ivariables iat ihand.

i
 16

Chapter i2

METHOD

Research iRespondents

The irespondents iof ithis istudy iwere ionly ielementary ischool iteachers ifrom

selected ipublic ielementary ischools iin iTagum iCity iDivision ifor ithe ischool iyear i2021-
i

2022. iInclusion icriteria ifor ithe irespondents iincluded: i(1) ishould ibe ipublic

elementary ischool iteachers iof iregular ipermanent istatus; i(2) ishould ihave
i

experience iin idistance ieducation ifor iat ileast ione ischool iyear; i(3) ishould ihave
i

teaching ipositions ifrom iTeacher iI-III ionly. iOn ithe iother ihand, iexclusion icriteria
i

include ischool iheads, imaster iteachers, iand idivision ipersonnel. iThe irespondents
i

could iwithdraw ianytime iif ithey ifeel ithreatened iwith ithe iconduct iof ithe istudy. iThe
i

study iemployed irandom isampling imethod iwhere ieveryone iis ichosen iby ichance
i

and ieach iteacher ihas iequal iopportunity ito ibe iincluded iin ithe isample i(Salaria,
i

2017). iSince iit iis iimpossible iand iimpractical ito isurvey ievery imember iof ithe
i

population, ithe iSlovin’s iformula iwas iused ito iget ia isample ithat imost irepresented ithe
i

population ibeing istudied. iA itotal iof i300 it0 i350 iwere iconsidered ias irespondents.
i

This istudy iwas iconducted iin iselected ipublic ielementary ischools iwithin

Tagum iCity iDivision. iAnchored ion iDepEd iorder ino. i50, is. i2002 i(the iestablishment
i

of iinterim icity ischools idivision ithroughout ithe icountry) iissued iby iSec. iEdilberto iC.
i

De iJesus, ithe iDivision iof iTagum iCity iwas iestablished ion iMay i22, i2003 ithrough ithe
i

initiative iof ithe ilocal iofficials iof iTagum iCity iand iCong. iArrel iR. iOlaño iwho
i

sponsored iHouse iBill i5353, ian iact iamending iRA i8472, iotherwise iknown ias i“the
i

charter iof ithe icity iof iTagum” iincorporating ithe iprovision iof icity ischools idivision.
i

Tagum iCity iis ia ifirst-class icity iand ithe icapital iof iDavao idel iNorte, iPhilippines.
i
 17

According ito ithe i2015 icensus, iit ihas ia ipopulation iof i259,444 ipeople imaking iit ithe
i

most ipopulous icomponent icity iin iMindanao. iIt iis ione iof ithe itopmost ilivable icities iin
i

the iPhilippines iand iwas ione iof ithe ifinalists iin iMost iChild iFriendly iCity iin ithe
i

Philippines i– iComponent iCategory ialong iwith iLaoag, iand iTalisay, iCebu. iIn ithe
i

recently ireleased i2017 iCities iand iMunicipalities iCompetitiveness iIndex i(CMCI),

i

the iCity iof iTagum iranked ithird ion ithe iOverall iCompetitive iComponent iCities iin ithe
i

Philippines, isecond ion iInfrastructure, ifourth iin iResiliency, iseventeenth ion

i

Economic iDynamism iand itwenty-fourth ion iGovernment iEfficiency.

i

Materials iand iInstrument i

The iresearcher iprepared ithree isets iof iquestionnaires ithat itackle iemotional

difficulties, isocietal iinfluences, iand iWFH iproductivity. iIn ithis istudy, ithe isurvey
i

questionnaires iwere idownloaded ifrom ithe iinternet, iadapted, iand imodified ito igather
i

the inecessary iinformation iand idata. iThe iformat iof ithe iquestionnaire iwas iin iLikert
i

point iscale, iwhere ithe irespondents iare igiven ithe iquestions iabout iemotional
i

difficulties, isocietal iinfluences, iand iWFH iproductivity. iLikert iestablishes ithe

i

principles iof iassessing iattitudes ithrough iasking iindividuals ito irespond ito ia iseries iof
i

statements iregarding ithe itopic ithat iwas iused ito idefinite ichoice iresponse iformats
i

and iare idesigned ito iassess ithe iopinions ior iattitudes i(McLeod, i2019).
i

The iindependent ivariable iof ithis istudy iwhich iis ithe iemotional idifficulties iwas

measured ithrough ian iadopted iquestionnaire icalled ithe iDepression, iAnxiety iand
i

Stress iScale i- i21 iItems i(DASS-21) iby iLovibond i& iLovibond i(1995). iThe iparameter
i

of ilimits ifor iemotional idifficulties iwere ias ifollows:

i

Range iof iMeans Descriptive Interpretation

 18

i Equivalent
4.20-5.00 Very iHigh This imeans ithat ithe iemotional
idifficulties iare ivery imuch ifelt.

3.40-4.19 High This imeans ithat ithe iemotional

idifficulties iare imuch ifelt.

2.60-3.39 Moderate This imeans ithat ithe iemotional

idifficulties iare imoderately ifelt.

1.80-2.59 Low This imeans ithat ithe iemotional

idifficulties iare iseldom ifelt.

1.00-1.79 Very iLow This imeans ithat ithe iemotional

idifficulties iare inever ifelt iat iall.

Meanwhile, ithe isecond iindependent ivariable iof ithis istudy i– ithe isocietal

influences i– iwas imeasured ithrough ian iadopted iquestionnaire icalled iSocietal

i

Influences iSurvey iQuestionnaire i(SISQ) ifor iPeoples iduring iCOVID-19 iPandemic

i

by iLi, iet ial. i(2020). iIt ihas ithe iparameter iof ilimits ias ifollows: i
i

Range iof iMeans Level/Extent Interpretation

4.20-5.00 Very iHigh This imeans ithat ithe isocietal
iinfluences iare ivery imuch ifelt.

3.40-4.19 High This imeans ithat ithe isocietal

iinfluences iare imuch ifelt.

2.60-3.39 Moderate This imeans ithat ithe isocietal

iinfluences iare imoderately ifelt.

1.80-2.59 Low This imeans ithat ithe isocietal

iinfluences iare iseldom ifelt.

1.00-1.79 Very iLow This imeans ithat ithe isocietal

iinfluences iare inever ifelt iat iall.

Lastly, ithe idependent ivariable iof ithis istudy, iwhich iis ithe iWFH iproductivity,

was imeasured ithrough ian iadopted iquestionnaire icalled iWorking iFrom iHome
i

Survey ifrom iCleave i(2022). iIt ihas ithe iparameter iof ilimits ias ifollows: i
i

Range iof iMeans Level/Extent Interpretation

4.20-5.00 Very iHigh This imeans ithat ithe iWFH iproductivity
iis ivery imuch ifelt.

3.40-4.19 High This imeans ithat ithe iWFH iproductivity

iis imuch ifelt.

2.60-3.39 Moderate This imeans ithat ithe iWFH iproductivity

iis imoderately ifelt.
 19

1.80-2.59 Low This imeans ithat ithe iWFH iproductivity

iis iseldom ifelt.

1.00-1.79 Very iLow This imeans ithat ithe iWFH iproductivity

iis inever ifelt iat iall.

Design iand iProcedure

This istudy iemployed ithe iquantitative inon-experimental idesign iusing

Regression iAnalysis. iQuantitative iresearch iis iregarded ias ithe iorganized iinquiry
i

about iphenomenon ithrough icollection iof inumerical idata iand iexecution iof istatistical,
i

mathematical, ior icomputational itechniques. iThe isource iof iquantitative iresearch iis
i

positivism iparadigm ithat iadvocates ifor iapproaches iembedded iin istatistical

i

breakdown ithat iinvolves iother istrategies ilike iinferential istatistics, itesting iof
i

hypothesis, imathematical iexposition, iexperimental iand iquasi-experimental idesign

i

randomization, iblinding, istructured iprotocols, iand iquestionnaires iwith irestricted

i

variety iof iprearranged ianswers i(Slevitch, i2017). i

i

Moreover, idescriptive iapproach iinvolves icollections iof iquantitative

information ithat ican ibe itabulated ialong ia icontinuum iin inumerical iforms, isuch ias
i

scores ion ia itest. iIt iinvolves igathering idata idescribing ievents iand ithen iorganizing,
i

tabulating, idepicting, iand idescribing ithe idata icollection i(Glass i& iHopkins, i2018).
i

On ithe iother ihand, icorrelational iapproach iseeks ito iascertain irelationships ibetween
i

two ior imore ivariables. i iIt iexamines iwhether ian iincrease ior idecrease iin ione ivariable
i

corresponds ito ian iincrease ior idecrease iin ianother ivariable. iMoreover, iregression
i

analysis iis ia istatistical itool ithat iemploys iquantitative iapproach ito idetermine ithe
i

nature iof irelationships iamong ivariables ibeing istudied i(Dudovskiy, i2016).

i

Therefore, ithis iresearch idesign iwas iappropriate ito iuse iin idetermining ithe iinfluence
i
 20

of ithe iemotional idifficulties iand ithe isocietal iinfluences ion ithe iWFH iproductivity iof
i

elementary ischool iteachers iin iTagum iCity iDivision.

i

The iprocess iof igathering idata iwas iusing iquestionnaires. iThe iresearcher

selected iand iintegrated iquestionnaires iof idifferent iauthors ito ibe iused ias iprimary
i

tools iin iconducting ithe istudy. iIt iwas iconstructed ibased ion ithe iscope iof ithe
i

emotional idifficulties iand ithe isocietal iinfluences iand ithen icorrelated ito ithe iWFH
i

productivity iamong ielementary ischool iteachers. iThis iresearch idesign iwas ihelpful
i

in idetermining ithe ilevels iof iemotional idifficulties, isocietal iinfluences, iand iWFH
i

productivity iamong ielementary ischool iteachers iin iTagum iCity iDivision iand ithe
i

significant irelationship ibetween ithe ithree ivariables.

i

In igathering ithe ineeded idata ifor ithis istudy, ithe iresearcher iemployed ithe

following iprocedures: iFirst, ithe iresearcher ihad ito ipass ithe ioutline idefense ibefore ia
i

set iof ipanelists ito idefend ithe ifeasibility iand irelevance iof ithis iresearch. iAfter ithe
i

approval, ithe iresearcher iprepared ithree isets iof iquestionnaires. iThe iquestionnaires
i

were ivalidated iby ithe ipool iof iinternal iand iexternal iexpert ivalidators. iThe
i

summarized iratings iof ithe iexperts’ ivalidation igenerated ian iacceptable iscore. iAfter
i

the ivalidation, icorrections iand isuggestions iof iexperts iwere iincorporated iin ithe
i

questionnaires. i
i

The inext istep iwas ithe icompletion iof ithe irequirements iof ithe iUniversity iof

Mindanao iEthical iReview iCommittee i(UMERC). iAfter ireceiving ia icertification ifrom

i

UMERC, ipermission ito iconduct ia ipilot istudy iwas isecured ifrom ithe iDean iof ithe
i

Graduate iSchool. iThen, ia ipilot istudy iwas iconducted iwith ithe iaim ito igenerate
i

Cronbach ialpha ivalues ifor ithe iindependent iand idependent ivariables irespectively
i

which icould imean ia ivery igood idescriptive iequivalent iin itheir iinternal iconsistency. i
i
 21

Next, ipermission ito iconduct istudy iin ithe iselected ielementary ischools iwas

sought ifrom ithe ioffice iof iTagum iCity iDivision iSchools iDivision iSuperintendent.
i

After ithe iapproval, ithe iresearch iform iand iapproved iletter ito iconduct ithe istudy iwere
i

submitted ito ithe ischool iheads iof ithe icampuses. i

i

Then, ithe idistribution iof ithe iquestionnaires ito ithe iteachers ithrough ithe iaid iof

department
i i heads i followed. i The i researcher i personally i handed i in i the

questionnaires iand iexplained ithe iresearch itool iand iits ipurpose ito ithe irespondents.
i

After ithey ianswered ithe iquestionnaires, ithe iresearcher iretrieved iall isurvey itolls.
i

Finally, ithe iresearcher itallied iand itabulated iall ithe idata igathered ifrom ithe
i

respondents iand isubjected ithem ito istatistical icomputation iand ianalysis. i

i

The ianswers igathered ifrom ithe iquestionnaire iwere icounted iand itabularized

in ia imaster idata isheet. iThe iresearcher isought iassistance ifrom ithe istatistician ito
i

evaluate iand iread ithe iresults iutilizing iappropriate itools. iMean. iThis iwas iused ito
i

measure ithe ilevels iof iemotional idifficulties, isocietal iinfluences, iand iWFH
i

productivity iamong ielementary ischool iteachers. iPearson-r. iThis iwas iused ito
i

determine ithe isignificance iof ithe irelationship ibetween ithe iemotional idifficulties iand
i

WFH iproductivity iamong ielementary ischool iteachers iand ithe irelationship ibetween
i

the isocietal iinfluences iand ithe iWFH iproductivity iamong ielementary ischool
i

teachers. iMultiple iRegression iAnalysis. iThis iwas iused ito idetermine iif ithe
i

emotional idifficulties iand ithe isocietal iinfluences iwould isignificantly ipredict ithe iWFH
i

productivity iof ielementary ischool iteachers. i i

i

There iwere iconsiderable iethical iissues iand iconcerns ithat ihave ispecific

ramifications ifor ithis iquantitative iinquest. iSuch iissues iand iconcerns imay iarise
i

primarily ifrom ithe imethodology iinvolved iin ithis istudy. iThe iethical icontests ithat iare
i

pertinent ito ithis iresearch iconcern ithe iissues iof ithe iright ito iconduct ithe istudy,
i
 22

confidentiality, iand ianonymity. iThe iresearcher iobserved iand ifollowed ifull iethical
i

standards iin ithe iconduct iof ithe istudy ifollowing ithe istudy iprotocol iassessments iand
i

standardized icriteria, iparticularly iin imanaging ithe ipopulation iand idata isuch ias, ibut
i

not ilimited ito:

i

Voluntary iparticipations. iThe irespondents iwere igiven ithe ifree iwill ito

participate iwithout iany iform iof iconsequence ior ipenalty ior iloss iof ibenefits
i

(Lavrakas, i2008). iTherefore, iafter ithe istudy, ithe ipurpose, iand ithe ibenefits iof ithe
i

study iwere idescribed iand ipresented ito ithe iparticipating ischools. iThen, ithe irights iof
i

the irespondents ito icontribute ito ithe ibody iof iknowledge iwere icarefully iconsidered
i

and iadhered iupon.

i

Privacy iand iconfidentiality. iThe iresearcher ikept iprivate iand iwith iutmost

confidentiality ithe irespondents’ ipersonal iinformation ithat imay ibe irequired iin ithe
i

study.
i

Informed iconsent iprocess. iThe iresearch iquestionnaires iwere ifree iof

technical iterms ithat imake iit ieasier ifor ithe irespondents ito iunderstand. iIt igave ithe
i

respondents ia iclear iview iof ithe ibenefits ithey imay iget iafter ithe iconduct iof ithis istudy.
i

The iresearch iquestionnaire iwas iadministered iwith ithe iconsent iof ithe ipublic
i

schools’ idivision isuperintendent iand ithe ischool iheads. iAlso, irespondents iwere
i

informed iof ithe ihelpful iknowledge iabout ithemselves iand itheir irespective ischools
i

that ican ibe igenerated iout iof ithis istudy. iConsequently, ithe irespondents iwere
i

informed iabout ithe isupport ithey iwould ibe ineeding ito ienhance iwhatever
i

characteristics ior iqualities ithat iought ito ibe ideveloped.

i

Benefits. iThis istudy ican icontribute ito ithe iawareness iof ithe irespondents’

level iof ithe iemotional idifficulties iand ithe isocietal iinfluences iin irelation ito itheir iWFH
i
 23

productivity; ithus, igiving ithem ithe iopportunity ito iimprove iwhatever ithere iis iin ithem
i

as imuch ias ito ilessen ithe inegative ithings iabout ithem.

i

Recruitment. iThe idistribution iof ithe irespondents ishowed ihow ithe

respondents iwere idisseminated. iFurthermore, ithe idate icollection iprocedures

i

indicated, ias iwell ias ihow ithe iquestionnaire iwas iadministered, iand ithe imanner iof
i

respondents iinvolved iin ithe istudy.

i

Permission ifrom iOrganization. iThe iresearcher imade isure ithat iall ithe

authorities iare iwell-informed ithrough iwritten ipermissions ibefore ithe istudy iis
i

conducted. iIt iall istarted iwith ithe ischools’ idivision isuperintendent iwho igave
i

approval ifor ithe iconduct iof ithe istudy. iThen, ithe ischool iheads iwere icommunicated
i

accordingly ifor ithis istudy. iWith itheir ipermission, igrade ilevel iheads ihelped iin ithe
i

actual iconduct iof ithe istudy iwith ithe iteachers ithemselves ias ithe irespondents.
i

Risks. iMinimization iof irisk iwas iconsidered iin ithis istudy. iThe iresearcher

ensured ithat ithe ilevel iof irisks iand imeasures iin imitigating ithose ipossible irisks iwere
i

reviewed iproperly. iIn ifact, ithey iwere iall iprotected ifrom iany iphysical, ipsychological,
i

or isocio-economic iharm iduring ithe iconduct iof ithis istudy.

i

Plagiarism. iThe iresearcher imade isure ithat ithe ireadings ifound iin ithis istudy

underwent iparaphrasing ito iavoid iplagiarism iissues. iThe istudy ihas ino itrace ior
i

evidence iof imisrepresentation iof isomeone ielse’s iwork ias iher iown. iThe iauthors iof
i

all icited iliterature iwere icited iproperly ito iensure iresearch iadequacy. iIn ifact, ithe
i

study iwill iundergo iplagiarism idetector ilike iGrammarly ior iTurnitin isoftware.
i

Fabrication. iThe iresearcher imade isure ithat ino ifabrication ior imalicious

modification iof idata iand iresults iwere idone. iThe istudy ihas ino itrace ior ievidence iof
i

intentional imisinterpretation iof iwhat ihas ibeen idone. iNo imaking iup iof idata iand
i

results, ior ipurposefully iputting iforward iconclusions ithat iare inot iaccurate.
i
 24

Falsification. i i To iensure ithat ithis iresearch ipaper iwas iaccurately

represented iin ithe iresearch irecord, iit iwas iassured ithat ineither imanipulation iwas
i

done ion ithe iresearch imaterials, iequipment, ior iprocesses, inor ichanging ior iomitting
i

data iand iresults.

i

Conflict iof iInterest i(COI). iThere iwas ino iconflict iof iinterests i– ifamily,

friendships, ifinancial, ior isocial ifactors i– icould icompromise ithe iresearcher’s

i

decisions, ior iactions iin ithe iconduct iof ithis iacademic iendeavor.
i

Deceit. iThis istudy iwas iconducted iwithout ihidden ipurposes. iThe iresearcher

did inot iuse ideception iand iprotected ithe irespondents ifrom iany iharm. i
i

Technology iIssues. iThe iresearcher imade isure ithat ithe iuse iof iinformation

technology ishould ibe ibased ion iintegrity, itrust, iresponsibility, iand iexcellence
i

because iethics icreate ithose iconditions. iAside ifrom iprotecting iprivacy iand
i

confidentiality, iethical ibehavior iprevents iconflicts iand idishonesty iby ipreventing

i

unauthorized iaccess ito icomputer inetworks.

i

Authorship. iThe iresearcher iof ithe istudy iis ia igraduate iof iBachelor iof

Science iin iElementary iEducation. iThe ithesis iadviser iis ialso ithe ico-author iof ithis
i

paper. iThe iresearcher iof ithe istudy ihas iundergone iseries iof irevisions ipaper
i

because iof ithe irecommendations imade iby ithe iadviser. iThe istudy ialso ifollowed ithe
i

standards iof ithe iUniversity iof iMindanao iethics iReview iCommittee ifor ithe iguidelines
i

of iethical iconsideration. iMoreover, ithe iprofessional iopinions iand ihelp iof ithe
i

research iadviser ihas ibeen iadapted ifrequently ifor ia ibetter ioutput ialong iwith ithe
i

useful iideas isolicited ifrom isome icolleagues. iAfter itheir iapproval, ithe istudy
i

undergone ipilot itesting iand ithe idata icollected iwas iinterpreted ifor ithe iconsistency iof
i

the iresearch iquestionnaire.

i
 25

CHAPTER i3

RESULT iAND iDISCUSSION

Presented iin ithis ichapter iare ithe iresults iof ithe istudy. iThey iwere ipresented

according ito ithe iproblems iraised iin ithe iprevious ichapter. iThe itopics iwere
i

presented iboth iin itextual iand itabular iforms iand idiscussed iin isequence iaccording ito
i

the istatement iof ithe iproblem. iMeanwhile, iit ihas ibeen inoted ithat ithe istandard
i

deviation iwas iranged ifrom i0.75-1.17 iwhich iis iless ithan ithe itypical istandard
i

deviation ifor ia i5-point iLikert iScale. i

i

Level iof iEmotional iDifficulties iamong iElementary iTeachers

Shown iin iTable i1 iis ithe ilevel iof iemotional idifficulties iin iterms iof idepression,

anxiety, iand istress. iIt ican ibe igleaned ithat ithe ioverall imean iis i1.89 iwith ian iSD iof
i

0.99 idescribed ias ilow. iThis imeans ithat ithe iemotional idifficulties iof ithe irespondents
i

are iseldom ifelt. iAmong ithe ithree iindicators, idepression ihad ithe ihighest imean iscore
i

of i2.02 iwith iand iSD iof i1.06 idescribed ias ilow. iThis imeans ithat ithe iemotional
i

difficulties iin iterms iof idepression iare iseldom ifelt iamong ithe irespondents. iSecond iis
i

the istress iwith ia imean iscore iof i1.89 iand ian iSD iof i0.99 idescribed ias ilow. iThis
i

means ithat ithe iemotional idifficulties iin iterms iof istress iare iseldom ifelt iamong ithe
i

respondents. iThird iis ithe ianxiety iwith ia imean iscore iof i1.75 iand ian iSD iof i0.97
i

described ias ilow. iThis imeans ithat ithe iemotional idifficulties iin iterms iof ianxiety iare
i

seldom ifelt iamong ithe irespondents. i

i

This ifinding isuggests ithat ithe irespondents iin ithis istudy, ias ia igroup, itend ito

experience ithese iemotional idifficulties iinfrequently. iThis icould ibe iseen ias ia
i
 26

positive ioutcome, iindicating ithat ithe iemotional iwell-being iof ithe iparticipants iis
i

relatively i
i

Table i1
Level iof iEmotional iDifficulties iamong iElementary iTeachers i i
Items Mean SD Descriptive
iLevel

Depression 2.02 1.06 Low

Anxiety 1.75 0.97 Low i

Stress 1.89 0.99 Low

Overall 1.89 0.99 Low

robust. iFrom ia ipractical istandpoint, iit iimplies ithat iinterventions ior isupport iprograms

for imanaging iemotional idifficulties imay inot ibe iurgently irequired ifor ithis iparticular
i

group, ias itheir iemotional istruggles iare inot ipronounced. iHowever, iit iis iimportant ito
i

exercise icaution iin iinterpreting ithese ifindings. iWhile ithe imean iscore iis ilow, iit idoes
i

not inecessarily imean ithat ievery iindividual iwithin ithe isample iis idevoid iof iemotional
i

difficulties. iThere icould istill ibe iindividuals iwithin ithe igroup iwho iexperience
i

significant iemotional ichallenges, ieven iif ithe ioverall imean iis ilow. iMoreover, iit iis
i

crucial ito iconsider ithe icontext iand idemographics iof ithe isample. iIf ithe isample iis inot
i

representative iof ia ilarger ipopulation ior iif ithere iare ispecific ifactors iunique ito ithis
i

group, ithe igeneralizability iof ithese ifindings imay ibe ilimited. iFurther iexploration iand
i

a ideeper iunderstanding iof ithe ispecific iemotional idifficulties iexperienced iby ithis
i

group iare ineeded ito iinform imore itargeted iinterventions ior isupport istrategies.
i

Moreover, ithis ifinding ialigns iwith iseveral istrands iof iexisting iliterature iand

theoretical iframeworks. iEmpirically, iit icorresponds ito iprevious iresearch isuggesting

i

that iemotional iwell-being itends ito ivary iamong iindividuals iand ipopulations. iThe ilow
i

mean iscore iis iconsistent iwith istudies iindicating ithat, ion iaverage, iindividuals iin
i
 27

certain idemographics ior icontexts iexperience irelatively ilow ilevels iof idepression,
i

anxiety, iand istress. iHowever, ithe istudy's iresult imay ialso icontrast iwith iliterature
i

that isuggests irising ilevels iof iemotional idifficulties iin iresponse ito ispecific isocietal ior
i

environmental istressors. iThis idiscrepancy ihighlights ithe iimportance iof iconsidering

i

the iunique icharacteristics iand icontext iof ithe istudy isample. iFrom ia itheoretical
i

perspective, ithis ifinding ireinforces ithe iidea ithat iemotional iwell-being iis ia
i

multifaceted iconstruct iinfluenced iby ivarious ifactors, iincluding iindividual

i

differences, icoping imechanisms, iand iexternal istressors. iIt iunderscores ithe

i

importance iof irecognizing ithat iemotional idifficulties iare inot iuniformly idistributed
i

across ipopulations iand ican ibe icontext idependent. i

i

The iindicator iwith ithe ihighest imean iscore iis idepression iwhich iis i2.02 iand ian

SD iof i1.06 idescribed ias ilow. iThis imeans ithat ithe iemotional idifficulties iin iterms iof
i

depression iare iseldom ifelt iamong ithe irespondents. i

i

As ishown iin ithe iappended iTable i1.1, ithe irespondents ihave iobserved ithe

following iorder iof iimportance: ia imean iof i2.28 iwith ian iSD iof i1.20 idescribed ias ilow
i

for ibeing inot iseemed ito iexperience iany ipositive ifeeling iat iall; ia imean iof i2.24 iwith
i

an iSD iof i1.12 idescribed ias ilow ifor ifinding iit idifficult ito iwork iup ithe iinitiative ito ido
i

things; ia imean iof i2.03 iwith ian iSD iof i1.16 idescribed ias ilow ifor ifeeling idownhearted
i

and iblue; ia imean iof i1.97 iwith ian iSD iof i1.04 idescribed ias ilow ifor ibeing iunable ito
i

become ienthusiastic iabout ianything; ia imean iof i1.89 iwith ian iSD iof i1.10 idescribed
i

as ilow ifor ifeeling ithat iI ihad inothing ito ilook iforward ito; iand ia imean i1.68 iwith ian iSD
i

of i1.13 idescribed ias ivery ilow ifor ifeeling ithat ilife iwas imeaningless.
i

Second iindicator iis ithe istress iwith ia imean iscore iof i1.89 iand ian iSD iof i0.99

described ias ilow. iThis imeans ithat ithe iemotional idifficulties iin iterms iof istress iare
i

seldom ifelt iamong ithe irespondents. i

i
 28

As iappended iin iTable i1.2, ithe irespondents ihave iobserved ithe ifollowing

order iof iimportance: ia imean iof i2.10 iwith ian iSD iof i1.08 idescribed ias ilow ifor itending
i

to iover-react ito isituations; ia imean iof i1.98 iwith ian iSD iof i1.07 idescribed ias ilow ifor
i

finding iit ihard ito iwind idown; ia imean iof i1.85 idescribed ias ilow ifor ifeeling ithat iI iam
i

using ia ilot iof inervous ienergy, ibeing iintolerant iof ianything ithat ikept ime ifrom igetting
i

on iwith iwhat iI iam idoing, iand ifeeling ithat iI iam irather itouchy iwith istandard ideviations
i

of i0.96, i1.08, iand i1.05, irespectively; i ia imean iof i1.79 iwith ian iSD iof i1.09 idescribed
i

as ivery ilow ifor ifinding iit idifficult ito irelax; iand ia imean iof i1.78 iwith ian iSD iof i1.10
i

described ias ivery ilow ifor ifinding imyself igetting iagitated.

i

Third iindicator iis ithe ianxiety iwith ia imean iscore iof i1.75 iand ian iSD iof i0.97

described ias ilow. iThis imeans ithat ithe iemotional idifficulties iin iterms iof ianxiety iare
i

seldom ifelt iamong ithe irespondents.

i

As iappended iin iTable i1.3, ithe irespondents ihave iobserved ithe ifollowing

order iof iimportance: ia imean iof i1.94 iwith ian iSD iof i1.23 idescribed ias ilow ifor ibeing
i

aware iof ithe idryness iof imy imouth; ia imean iof i1.89 ian iSD iof i1.05 idescribed ias ilow
i

for ibeing iaware iof ithe iaction iof imy iheart iin ithe iabsence iof iphysical iexertion i(e.g.
i

sense iof iheart irate iincrease, iheart imissing ia ibeat); ia imean iof i1.72 iwith ian iSD iof
i

1.02 described ias ivery ilow ifor ifeeling iclose ito ipanic; ia imean iof i1.68 iwith ian iSD iof
i

1.01 idescribed ias ivery ilow ifor iexperiencing ibreathing idifficulty i(e.g. iexcessively
i

rapid ibreathing, ibreathlessness iin ithe iabsence iof iphysical iexertion); ia imean iof
i

1.68 iwith ian iSD iof i1.09

i described ias ivery ilow ifor ifeeling iscared iwithout iany

good ireason; ia imean iof i1.62 iwith ian iSD iof i0.9 idescribed ias ivery ilow ifor
i

experiencing itrembling i(e.g. iin ithe ihands); iand ia imean iof i1.62 iwith ian iSD iof i0.89
i

described ias ivery ilow ifor ibeing iworried iabout isituations iin iwhich iI imight ipanic iand
i

make ia ifool iof imyself.

i
 29

Level iof iSocietal iInfluences iamong iElementary iTeachers

Shown iin iTable i2 iis ithe ilevel iof isocietal iinfluence iin iterms iof isocial idistance,

social ianxiety, isocial idesirability, isocial iinformation, iand isocial iadaptation. iIt ican ibe
i

gleaned ithat ithe ioverall imean iis i3.47 iwith ian iSD iof i0.62 idescribed ias ihigh. iThis
i

means ithat ithe isocietal iinfluences iof ithe irespondents iare imuch ifelt. iAmong ithe ifive
i

indicators, isocial idesirability ihad ithe ihighest imean iscore iof i4.24 iwith ian iSD iof i0.96
i

described ias ivery ihigh. iThis imeans ithat ithe isocietal iinfluences iin iterms iof isocial
i

desirability iis ivery imuch ifelt. iSecond iis ithe isocial iinformation iwith ia imean iscore iof
i

4.08 iand ian iSD iof i0.93 idescribed ias ihigh. iThis imeans ithat ithe isocietal iinfluences iin
i

terms iof isocial iinformation iis imuch ifelt. iThird iis ithe isocial iadaptation iwith ia imean
i

score iof i3.93 iand ian iSD iof i1.05 idescribed ias ihigh. iThis imeans ithat ithe isocietal
i

influences iin iterms iof isocial iadaptation iis imuch ifelt. iFourth iis ithe isocial ianxiety iwith
i

a imean iscore iof i2.63 iand ian iSD iof i1.08 idescribed ias imoderate. iThis imeans ithat
i

the isocietal iinfluences iin iterms iof isocial ianxiety iis imoderately ifelt. iLastly, ithe isocial
i

distance igot ia imean iscore iof i2.49 iwith ian iSD iof i1.11 idescribed ias ilow. iThis imeans
i

that ithe isocietal iinfluences iin iterms iof isocial idistance iis iseldom ifelt.
i

This ifinding isuggests ithat ithe irespondents iare istrongly iaffected iby ivarious

societal ifactors iin itheir isocial iinteractions iand ibehaviors. iThese ifactors, isuch ias
i

social inorms, ipeer ipressure, iand icultural iexpectations, iseem ito iplay ia isubstantial
i

role iin ishaping ihow iindividuals iin iyour isample inavigate itheir isocial ilives. iThis ihigh
i

level iof isocietal iinfluence iunderscores ithe iimportance iof iunderstanding ithe isocial
i

dynamics iand ipressures ithat iindividuals iface iin itheir ieveryday ilives. iThis ifinding
i

also iraises iquestions iabout ithe ipotential iconsequences iof isuch ihigh isocietal
i
 30

influence. iIt imay iindicate ithat iindividuals iin iyour isample ifeel isignificant isocial
i

pressure ito iconform ito isocial inorms ior iexpectations, iwhich icould iaffect itheir i
i

Table i2
Level iof iSocietal iInfluences iamong iElementary iTeachers i i
Items Mean SD Descriptive
iLevel

Social iDistance 2.49 1.11 Low

Social iAnxiety 2.63 1.08 Moderate i

Social iDesirability 4.24 0.96 Very iHigh

Social iInformation 4.08 0.93 High

Social iAdaptation 3.93 1.05 High

Overall 3.47 0.62 High i

decision-making, iself-esteem, iand ioverall iwell-being. iAdditionally, iit ihighlights ithe

need ifor ifurther iinvestigation iinto ithe ispecific isources iand imechanisms iof isocietal
i

influence iwithin iyour isample ito ibetter iunderstand ihow ithese iinfluences imanifest
i

and ihow ithey ican ibe imanaged ior imitigated iwhen inecessary.
i

Moreover, ithis iresult iof ithe istudy ialigns iwith iboth itheoretical iand iempirical

evidence iin ithe ifield iof isocial ipsychology iand isociology. iThe ihigh imean iscore
i

reflects ithe iidea ithat isocietal iinfluence iis ia ifundamental iaspect iof ihuman ibehavior
i

and isocial idynamics. iThe iconcept iof isocial iinfluence ihas ibeen iextensively istudied
i

in ithe isocial isciences, iand iresearch ihas iconsistently ishown ithat iindividuals iare
i

often iinfluenced iby ithe inorms iand iexpectations iof itheir isocial ienvironment.
i

Theoretical iframeworks, isuch ias isocial iidentity itheory iand isocial icognitive itheory,
i

emphasize ithe irole iof isocietal iinfluences iin ishaping iindividuals' iattitudes,
i

behaviors, iand iself-concept. iEmpirical istudies ihave idemonstrated ihow isocietal

i

norms iand ipeer ipressure ican iimpact ivarious iaspects iof iindividuals' ilives, iincluding
i
 31

their ichoices, irelationships, iand imental iwell-being. iThis ifinding isupports ithis ibody
i

of iliterature iby iproviding iempirical ievidence ithat, iin ispecific icontext ior isample,
i

societal iinfluences iare iindeed istrongly ifelt. iIt iis iworth inoting, ihowever, ithat ithe ilevel
i

of isocietal iinfluence ican ivary iacross idifferent ipopulations, icultures, iand icontexts.
i

Among ithe ifive iindicators, isocial idesirability ihad ithe ihighest imean iscore iof

4.24 iwith ian iSD iof i0.96 idescribed ias ivery ihigh. iThis imeans ithat ithe isocietal
i

influences iin iterms iof isocial idesirability iis ivery imuch ifelt. i
i

As iappended iin iTable i2.1, ithe irespondents ihave iobserved ithe ifollowing

order iof iimportance: ia imean iof i4.25 iwith ia istandard ideviation iof i1.07 idescribed ias
i

very ihigh ifor ibelieving ithat iself-health imanagement iis ihelpful iin icontrolling ithe
i

spread iof iCOVID-19; ia imean iof i4.24 iwith ia istandard ideviation iof i1.08 idescribed ias
i

very ihigh ifor icomplying iwith ithe igovernment’s iimplementations iof iepidemic
i

response iin ithe icommunity; iand ia imean iof i4.24 iwith ia istandard ideviation iof i0.88
i

described ias ivery ihigh ifor ihaving ifaith iin iour icurrent igovernment’s iepidemic
i

response iand irisk imanagement.

i

Second iis ithe isocial iinformation iwith ia imean iscore iof i4.08 iand ian iSD iof i0.93

described ias ihigh. iThis imeans ithat ithe isocietal iinfluences iin iterms iof isocial
i

information iis imuch ifelt. i

i

As iappended iin iTable i2.2, ithe irespondents ihave iobserved ithe ifollowing

order iof iimportance: ia imean iof i4.16 iwith ia istandard ideviation iof i0.88 idescribed ias
i

high ifor iseeking iseek iout iinformation iregarding iCOVID-19 iand ia imean iof i3.99 iwith
i

a istandard ideviation iof i1.02 idescribed ias imoderate ifor ichecking ifor ilatest
i

pandemic inews iupdates ivia itelevision, icomputer, ior iphone. i i

i
 32

Third iis ithe isocial iadaptation iwith ia imean iscore iof i3.93 iand ian iSD iof i1.05

described ias ihigh. iThis imeans ithat ithe isocietal iinfluences iin iterms iof isocial
i

adaptation iis imuch ifelt.

i

As iappended iin iTable i2.3, ithe irespondents ihave iobserved ithe ifollowing

order iof iimportance: ia imean iof i4.03 iwith ian iSD iof i0.96 idescribed ias ihigh ifor ibeing
i

more icautious iof iresidents ifrom iseverely iimpacted iareas iand ia imean iof i3.83 iwith
i

an iSD iof i1.27 idescribed ias ihigh ifor iavoiding ior icancelling itraveling ioverseas. i
i

Fourth iis ithe isocial ianxiety iwith ia imean iscore iof i2.63 iand ian iSD iof i1.08

described ias imoderate. iThis imeans ithat ithe isocietal iinfluences iin iterms iof isocial
i

anxiety iis imoderately ifelt. i

i

As iappended iin iTable i2.4, ithe irespondents ihave iobserved ithe ifollowing

order iof iimportance: ia imean iof i2.77 iwith ian iSD iof i1.06 idescribed ias imoderate ifor
i

being iworried iabout iCOVID-19 iand iits iimpacts ion iour isociety, ipolitics, iand
i

economy; ia imean iof i2.61 iwith ian iSD iof i1.13 idescribed ias imoderate ifor ibeing
i

bothered iby isocial idistancing iduring ithis iperiod iof iepidemic iresponse; ia imean iof
i

2.59 iwith ian iSD iof i1.24 idescribed ias ilow ifor iworrying iabout ithe ipandemic iaffecting
i

my iwork; iand ia imean iof i2.53 iwith ia istandard ideviation iof i1.14described ias ilow ifor
i

feeling ianxious ior ifearful idue ito ithe ipandemic.

i

Lastly, ithe isocial idistance igot ia imean iscore iof i2.49 iwith ian iSD iof i1.11

described ias ilow. iThis imeans ithat ithe isocietal iinfluences iin iterms iof isocial idistance
i

is iseldom ifelt.
i

As iappended iin iTable i2.5, ithe irespondents ihave iobserved ithe ifollowing

order iof iimportance: ia imean iof i2.52 iwith ian iSD iof i1.22 idescribed ias ilow ifor
i

avoiding igoing iout, iespecially iif iI ishould irequire ipublic itransport; ia imean iof i2.50
i

with ian iSD iof i1.14 idescribed ias ilow ifor iavoiding ieating iout; ia imean iof i2.48 iwith ian
i
 33

SD iof i1.35 idescribed iof ilow ifor iavoiding iclose ior ipersonal icontact iwith ifamily
i

members iand/or ipeople iI iam iclose ito; iand ia imean iof i2.45 iwith ian iSD iof i1.23
i

described ias ilow ifor iavoiding icommunication iwith ior iencountering istrangers.
i

Level iof iWork-from-home iProductivity iamong iElementary iTeachers

Shown iin iTable i3 iis ithe ilevel iof iwork-from-home iproductivity iin iterms iof

equipment iand itools, iworking irelationship, imanagement icommunication, iand

i

personal iwell-being. iIt ican ibe igleaned ithat ithe ioverall imean iis i4.18 iwith ian iSD iof
i

0.59 idescribed ias ihigh. iThis imeans ithat ithe iwork-from-home iproductivity iof ithe
i

respondents iis imuch ifelt. iAmong ithe ifour iindicators, iworking irelationship ihad ithe
i

highest imean iscore iof i4.36 iwith ian iSD iof i0.64 idescribed ias ivery ihigh. iThis imeans
i

that ithe iwork-from-home iproductivity iin iterms iof iworking irelationship iis ivery imuch
i

felt. iSecond iis ithe imanagement icommunication iwith ia imean iscore iof i4.35 iwith ian
i

SD iof i0.62 idescribed ias ivery ihigh. iThis imeans ithat ithe iwork-from-home
i

productivity iin iterms iof imanagement icommunication iis ivery imuch ifelt. iThird iis
i

equipment iand itools iwith ia imean iscore iof i4.05 iwith ian iSD iof i0.81 idescribed ias
i

high. iThis imeans ithat ithe iwork-from-home iproductivity iin iterms iof iequipment iand
i

tools iis imuch ifelt. iLastly, ipersonal iwell-being ihad ithe ilowest imean iscore iof i3.98
i

with ian iSD iof i0.81 idescribed ias ihigh. iThis imeans ithat ithe iwork-from-home
i

productivity iin iterms iof ipersonal iwell-being iis imuch ifelt.

i

This ifinding iindicates ithat ithe irespondents iperceive ithemselves ias ihighly

productive iwhile iworking ifrom ihome. iThis iis iparticularly inoteworthy igiven ithe
i

growing iprevalence iof iremote iwork iarrangements iin ivarious iindustries. iA ihigh ilevel
i

of iwork-from-home iproductivity isuggests ithat iindividuals ihave isuccessfully

i

adapted ito iremote iwork iconditions, ipossibly idue ito ithe iavailability iof iadequate itools
i

and iequipment, ipositive iworking irelationships, ieffective icommunication iwith

i
 34

management, iand imaintenance iof ipersonal iwell-being. iFurthermore, ithis ifinding

i

suggests ithat iorganizations ithat ihave iimplemented iwork-from-home iarrangements

i

may ibe iwitnessing ipositive ioutcomes iin iterms iof iemployee iproductivity. iHigher i
i

Table i3
Level iof iWork-from-home iProductivity iamong iElementary
iTeachers i i

Items Mea SD Descriptive iLevel

n
Equipment iand iTools 4.05 0.81 High

Working iRelationship 4.36 0.64 Very iHigh

Management iCommunication 4.35 0.62 Very iHigh

Personal iWell-being 3.98 0.81 High i

Overall 4.18 0.59 High

productivity ilevels iamong iremote iworkers ican itranslate iinto icost isavings ifor

companies, iincreased ijob isatisfaction ifor iemployees, iand ipotentially ia imore

i

sustainable iwork-life ibalance. iHowever, iit iis iessential ito idelve ifurther iinto ithe
i

specific ifactors icontributing ito ithis iperceived iproductivity ito igain ia ibetter
i

understanding iof ithe imechanisms iat iplay iand ito iidentify ipotential iareas ifor
i

improvement.
i

Moreover, ithis iresult ialigns iwith iemerging iliterature iand itheoretical

perspectives irelated ito iremote iwork iand iproductivity. iThe iCOVID-19 ipandemic
i

accelerated ithe iadoption iof iremote iwork iarrangements, ileading ito ia isurge iin
i

research ion ithe itopic. iTheoretical iframeworks ilike ithe iJob iDemand-Resources i(JD-
i

R) imodel iand ithe iConservation iof iResources i(COR) itheory ihave ibeen iused ito

explore ithe ifactors ithat iinfluence iremote iwork iproductivity. iThe ihigh imean iscore
i

suggests ithat iremote iwork iproductivity ican ibe imaintained iat ia ihigh ilevel iwhen
i

employees ihave ithe inecessary itools iand iequipment, ipositive iworking irelationships,
i
 35

effective icommunication iwith imanagement, iand iprioritize itheir ipersonal iwell-being.

i

This iis iin iline iwith ithe iJD-R imodel, iwhich iposits ithat ijob iresources, isuch ias ithe
i

availability iof itools iand isupportive iwork irelationships, ican ibuffer iagainst ijob
i

demands iand icontribute ito ihigher ilevels iof iwork iengagement iand iproductivity.
i

Empirical ievidence ihas ialso iindicated ithat, iunder icertain iconditions, iremote iwork
i

can ibe ijust ias iproductive ias itraditional ioffice-based iwork, iif inot imore iso. iHowever,
i

it iis iimportant ito iacknowledge ithat ithe isuccess iof iremote iwork iarrangements ican
i

vary iacross iindustries, ijob iroles, iand iindividual ipreferences.

i

Among ithe ifour iindicators, iworking irelationship ihad ithe ihighest imean iscore

of i4.36 iwith ian iSD iof i0.64 idescribed ias ivery ihigh. iThis imeans ithat ithe iwork-from-
i

home iproductivity iin iterms iof iworking irelationship iis ivery imuch ifelt. i

As iappended iin iTable i3.1, ithe irespondents ihave iobserved ithe ifollowing

order iof iimportance: ia imean iscore iof i4.46 iwith ian iSD iof i0.75 idescribed ias ivery ihigh
i

for ifeeling ithe iteamwork’s imorale iis ias istrong ias iit iis iback ito ithe ischool; ia imean
i

score iof i4.35 iwith ian iSD iof i0.75 idescribed ias ivery ihigh ifor imaintaining ieffective
i

relationships iwith icolleagues ias iI iwould iback iin ithe ischool; iand ia imean iscore iof
i

4.27 iwith ian iSD iof i0.74 idescribed ias ivery ihigh ifor ifeeling iconnected ienough ito imy
i

co-teachers.
i

Second iis ithe imanagement icommunication iwith ia imean iscore iof i4.35 iwith

an iSD iof i0.62 idescribed ias ivery ihigh. iThis imeans ithat ithe iwork-from-home
i

productivity iin iterms iof imanagement icommunication iis ivery imuch ifelt. i
i

As iappended iin iTable i3.2, ithe irespondents ihave iobserved ithe ifollowing

order iof iimportance: ia imean iscore iof i4.48 iwith ian iSD iof i0.69 idescribed ias ivery ihigh
i

for icontacting imy isuperiors ianytime iI ineed itheir ihelp; ia imeans iscore iof i4.30 iwith ian
i

SD iof i0.65 idescribed ias ivery ihigh ifor ibeing iin iregular icontact iwith imy isuperiors;
i
 36

and ia imean iscore iof i4.28 iwith ian iSD iof i0.66 idescribed ias ivery ihigh ifor ibeing
i

satisfied iwith ithe iquality iof icommunication imy isuperiors iprovide.

i

Third iis iequipment iand itools iwith ia imean iscore iof i4.05 iwith ian iSD iof i0.81

described ias ihigh. iThis imeans ithat ithe iwork-from-home iproductivity iin iterms iof
i

equipment iand itools iis imuch ifelt. i

i

As iappended iin iTable i3.3, ithe irespondents ihave iobserved ithe ifollowing

order iof iimportance: ia imean iscore iof i4.11 iwith ian iSD iof i0.90 idescribed ias ihigh ifor
i

having ia isuitable iworkplace iat ihome; ia imean iscore iof i4.04 iwith ian iSD iof i0.99
i

described ias ihigh ifor iunderstanding iunderstand ihow ito iuse ihighly itechnological
i

tools iused ifor imy iwork isuch ias imobile iapps; iand ia imean iscore iof i3.99 iwith ian iSD iof
i

0.80 idescribed ias ihigh ifor ibeing iequipped iwith inecessary imaterials ifor imy iwork.
i

Lastly, ipersonal iwell-being ihad ithe ilowest imean iscore iof i3.98 iwith ian iSD iof

0.81 idescribed ias ihigh. iThis imeans ithat ithe iwork-from-home iproductivity iin iterms
i

of ipersonal iwell-being iis imuch ifelt.

i

As iappended iin iTable i3.4, ithe irespondents ihave iobserved ithe ifollowing

order iof iimportance: ia imean iscore iof i4.02 iwith ian iSD iof i1.14 idescribed ias ihigh ifor
i

having ia ihealthy iwork-life ibalance; ia imean iscore iof i4.0 iwith ian iSD iof i0.79
i

described ias ihigh ifor itaking iregular ibreaks iwhen iworking ifrom ihome; iand ia imean
i

score iof i3.92 iwith ian iSD iof i0.95 idescribed ias ihigh ifor ienjoying iworking ifrom ihome.
i

Significance ion ithe iRelationship iof iEmotional iDifficulties iand iSocietal

iInfluences iWork-from-home iProductivity i

Presented iin iTable i4 iis ithe icorrelation ibetween iemotional idifficulties iand

societal iinfluences ion iwork-from-home iproductivity iamong ielementary iteachers.

i

The ir-value iand ip-value iof iemotional idifficulties iand icollege ipersistence iare i-0.298
i
 37

and i0.001 irespectively, itranslating ito ia ipositive icorrelation. iIn iaddition, ithe ir-value
i

of isocietal iinfluences iis i0.234 iwith ia ip-value iof i0.002 iwhich ialso ishows ia ipositive i
i

Table i4
Significance ion ithe iRelationship iof iEmotional iDifficulties iand iSocietal iInfluences
iWork-from-home iProductivity

Independent Dependent
iVariables iVariable r-value r-square p-value Decision
Emotional Reject
-0.298* 0.0888 0.001
iDifficulties iHo

Work-from-
home
iProductivity

Reject
Societal iInfluences 0.234* 0.0548 0.002
iHo

*p<0.05

correlation. iAmong ithe itwo iindependent ivariables iwhich ir-values iand ip-values iare

reflected ion ithe itable, iall iindependent ivariables i– iemotional idifficulties iand isocietal
i

influences i– ihave iattained ip-values ithat iare iless ithan ithe i0.05 ilevel iof isignificance.
i

This ionly imeans ithat ithe inull ihypotheses ipertaining ito ithese iindependent ivariables
i

are irejected. iThis iindicates ithat ithere iis ia isignificant irelationship ibetween
i

emotional idifficulties iand iwork-from-home iproductivity iamong ielementary

i

teachers. iAlso, ithere iis ia isignificant irelationship ibetween isocietal iinfluences iand
i

work-from-home iproductivity iamong ielementary iteachers. i

i

This ifinding isuggests ithat ithe iemotional iwell-being iof ielementary iteachers iis

intertwined iwith itheir iwork-from-home iproductivity. iThis irelationship iunderscores

i

the isignificance iof isupporting iteachers' iemotional ihealth, iparticularly iin ithe icontext
i

of iremote ior ihybrid iteaching ienvironments. iTeachers iwho iexperience iemotional

i

difficulties, isuch ias idepression, ianxiety, ior istress, imay ifind iit ichallenging ito
i

maintain ihigh ilevels iof iproductivity iwhile iworking ifrom ihome. iAs isuch, ieducational
i

institutions iand ipolicymakers ishould iconsider iimplementing istrategies iand

i
 38

resources ito iaddress ithe iemotional iwell-being iof ielementary iteachers, iespecially
i

during itimes iof iincreased iremote iwork. iProviding iaccess ito imental ihealth isupport,
i

stress imanagement iprograms, iand iopportunities ifor isocial iconnection iand

i

emotional isupport ican ibe icrucial iin ihelping iteachers icope iwith iemotional idifficulties
i

and, iconsequently, ienhancing itheir iwork-from-home iproductivity. iAdditionally, iit

i

highlights ithe ineed ifor iflexible iand iadaptive iteaching ipractices ithat ican
i

accommodate iteachers' iemotional istates, ipromoting ia ihealthier iwork-life ibalance

i

and iultimately ibenefiting ithe iquality iof ieducation iprovided ito istudents.
i

Moreover, ithis iresult ialigns iwith iboth itheoretical iand iempirical ievidence

within ithe ifields iof ieducation iand ipsychology. iFrom ia itheoretical istandpoint, iit
i

aligns iwith itheories isuch ias ithe iJob iDemands-Resources i(JD-R) imodel, iwhich
i

posits ithat ijob idemands, iincluding iemotional idemands, ican ilead ito iburnout iand
i

reduced iwork iperformance. iEmotional idifficulties, isuch ias idepression iand ianxiety,
i

are iwell-established ipredictors iof idecreased ijob isatisfaction iand iproductivity.

i

Empirically, ithere iis ia igrowing ibody iof iresearch ithat isupports ithe iidea ithat iteacher
i

well-being iand ijob isatisfaction iare iclosely ilinked ito itheir ieffectiveness ias ieducators.
i

This istudy iadds ito ithis iliterature iby iemphasizing ithe iparticular irelevance iof
i

emotional idifficulties iin ithe icontext iof iwork-from-home iarrangements ifor

i

elementary iteachers. iThese ifindings iunderscore ithe ineed ifor ieducational

i

institutions ito iprioritize iteacher iwell-being iand iprovide iresources iand isupport ito
i

help ieducators imanage iand iovercome iemotional idifficulties, iultimately ibenefiting

i

both iteachers iand itheir istudents.

i

Regression iAnalysis ion ithe iInfluence iof iEmotional iDifficulties iand iSocietal
iInfluences ion iWork-from-home iProductivity
 39

Table i5 ishows ithe iregression ianalysis ion ithe iinfluence iof iemotional

difficulties iand isocietal iinfluences ias ipredictors iof iwork-from-home iproductivity. i

i

Table i5
Regression iAnalysis ion ithe iInfluence iof iEmotional iDifficulties iand iSocietal
iInfluences ion iWork-from-home iProductivity

Independent Unstandardized Standardized t- p- Decision i

iVariables iCoefficients iCoefficients value value
B SE Beta
(Constant) 3.530 0.237

Emotional -0.238 0.045 -0.385* -5.261 0.001 Reject iHo

iDifficulties

Societal 0.317 0.069 0.334* 4.573 0.001 Reject iHo

iInfluences

Dependent iVariable: iWork-from-home iProductivity

R= i0.439* R2= i0.193
F-ratio= i19.340 p-value= i0.001

The itable ishows ithat ithe iemotional idifficulties ihas ia ibeta ivalue iof i-0.385 iand ia ip-

value iof i0.001 iwhich iis ilower ithan ithe i0.05 ilevel iof isignificance. iThis iallows ithe

rejection iof ithe inull ihypothesis. iIt imeans ithat iemotional idifficulties ican isignificantly
i

predict iwork-from-home iproductivity iamong ielementary iteachers. iOn ithe iother

i

hand, isocietal iinfluences ihas ia ibeta ivalue iof i0.334 iand ia ip-value iof i0.001 iwhich iis
i

lower ithan ithe i0.05 ilevel iof isignificance. iThis iallows ithe irejection iof ithe inull
i

hypothesis. iIt imeans ithat isocietal iinfluences ican isignificantly ipredict iwork-from-
i

home iproductivity iamong ielementary iteachers. i

The iR-value iof i0.439 ispecifies ia ilow ipositive icorrelation ibetween ithe

emotional idifficulties iand isocietal iinfluences iwith ithe iwork-from-home iproductivity

i

among ielementary iteachers. iThe icoefficient iof idetermination iwhich iis i0.193
i

connotes ithat ionly i19.3% iof ithe ivariation iin ithe iemotional idifficulties iand isocietal
i
 40

influences iamong ielementary iteachers icould ibe iattributed ito ithe iwork-from-home
i

productivity ithat ithey iobserved. iThe irest, i80.7% iis ithe ichance ivariation iwhich
i

indicates ithat ithe iemotional idifficulties iand isocietal iinfluences iamong ielementary
i

teachers icould ibe iattributed ito iother ifactors iwhich iare inot iincluded iin ithe istudy.
i

The ifinding icarries iimportant iimplications ifor ieducators, ieducational

institutions, iand ipolicymakers. iFor ieducators, ithis ifinding iemphasizes ithe

i

importance iof iself-awareness iand iself-care. iTeachers ishould ibe iencouraged ito
i

recognize iand iaddress itheir iemotional idifficulties iand iseek iappropriate isupport.
i

Simultaneously, ithey ishould ibe iequipped iwith istrategies ito inavigate isocietal
i

influences, isuch ias imanaging iexpectations iand isetting iboundaries iwith iregard ito
i

work-related idemands. iEducational iinstitutions iand ipolicymakers ishould iconsider

i

the idevelopment iof icomprehensive isupport iprograms ithat iaddress iboth iemotional
i

well-being iand ithe iimpact iof isocietal iinfluences. iThese iprograms ican iinclude
i

mental ihealth iresources, itraining iin istress imanagement, iand iguidance ion iwork-life
i

balance, iall itailored ito ithe iunique ineeds iof ielementary iteachers iworking ifrom
i

home.
i

Moreover, ithis iresult ialigns iwith iexisting iliterature iand itheoretical

frameworks iin ithe ifields iof ipsychology, ieducation, iand iremote iwork. iThe
i

relationship ibetween iemotional iwell-being iand ijob iproductivity ihas ibeen

i

extensively istudied iand iis isupported iby itheories isuch ias ithe iJob iDemands-
i

Resources i(JD-R) imodel iand iConservation iof iResources i(COR) itheory. iThese

theories iemphasize ithe irole iof ipersonal iand ijob-related ifactors, iincluding iemotional
i

difficulties, iin ipredicting iwork ioutcomes. iIn ithis istudy, ithe isignificant iprediction iof
i

work-from-home iproductivity iby iemotional idifficulties ireaffirms ithese itheoretical

i

perspectives. iFurthermore, ithe ifinding ithat isocietal iinfluences ican ialso ipredict
i
 41

work-from-home iproductivity icorresponds iwith iresearch ion ithe iimpact iof iexternal
i

factors ion ijob iperformance. iSocietal iinfluences, isuch ias isocial inorms,
i

expectations, iand isupport inetworks, ihave ibeen irecognized ias iimportant

i

determinants iof iemployee ibehavior iand ioutcomes. iIn ithe icontext iof iremote iwork,
i

this imay iinvolve isocietal ipressures irelated ito imaintaining ia iwork-life ibalance,
i

managing ithe idemands iof iremote iteaching, iand iadapting ito ithe ichanging idynamics
i

of ieducation. iThis istudy icontributes ito ithis iliterature iby ihighlighting ithe irelevance iof
i

societal iinfluences ispecifically iamong ielementary iteachers iworking ifrom ihome.

i

Regression iAnalysis ion ithe iInfluence iof ithe iDomains iof iEmotional
iDifficulties ion iWork-from-home iProductivity

Table i6 ishows ithe iregression ianalysis ion ithe idomains iof iemotional

difficulties ithat isignificantly ipredict iwork-from-home iproductivity iamong ielementary

i

teachers. iThe itable ishows ithe iF-value iof i12.793 iand ip-value iof i0.001 iwhich iis
i

evidently ilower ithan ithe i0.05 ilevel iof isignificance. iThis iallows ithe iresearcher ito
i

reject ithe inull ihypothesis. iThus, ithere iis/are idomain(s) iin iemotional idifficulties ithat
i

can isignificantly ipredict iwork-from-home iproductivity iamong ielementary iteachers.

i

Specifically, ionly itwo iindicators i– ianxiety iand istress i– ihave ibeta ivalues iof i0.719
i

and i-1.088, irespectively, iand ip-values ithat iare ilower ithan ithe i0.05 ilevel iof
i

significance. iThis imeans ithat ithese itwo iindicators iof iemotional idifficulties ican
i

significantly ipredict iwork-from-home iproductivity iamong ielementary iteachers.

i

Moreover, ionly ione iindicator i– idepression i– ihas ia ibeta ivalue iof i0.092 iand ia ip-value
i

that iis ihigher ithan ithe i0.05 ilevel iof isignificance. iThis imeans ithat ithis iindicator iof
i

emotional idifficulties icannot isignificantly ipredict iwork-from-home iproductivity

i

among ielementary iteachers. i

i
 42

The iR-value iof i0.439 ispecifies ia ilow ipositive icorrelation ibetween iemotional

difficulties iand iwork-from-home iproductivity iamong ielementary iteachers. iThe

i

coefficient iof idetermination, iwhich iis i0.192, iconnotes ithat ionly i19.2% iof ithe
i

variation iin ithe iemotional idifficulties icould ibe iattributed ito ithe iwork-from-home i
i

Table i6
Regression iAnalysis ion ithe iInfluence iof ithe iDomains iof iEmotional iDifficulties ion
iWork-from-home iProductivity i

Indicators Unstandardized Standardized t- p- Decision i

iCoefficients iCoefficients value value
B SE Beta
(Constant) 4.536 0.093
Depression 0.051 0.074 0.092 0.692 0.490 Do inot
ireject iHo

Anxiety 0.437 0.115 0.719* 3.805 0.001 Reject iHo

Stress -0.646 0.135 -1.088 -4.788 0.001 Reject iHo

Dependent iVariable: iWork-from-home iProductivity

R= i0.439* R2= i0.192
F-ratio= i12.793 p-value= i0.001

productivity ithat ithey iobserved. iThe irest, i80.8% iis ithe ichance ivariation iwhich

indicates ithat ithe iemotional idifficulties iamong ielementary iteachers icould ibe
i

attributed ito iother ifactors iwhich iare inot iincluded iin ithe istudy.
i

These ifindings ihighlight ithat inot iall iaspects iof iemotional idifficulties iimpact

work-from-home iproductivity iequally. iIn ithis icase, ianxiety iand istress iemerge ias
i

significant ipredictors, isuggesting ithat iteachers iwho iexperience iheightened ilevels

i

of ianxiety ior istress iare imore ilikely ito iface ichallenges iin imaintaining iproductivity
i

when iworking iremotely. iThis iimplies ithat itargeted iinterventions iand isupport
i

programs ishould ifocus ion iaddressing ianxiety iand istress iamong ielementary
i

teachers iin ia iremote iteaching ienvironment. iFor ieducators, irecognizing ithe iimpact
i

of ianxiety iand istress ion iwork-from-home iproductivity iunderscores ithe iimportance

i
 43

of imanaging ithese iemotional idifficulties ieffectively. iStrategies isuch ias istress

i

management itechniques, imindfulness ipractices, iand icreating ia iconducive iwork

i

environment ican ihelp iteachers imitigate ithe inegative ieffects iof ianxiety iand istress
i

on itheir iproductivity. iEducational iinstitutions iand ipolicymakers ishould iconsider

i

providing iresources iand itraining iprograms ithat ispecifically iaddress ithese

i

emotional ichallenges ito isupport iteachers iin itheir iremote iteaching iroles. iBy idoing
i

so, ithey ican ihelp imaintain ithe iquality iof ieducation iand iwell-being iof iteachers iand
i

students ialike iduring iremote iteaching.

i

Moreover, ithese iresults ialign iwith iboth itheoretical iand iempirical ievidence

within ithe ifields iof ipsychology, ieducation, iand iremote iwork. iThe idifferentiation
i

between
i i emotional i domains i in i predicting i work-from-home i productivity

corresponds ito iexisting iliterature ion iemotional iwell-being iand ijob iperformance. iThe
i

Job iDemands-Resources i(JD-R) imodel, ifor iinstance, iemphasizes ithat idifferent

i

emotional istates ican ihave ivarying iimpacts ion iwork ioutcomes. iAnxiety iand istress
i

are iwell-documented ipredictors iof idecreased ijob iperformance iand ijob isatisfaction,
i

as ithey ican ihinder icognitive ifunctioning, idecision-making, iand iinterpersonal

i

interactions. iThese ifindings isupport ithis iperspective iby ihighlighting ithe iparticular
i

relevance iof ianxiety iand istress iin ithe icontext iof iwork-from-home iproductivity
i

among ielementary iteachers. iFurthermore, ithe iresult ialigns iwith iempirical iresearch
i

that ihas ishown ithe idifferential iimpact iof ivarious iemotional idifficulties ion ijob
i

performance. iAnxiety iand istress iare ioften iidentified ias ikey icontributors ito ireduced
i

productivity iin iboth iremote iand itraditional iwork isettings. iConversely, iwhile
i

depression ican icertainly iaffect ijob iperformance, iits iinfluence imay ibe imore icomplex
i

and icontext idependent. iIn ishort, idepression imay imanifest idifferently iin iterms iof iits
i

impact ion iwork iperformance icompared ito ianxiety iand istress.

i
 44

Regression iAnalysis ion ithe iInfluence iof ithe iDomains iof iSocietal iInfluences
ion iWork-from-home iProductivity

Table i7 ishows ithe iregression ianalysis ion ithe idomains iof isocietal iinfluences

that isignificantly ipredict iwork-from-home iproductivity iamong ielementary iteachers.

i

The itable ishows ithe iF-value iof i10.444 iand ip-value iof i0.001 iwhich iis ievidently ilower
i

than ithe i0.05 ilevel iof isignificance. iThis iallows ithe iresearcher ito ireject ithe inull
i

hypothesis. iThus, ithere iis/are idomain(s) iin isocietal iinfluences ithat ican isignificantly
i

predict iwork-from-home iproductivity iamong ielementary iteachers. iSpecifically, ionly

i

one iindicator i– isocial idesirability i– ihas ia ibeta ivalue iof i0.210 iand ia ip-value ithat iis
i

lower ithan ithe i0.05 ilevel iof isignificance. iThis imeans ithat ithis iindicator iof isocietal
i

influences ican isignificantly ipredict iwork-from-home iproductivity iamong ielementary

i

teachers. iMoreover, ithe iother ifour iindicators i– isocial idistance, isocial ianxiety,
i

social iinformation, iand isocial iadaptation– ihave ibeta ivalues iof i-0.118, i-0.105,
i

0.210, i0.159, iand i0.152, irespectively, iand ip-values ithat iare ihigher ithan ithe i0.05
i

level iof isignificance. iThis imeans ithat ithese iindicators iof isocietal iinfluences icannot
i

significantly ipredict iwork-from-home iproductivity iamong ielementary iteachers. i

i

The iR-value iof i0.497 ispecifies ia ilow ipositive icorrelation ibetween iemotional

difficulties iand iwork-from-home iproductivity iamong ielementary iteachers. iThe

i

coefficient iof idetermination, iwhich iis i0.247, iconnotes ithat ionly i24.7% iof ithe
i

variation iin ithe isocietal iinfluences icould ibe iattributed ito ithe iwork-from-home
i

productivity ithat ithey iobserved. iThe irest, i75.3%, iis ithe ichance ivariation iwhich
i
 45

indicates ithat ithe isocietal iinfluences iamong ielementary iteachers icould ibe
i

attributed ito iother ifactors iwhich iare inot iincluded iin ithe istudy. i
i

These ifindings iimply ithat ielementary iteachers iwho ifeel ia istrong ipressure ito

conform ito isocietal inorms iand iexpectations iwhile iworking ifrom ihome imay i
i

Table i7
Regression iAnalysis ion ithe iInfluence iof ithe iDomains iof iSocietal iInfluences ion
iWork-from-home iProductivity i

Indicators Unstandardized Standardized p- t- Decision i

iCoefficients iCoefficients value value
B SE Beta
(Constant) 3.202 0.245
Social -0.062 0.043 -0.118 0.152 -1.440 Do inot
iDistance iReject iHo

Social iAnxiety -0.058 0.046 -0.105 0.209 -1.260 Do inot

iReject iHo

Social 0.128 0.058 0.210* 0.029 2.201 Reject iHo

iDesirability

Social 0.101 0.062 0.159 0.105 1.631 Do inot

iInformation iReject iHo

Social 0.085 0.053 0.152 0.113 1.595 Do inot

iAdaptation iReject iHo

Dependent iVariable: iWork-from-home iProductivity

R= i0.497* R2= i0.247
F-ratio= i10.444 p-value= i0.001

experience ichallenges iin imaintaining iproductivity. iThe iimplication ihere iis ithat ithe

need ito imeet iperceived isocial istandards iand iexpectations ican ipotentially icreate
i

stress ior ihinder iefficiency ifor iteachers iin ia iremote iteaching ienvironment. iFor
i

educators iand ieducational iinstitutions, ithis ifinding ihighlights ithe iimportance iof
i

addressing isocial idesirability iin ithe icontext iof iremote iteaching. iIt isuggests ithat
i

educators imay ibenefit ifrom istrategies iand isupport ithat ihelp ithem inavigate iand
i

manage isocietal ipressures irelated ito itheir iwork. iEducational iinstitutions iand
i

policymakers ishould iconsider iproviding itraining iand iresources ito iempower

i
 46

teachers ito iset iboundaries, iestablish irealistic iexpectations, iand iprioritize itheir iwell-
i

being iwhile iworking ifrom ihome. iBy iacknowledging iand iaddressing ithe iimpact iof

social idesirability, ieducational iinstitutions ican icreate ia imore isupportive iand

i

adaptable iremote iteaching ienvironment ithat ifosters iboth iproductivity iand iteacher
i

well-being.
i

Moreover, ithese iresults ialign iwith itheoretical iand iempirical ievidence ion ithe

influence iof iexternal isocial ifactors ion ijob iperformance. iSocial idesirability ihas ilong
i

been irecognized ias ia ipsychological iphenomenon ithat ican iaffect iindividual

i

behavior, iincluding iwork-related ibehavior. iThe ifinding ithat isocial idesirability

i

significantly ipredicts iwork-from-home iproductivity iamong ielementary iteachers iis

i

consistent iwith itheories iof isocial ipsychology ithat iemphasize ithe irole iof isocial
i

norms iand iexpectations iin ishaping ibehavior. iWhen iindividuals ifeel icompelled ito
i

conform ito iperceived isocietal iideals, iit ican iimpact itheir idecision-making, istress
i

levels, iand iultimately itheir iproductivity. iHowever, ithe iresult ialso ihighlights ian
i

interesting icontrast iwith ithe iother idomains iof isocietal iinfluence—social idistance,
i

social ianxiety, isocial iinformation, iand isocial iadaptation—which iwere ifound inot ito
i

significantly ipredict iwork-from-home iproductivity. iWhile ithese idomains imay istill ibe
i

relevant ito ithe iexperiences iof ielementary iteachers iin iremote iteaching, iit isuggests
i

that itheir iimpact ion iproductivity imay ibe iless ipronounced ior icontext idependent. iThis
i

finding iis iin iline iwith ithe icomplexity iof isocietal iinfluences ion ijob iperformance, ias
i

they ican ivary iwidely idepending ion iindividual ifactors, icultural icontexts, iand ithe
i

specific idemands iof ithe ijob.

i
 47

CHAPTER i4

CONCLUSION iAND iRECOMMENDATION

This ichapter iencapsulates ithe iresults iand ifindings iof ithe istudy. iFirst, iit

contains ithe idescriptive ifindings. iSecond, iit icontains ithe iinferential ifindings ion ithe
i

correlation iand iregression ibetween ithe ivariables iof ithe istudy. iThird, iit icontains ia
i

statement iwhether ithe iresults iof ithe istudy isupport ior idisprove ithe itheoretical
i

underpinnings iof ithe istudy. iThen, iit iprovides irecommendations ithat iare ibased ion
i

the ifindings iof ithe istudy.

i

Conclusion

This istudy irevealed ithat ithe ilevel iof iemotional idifficulties iin iterms iof

depression, ianxiety, iand istress ihad ian ioverall imean iof i1.89 iwith ian iSD iof i0.99
i

described ias ilow. iThis imeans ithat ithe iemotional idifficulties iof ithe irespondents iare
i

seldom ifelt. iAlso, ithe ifindings irevealed ithat ithe ilevel iof isocietal iinfluence iin iterms iof
i

social idistance, isocial ianxiety, isocial idesirability, isocial iinformation, iand isocial
i

adaptation ihad ian ioverall imean iof i3.47 iwith ian iSD iof i0.62 idescribed ias ihigh. iThis
i

means ithat ithe isocietal iinfluences iof ithe irespondents iare imuch ifelt. iThen, iresults
i

also ishowed ithat ithe ilevel iof iwork-from-home iproductivity iin iterms iof iequipment
i

and itools, iworking irelationship, imanagement icommunication, iand ipersonal iwell-

i

being ihad ian ioverall imean iof i4.18 iwith ian iSD iof i0.59 idescribed ias ihigh. iThis imeans

that ithe iwork-from-home iproductivity iof ithe irespondents iis imuch ifelt.
i
 48

Moreover, iit iwas ialso ifound ithat ithere iis ia isignificant irelationship ibetween

emotional idifficulties iand iwork-from-home iproductivity iamong ielementary

i

teachers; iand ithat ithere iis ia isignificant irelationship ibetween isocietal iinfluences iand
i

work-from-home iproductivity iamong ielementary iteachers. iFurthermore, iit iwas

i

revealed ithat iboth iemotional idifficulties iand isocietal iinfluences ican isignificantly
i

predict iwork-from-home iproductivity iamong ielementary iteachers. iUnder iemotional

i

difficulties, ionly ianxiety iand istress ican isignificantly ipredict iwork-from-home

i

productivity iamong ielementary iteachers. iUnder isocietal iinfluences, ionly isocial

i

desirability
i i can i significantly i predict i work-from-home i productivity i among

elementary iteachers.
i

Apparently, ithe iresults isupport ithe itheoretical iunderpinnings iof ithe istudy

which istates ithat iWFH iproductivity iis iviewed ias ia ibehavior iin ithe iorganization. iAs ia
i

behavior, iwork iproductivity iof iemployees iduring iWFH iis iinfluenced iby ivarious
i

factors. iThose ifactors iinclude ipersonal iemotional idifficulties iand isocial iinfluences.
i

WFH iproductivity ican ibe iinfluenced idirectly iby ithe iindividual iantecedent iof
i

teachers. iAlso, igroup iand iorganizational iantecedents iinfluence ieither idirectly ior
i

indirectly iWFH iproductivity.

i

Recommendation

The ifollowing iare ithe irecommendations ibased ion ithe ifindings iof ithe istudy

focusing ion ithe iitems iwith ithe ilowest iratings iin ithe iappended iresults iper iindicator.
i

First, ibased ion ithe istudy's ifindings, iwhich iindicate ithat i"feeling ithat ilife iwas

meaningless" ihas ithe ilowest imean iscore iamong ithe iitems iunder iEmotional
i

Difficulties iin iterms iof iDepression, ithere iare iseveral istrategies ithat iteachers, ischool
i

administrators, iand iresearchers ican iemploy ito iprovide isupport iand iaddress ithis
i
 49

issue ieffectively. iTeachers ishould ibe itrained ito irecognize isigns iof iemotional
i

distress, iincluding ifeelings iof imeaninglessness, iamong istudents. iEncourage iopen

i

and iempathetic icommunication ibetween iteachers iand istudents, icreating ia isafe

i

space ifor istudents ito iexpress itheir ifeelings. iSchools ishould ihave iaccess ito imental
i

health iprofessionals ior icounselors iwho ican iprovide isupport ito istudents
i

experiencing iemotional idifficulties. iPromote ithe iavailability iof iconfidential

i

counseling iservices ifor istudents iwho imay ineed ihelp iin icoping iwith ifeelings iof
i

meaninglessness ior idepression. ithen, iresearchers ishould icontinue ito iinvestigate

i

the ifactors icontributing ito ifeelings iof imeaninglessness iamong istudents. iRegularly
i

assess ithe ieffectiveness iof iinterventions iand isupport isystems ito iensure ithey imeet
i

the ievolving ineeds iof istudents.

i

Second, ibased ion ithe istudy's ifindings, iwhich iindicate ithat i"finding

myself igetting iagitated" ihas ithe ilowest imean iscore iamong ithe iitems iunder
i

Emotional iDifficulties iin iterms iof istress, ihere iare ipractical irecommendations ifor
i

teachers, ischool iadministrators, iand iresearchers ito ihelp iaddress ithis iissue
i

effectively. iProvide iprofessional idevelopment iopportunities ifor iteachers ito ilearn

i

about istress imanagement itechniques iand ihow ito irecognize isigns iof iagitation iin
i

students. iEncourage iteachers ito imodel ieffective istress imanagement iand

i

emotional iregulation iin ithe iclassroom. iCollaborate iwith iresearchers ito ifurther
i

investigate ithe isources iand itriggers iof iagitation iand istress iin iteachers. iShare
i

findings iand ibest ipractices iwith ithe ieducational icommunity ito iinform ifuture
i

interventions.
i

Third, ibased ion ithe istudy's ifindings, iwhich iindicate ithat i"teachers ibeing

worried iabout isituations iin iwhich ithey imight ipanic iand imake ia ifool iof ithemselves"
i

has ithe ilowest imean iscore iamong ithe iitems iunder iEmotional iDifficulties iin iterms iof
i
 50

anxiety, ihere iare ipractical irecommendations ifor iteachers, ischool iadministrators,

i

and iresearchers ito iaddress ithis iissue ieffectively. iProvide itraining ito iteachers ion
i

recognizing iand imanaging ianxiety, iparticularly iin isituations iwhere ithey imight ifeel
i

vulnerable ior iself-conscious. iCultivate ia ischool iculture ithat ipromotes iempathy,

i

understanding, iand iopen icommunication. iOffer istress imanagement iprograms iand

i

resources ifor iteachers, iincluding iworkshops, icounseling iservices, ior iaccess ito
i

stress
i i reduction i techniques. i Implement i regular i check-ins i or i well-being

assessments ifor iteachers ito igauge itheir iemotional iwell-being iand iidentify iareas iof
i

concern. iIdentify iteachers iwho iconsistently ireport ianxiety iabout isituations iwhere
i

they imight ipanic iand imake ia ifool iof ithemselves. iCollaborate iwith iresearchers ito
i

investigate ithe ispecific itriggers iand icauses iof ianxiety iamong iteachers iin ithese
i

situations iand iuse iresearch ifindings ito iinform itargeted iinterventions iand isupport
i

programs.
i

Fourth, ibased ion ithe istudy's ifindings, iwhich iindicate ithat i"teachers

complying iwith ithe igovernment's iimplementations iof iepidemic iresponse iin ithe
i

community" ihas ithe ilowest imean iscore iamong ithe iitems iunder iSocietal iInfluences
i

in iterms iof iSocial iDesirability, ihere iare ipractical irecommendations ifor iteachers,
i

school iadministrators, iand iresearchers ito iaddress ithis iissue ieffectively. iDevelop
i

educational iprograms iand iworkshops ito ienhance iteachers' iunderstanding iof

i

epidemic iresponse imeasures, itheir iimportance, iand ithe irationale ibehind ithem.
i

Provide iup-to-date iinformation iand iresources ion ipublic ihealth iguidelines iand
i

recommendations. iOffer itraining ito iteachers ion ieffective icommunication istrategies

i

for iconveying ithe iimportance iof iepidemic iresponse imeasures ito istudents iand
i

parents. iRecognize iand icelebrate iteachers iwho idemonstrate iexemplary

i

compliance iwith iepidemic iresponse imeasures. iCollaborate iwith ipublic ihealth

i
 51

experts iand iagencies ito iprovide iteachers iwith iinsights iand iguidance ion iepidemic
i

response. iCollaborate iwith iresearchers ito iconduct istudies ion ithe ifactors
i

influencing iteachers' icompliance iwith iepidemic iresponse imeasures.

i

Fifth, ibased ion ithe istudy's ifindings, iwhich iindicate ithat i"teachers ichecking

for ithe ilatest ipandemic inews iupdates ivia itelevision, icomputer, ior iphone" ihas ithe
i

lowest imean iscore iamong ithe iitems iunder iSocietal iInfluences iin iterms iof iSocial
i

Information,
i i here i are i practical i recommendations i for i teachers, i school

administrators, iand iresearchers ito iaddress ithis iissue ieffectively. iEncourage

i

teachers ito irely ion ireputable isources iof iinformation ifor ipandemic iupdates, isuch ias
i

government ihealth iagencies, ithe iWorld iHealth iOrganization i(WHO), ior ilocal ihealth
i

authorities. iConduct iworkshops ior itraining isessions ion imedia iliteracy ito ihelp
i

teachers icritically ievaluate inews isources iand idifferentiate ibetween ireliable iand
i

misleading iinformation. iFacilitate idiscussions iamong iteachers iwhere ithey ican

i

share itheir iexperiences iand istrategies ifor istaying iinformed iwithout ibecoming
i

overwhelmed. iCollaborate iwith iresearchers ito imonitor ithe iimpact iof iexcessive
i

information iconsumption ion iteachers' iwell-being iand ijob iperformance.

i

Sixth, ibased ion ithe istudy's ifindings, iwhich iindicate ithat i"teachers iavoiding ior

cancelling itraveling ioverseas" ihas ithe ilowest imean iscore iamong ithe iitems iunder
i

Societal
i i Influences i in i terms i of i Social i Adaptation, i here i are i practical

recommendations ifor iteachers, ischool iadministrators, iand iresearchers ito iaddress

i

this iissue ieffectively. iSchool iadministrators ishould iestablish iclear iand iup-to-date
i

guidelines iregarding iteacher itravel, iespecially iinternational itrips, iduring iperiods iof
i

heightened ihealth iconcerns. iDevelop ia irisk iassessment iprotocol ifor iteachers

i

considering ioverseas itravel. iCreate iflexible iteaching iarrangements ithat

i

accommodate iteachers iwho ichoose ito iavoid ior icancel ioverseas itravel idue ito
i
 52

health iconcerns. iProvide iteachers iwith iaccess ito iinformation iand iresources ion
i

travel isafety, ihealth iprecautions, iand ivaccination irecommendations. iImplement ia

i

system ifor iteachers ito ireport itheir itravel iplans ior irecent itravel ihistory ito ithe ischool
i

administration. iResearchers ishould iinvestigate ithe ifactors iinfluencing iteachers'

i

decisions ito iavoid ior icancel ioverseas itravel iduring ihealth icrises.
i

Seventh, ibased ion ithe istudy's ifindings, iwhich iindicate ithat i"teachers ifeeling

anxious ior ifearful idue ito ithe ipandemic" ihas ithe ilowest imean iscore iamong ithe iitems
i

under iSocietal iInfluences iin iterms iof iSocial iAnxiety, ihere iare ipractical
i

recommendations ifor iteachers, ischool iadministrators, iand iresearchers ito iaddress

i

this iissue ieffectively. iSchool iadministrators ishould iprioritize iteachers' imental ihealth
i

by iproviding iaccess ito icounseling iservices ior imental ihealth iresources. iConduct
i

mental ihealth iawareness iand iresilience itraining ifor iteachers ito iequip ithem iwith
i

coping istrategies. iOffer iflexible iwork iarrangements, isuch ias ihybrid iteaching ior
i

remote iwork ioptions, ifor iteachers iwho imay ifeel ianxious iabout iin-person iteaching.
i

Provide iresources ion imanaging ianxiety iand ifear, iincluding istress ireduction
i

techniques, imindfulness iexercises, iand iself-care istrategies. iCollaborate iwith

i

researchers ito iconduct istudies ion ithe ifactors icontributing ito iteachers' ipandemic-
i

related ianxiety iand ifear.

Eighth, ibased ion ithe istudy's ifindings, iwhich iindicate ithat i"teachers iavoiding

communication iwith ior iencountering istrangers" ihas ithe ilowest imean iscore iamong
i

the iitems iunder iSocietal iInfluences iin iterms iof iSocial iDistance, ihere iare ipractical
i

recommendations ifor iteachers, ischool iadministrators, iand iresearchers ito iaddress

i

this iissue ieffectively. iOffer itraining iprograms ifor iteachers ito ienhance itheir
i

communication iand iinterpersonal iskills. iFoster ia ischool iculture ithat iencourages

i

open icommunication iand icollaboration iamong iteachers, istudents, iparents, iand ithe
i
 53

broader icommunity. iSchool iadministrators iand iexperienced iteachers ican iserve ias
i

role imodels iby iactively iengaging iwith istrangers iin ia iwelcoming iand iapproachable
i

manner. iOrganize icommunity iengagement iinitiatives, isuch ias iparent-teacher

i

meetings, iopen ihouses, ior icommunity iservice iprojects, ito ifacilitate iinteractions
i

between iteachers iand istrangers iin ia icontrolled iand isupportive isetting. iProvide
i

social iskills iworkshops ifor iteachers, iaddressing ispecific iscenarios iwhere ithey imay
i

need ito iinteract iwith iunfamiliar iindividuals, isuch ias ischool ievents ior icommunity
i

outreach iprograms. iCollaborate iwith iresearchers ito istudy ithe iunderlying ireasons
i

behind iteachers' iavoidance iof icommunication iwith istrangers.

i

Ninth, ibased ion ithe istudy's ifindings, iwhich iindicate ithat i"teachers ifeeling

connected ienough ito imy ico-teachers" ihas ithe ilowest imean iscore iamong ithe iitems
i

under iWork-from-home iProductivity iin iterms iof iWorking iRelationships, ihere iare
i

practical irecommendations ifor iteachers, ischool iadministrators, iand iresearchers ito

i

address ithis iissue ieffectively. iImplement iand ipromote ithe iuse iof ivirtual
i

collaboration iplatforms iand itools ithat ifacilitate icommunication iand iteamwork

i

among iteachers. iOrganize iregular ivirtual imeetings ior icheck-ins ifor ico-teachers ito
i

maintain ia isense iof iconnection iand icamaraderie. iEncourage icollaborative iprojects

i

or iinitiatives ithat irequire iteachers ito iwork itogether iremotely. iOffer ivirtual
i

professional idevelopment iopportunities ithat ifocus ion iremote icollaboration iand

i

team-building iskills. iRecognize iand iappreciate ithe icontributions iof ico-teachers

i

through ivirtual iacknowledgments, iawards, ior ishout-outs. iEstablish ifeedback

i

mechanisms ithat iallow iteachers ito iprovide iinput ion ithe ieffectiveness iof iremote
i

collaboration itools iand istrategies. iCollaborate iwith iresearchers ito istudy ieffective
i

remote icollaboration ipractices iand itheir iimpact ion iteacher iwell-being iand
i

productivity.
i
 54

Tenth, ibased ion ithe istudy's ifindings, iwhich iindicate ithat i"teachers ibeing

satisfied iwith ithe iquality iof icommunication imy isuperiors iprovide" ihas ithe ilowest
i

mean iscore iamong ithe iitems iunder iWork-from-home iProductivity iin iterms iof
i

Management iCommunication, ihere iare ipractical irecommendations ifor iteachers,

i

school iadministrators, iand iresearchers ito iaddress ithis iissue ieffectively. iSchool
i

administrators ishould idiversify iand iimprove icommunication ichannels ito iensure

i

effective iand itimely iinformation iflow. iEstablish ia iregular ischedule ifor iupdates iand
i

announcements ito ikeep iteachers iinformed iabout iimportant imatters, ichanges, iand
i

decisions. iPromote itwo-way icommunication ichannels iwhere iteachers ican iprovide

i

feedback, iask iquestions, iand ivoice iconcerns. iCreate iformal ifeedback

i

mechanisms, isuch ias isurveys ior isuggestion iboxes, ifor iteachers ito iprovide
i

feedback ion ithe iquality iof icommunication. iOffer itraining ior iprofessional
i

development iopportunities ifor isuperiors iand iadministrators ion ieffective

i

communication itechniques, iespecially iin ia iremote iwork isetting. iCollaborate iwith

i

researchers ito ievaluate ithe ieffectiveness iof icommunication istrategies iin ithe
i

remote iwork icontext.

i

Eleventh, ibased ion ithe istudy's ifindings, iwhich iindicate ithat i"teachers ibeing

equipped iwith inecessary imaterials ifor imy iwork" ihas ithe ilowest imean iscore iamong
i

the iitems iunder iWork-from-home iProductivity iin iterms iof iEquipment iand iTools,
i

here iare ipractical irecommendations ifor iteachers, ischool iadministrators, iand

i

researchers ito iaddress ithis iissue ieffectively. iSchool iadministrators ishould iconduct
i

a icomprehensive iassessment iof iteachers' itechnology ineeds ifor iremote iwork.

i

Allocate inecessary iresources iand ifunds ito iprocure iessential iequipment iand itools
i

for iteachers, isuch ias ilaptops, iwebcams, imicrophones, iand irelevant isoftware
i

licenses. iEstablish ia idedicated itechnical isupport iteam ior ihelpdesk ito iassist
i
 55

teachers iwith ihardware iand isoftware iissues. iOffer itraining isessions iand iresources
i

to ienhance iteachers' iproficiency iwith iremote iwork itools iand itechnology.

i

Collaborate iwith iresearchers ito ievaluate ithe iimpact iof ihaving ithe inecessary
i

materials iand iequipment ion iteachers' iproductivity iand ijob isatisfaction.

i

Lastly, ibased ion ithe istudy's ifindings, iwhich iindicate ithat i"teachers ienjoying

working ifrom ihome" ihas ithe ilowest imean iscore iamong ithe iitems iunder iWork-from-
i

home iProductivity iin iterms iof iPersonal iWell-being, ihere iare ipractical

recommendations ifor iteachers, ischool iadministrators, iand iresearchers ito iaddress

i

this iissue ieffectively. iSchool iadministrators ishould ioffer iflexible iwork iarrangements
i

that iallow iteachers ito ichoose ibetween iworking ifrom ihome iand iworking iin ia
i

traditional ischool isetting, itaking iinto iconsideration iindividual ipreferences iand

i

needs. iPromote ia ihealthy iwork-life ibalance iby iencouraging iteachers ito iestablish
i

clear iboundaries ibetween iwork iand ipersonal ilife. iOffer itraining iand iprofessional
i

development isessions ion iremote iwork iskills, iincluding itime imanagement, iself-
i

motivation, iand imaintaining iwork-life ibalance. iRecognize iand iappreciate iteachers'

efforts iand iachievements iin itheir iremote iwork iendeavors.

i