Emotional Difficulties and Societal Influences as Predictors

of Work-from-Home Productivity among Elementary

Teachers during COVID-19 Pandemic
Clark Harvey L. Bautista
clarkharveylozaldobautista@gmail.com

University of Mindanao-Tagum City,8100, Philippines

Abstract

The main purpose of this study was to determine if the emotional difficulties and the societal
influences significantly predict the work-from-home productivity of elementary school teachers during the
COVID-19 pandemic. The researcher employed the quantitative non-experimental design using causal effect
technique with Regression Analysis. The total sample size of the study was 300 elementary school teachers.
Respondents were elementary school teachers from selected public elementary schools in Tagum City Division
for the school year 2021-2022. Data analysis included Average Weighted Mean, Pearson-r, and Multiple
Regression Analysis as statistical tools. The final analysis revealed that the level of emotional difficulties is low,
while the levels of societal influence and work-from-home productivity are both high. Moreover, it was also
found that there is a significant relationship between emotional difficulties and work-from-home productivity
among elementary teachers, as well as between societal influences and work-from-home productivity.
Furthermore, it was revealed that under emotional difficulties, only anxiety and stress can significantly predict
work-from-home while under societal influences, only social desirability can significantly predict work-from-
home productivity. Based on the findings, it has been recommended to recognize signs of emotional distress,
including feelings of meaninglessness, among students and to provide training to teachers on recognizing and
managing anxiety, particularly in situations where they might feel vulnerable or self-conscious.

Keyword: MAEd-Educational management, emotional difficulties, societal influences, elementary teachers, work-from-
home productivity, Philippines
1. Introduction

Due ito ithe iCOVID-19 ioutbreak, ipublic isectors iincluding ielementary ischools ipractice iwork-
from-home iarrangements ifor itheir iteachers. iCurrently, iit iaffects iteachers’ iproductivity iwhen iworking
ifrom ihomes idue ito imany ireasons i(Waizenegger, iet ial., i2020). iFor iexample, iteachers iare inot iwell
itrained ifor ionline iteaching iand ithe itechnical ior ianalytical isubjects iand ilaboratory iwork icannot ibe
itaught ionline ieasily i(Ambikapathy i& iAli, i2020). iAlso, iteachers’ iproductivity iis iimpacted ias
iessential itasks iinvolve iinteraction ibetween iteachers iand istudents iduring ilearning iand iteaching
iactivities. iIt ialso ichallenges ithe iteacher’s iability ito icomplete iwork ieven iif ithey imust iwork iat
ihome. iThen, ia iteacher iwho iworks iat ihome iis ialso ilimited iby icommunication ibetween ilecturers iand
istudents ias iit iall idepends ion ithe iinternet iconnection iand ielectronic idevices iused. iMoreover, iteacher
iproductivity iduring iCOVID-19 ipandemic iis ihardly iachieved ibecause ithe iorganizations irarely iinvest
iin ieffective icommunication iplatforms iand iupskill iemployees ito iadopt inew itechnologies ibetter
i(Adams-Prassl, iet ial., i2020).
Meanwhile, iteachers’ iproductivity iis ian iindicator iof itheir iefficiency ieven iin ithe iobservation
iof iwork-from-home iarrangements. iIn iactual iterms, iproductivity iis ian iaspect ithat idirectly iaffects ithe
iperformance iof ithe iorganization. iNowadays, ialthough icountries iare iundergoing ia iCOVID-19
ioutbreak, iteachers’ iproductivity ineeds ito icontinue ito iform ia inew iera iparadigm. iRecent iCOVID-19
ipandemic ihas itransformed ithe iworking iculture ito ia inew inormal, irequiring ia idrastic ishift ito ithe
iway iteachers icommunicate iand ifunction iin ithe ioffice ithat icould ipotentially iaffect iproductivity.
iThus, ieven ithough icountry iis iexperiencing ia iCOVID i19 ioutbreak, iit ineeds ito icontinue iworking
iproductivity ias ian ioutput ifor ithe iperformance i(Griffin i& iDenholm, i2020). i
Work-from-home iis icurrently iknown ias ian ialternative iworking ito iminimize ithe irisk iof
iCOVID-19 iinfection. iHowever, iWFH iis inot inew iand ihas ibeen ibrought ito ithe iattention iof iseveral
ischools iof ithought ifor imany iyears. iThe iWFH iconcept iwas iinitially imentioned iby iNilles i(1988)
idating iback ito i1973, iknown ias i“telecommuting” ior i“telework”. iWFH ihas ibeen idefined iin ivarious
iterms iover ithe ifour idecades, inamely iremote iwork, iflexible iworkplace, itelework, itelecommuting, ie–
working. iThese iterms irefer ito ithe iability iof iemployees ito iwork iin iflexible iworkplaces, iespecially iat
ihome, iby iusing itechnology iexecute iwork iduties. iThere iwas ia idefinition iof itelecommuting ias i“an
ialternative iwork iarrangement iin iwhich iemployees iperform itasks ielsewhere ithat iare inormally idone iin
iprimary ior icentral iworkplaces, ifor iat ileast isome iportion iof itheir iwork ischedule, iusing ielectronic
imedia ito iinteract iwith iothers iinside iand ioutside ithe iorganization,” inotably, ithey iindicated ithat
i“elsewhere” irefers ito i“home” i(Grant iet ial. i2019).
Furthermore, iwork-from-home i(WFH) iis idefined ias ia isituation iof ithe iworking ienvironment
iwhen iemployees iare itransforming ifrom iphysical iappearance ito ia istate iof imind iusing ilaptop iand
itechnology iin icompleting itheir ijobs. iIt iis ialso ireferred ias ithe iideas iof iworkers ithat ido inot ineed ito
ipresent ito itheir iworking iplace. iThe iadvancement iof iinformation itechnology ihas imade iWFH ias ian
ieffective iand iconvenient imethod ito iproduce ia iproductive iworking ienvironment iwithout iattending ito
iphysical ijob iplace. iGenerally, iwork ifrom ihome ican iprovide iadvantages iand idisadvantages ito ithe
iworkers iespecially iduring ia isevere ipandemic isituation i(Shareena i& iMahammad iShahid, i2020).
As ia isubstitute iof iworking iarrangements, iemployees’ iwork iproductivity iduring iWFH iis istill
iquestioned iby imany iinstitutions, iespecially iorganizations iwhich iapply iWFH ilargely ifor ithe ifirst
itime. iMany istudies ihave iclarified ithat iWFH iprovides ibenefits ifor iorganization iand iemployees.
iUnfortunately, iit iis istill idifficult ito iapply ifor isome iorganizations. iThey ineed ito iestimate iWFH
iproductivity iand iscrutinize ithe iinfluential idrivers, iwhich iwere iexplained iin imany istudies. iWorking
ihour iis ione iof iinfluential idrivers. iDoing iWFH iwith iless ithan i18 iworking ihours iper iweek ihas ia
ibigger ipositive iimpact ion iproductivity icompared ito ifull-time iworking ihours i(Kazekami, i2018).
iSupervisor’s itrust iand isupport, ireduced icommunication iwith ico-workers, ithe ipossibility ito itake icare
iof ifamily, iand ithe iavailability iof ithe iworking ifacility iat ihome iwere ifound ito ibe ithe iinfluential
idrivers ifor iWFH iproductivity i(Nakrošienė iet ial., i2019).
Measuring ieffective iWFH iproductivity iof iemployees iis iimportant ito ievaluate ithe ibenefits
iand icosts iof ivirus icontrol ipolicies iand ito iarticulate ioptimal ireopening istrategies. iWork-from-home
iexperience imay ichange ioccupational iperspectives ion iworking ifrom ihome iitself. iIt ineeds ibetter
iunderstanding iabout ioccupational iand iindividual icharacteristics iassociated iwith iwork-from-home
ieffectiveness iand ibetter idesignation iof ioccupational igroups iand iindividuals ifor iworking i(or inot
iworking) ifrom ihome i(Kramer i& iKramer, i2020). iThe iproportion iof ithe ijobs iwhich icould ibe
iconducted ifrom ihome iis ian iimportant iinput ito iestimate ithe ieconomic iperformance iduring isocial
idistancing iperiod. iIndividual iproductivity iof ithe iworkers imay idiffer isubstantially iwhen ithe iwork
iprocess iwas idone iat ihome iinstead iof itraditional iworkplaces i(Dingel i& iNeilman, i2020).
Meanwhile, iWFH iproductivity ibecomes ia icritical iissue iin imacro iand imicro-economic
iviewpoints. iWFH ihas imany iadvantages iwhen iit iis icompared ito itraditional iwork iarrangement i(e.g.,
ishorter ibreaks, iless itime ioff, ifewer isick idays, ireduced icarbon iemissions). iHowever, iWFH ialso ihas
iseveral ibarriers isuch ias ijob iposition, igender, iincome ilevels, idiffering iskill, iand ispace irequirement
i(Bakker iet ial., i2019).
In ifact, ia iqualitative istudy iwith iin-depth iinterview iinvolving iteachers iat ielementary ischools
iin iIndonesia irevealed ithat iWFH iprovides iseveral idisadvantages iand iadvantages. iThe iadvantages iof
iWFH iare i(1) imore iflexibility iin icompleting iwork, i(2) imore iflexibility iin ifollowing ioffice ihours,
i(3) imore iefficiency iin ispending imoney ifor icommuting, i(4) imore ilife isatisfaction ibecause iteachers
ican iavoid itraffic ijam-related istress, iand i(5) imore ifree itime ifor iserving ipersonal ilife ior ifamily. iThe
idisadvantages iof iWFH iare i(1) iself-management–it iis inot ieasy ito imaintain iwork imotivation iwithout
idirect iinteraction iwith iorganizational isupports, i(2) ithe iincrease iof ielectricity iand iinternet ibill, iand
i(3) idata isecurity irelated iissues i(Purwanto iet ial., i2020).
In iaddition, iresearch irevealed ithat iwork-from-home iemployees iare ienjoying ihigher ilevels iof
iwork-life ibalance, iwhich iin iturn iimpacted ipositive iproductivity. iThis ican iguide ia igood iand ihappy
ifamily ienvironment iamong iemployees iand itheir ifamily imembers. iIt iwas ifurther irevealed ithat ifew
inegative iimplications iwere ifound iout isuch ias ireducing isocial icontact iand ieffective iinteraction iwith
iothers idue ito iloneliness. iFurthermore, iemployee’s iself i- iesteem ialso iimpacted ibadly idue ito iwork
ifrom ihome ibecause ithey ido inot ifeel iprofessional iway iwhen iworking ifrom ihome. iIn iaddition,
iemployees ifeel ithat ithey iwork ifor ilonger ihours iif ithey iWFH icompared ito iphysical ijobs. iThis
icaused iproblems iin ipeople’s ifamily irelationships. iHowever, ithey ifound ifew iadvantages ifrom iWFH
ithroughout itheir istudy isuch ias iemployees ifeel ithat ithey ihad imore ipersonal itime iwith ifamily iand
ichildren iwhen iworking ifrom ihome i(Go, i2018).
By iworking iat ihome ipeople ican isave itheir iprecious itime iwhich ithey inormally ispend iin
igoing ito ithe iworkplace iand ireturn ito ihome ifrom ithe iworkplace. iIn iaddition ito ithis ithey ican isave
imany ihidden icosts iassociated ilike icosts iof icommuting, icar iwear iand itear, ifuel, iroad itaxes, iparking
ias iwell ias iindirect icosts isuch ias iexpensive iprofessional iwardrobes iand ithe idry-cleaning iof ithose.
iOften, ithey ican ialso isave ion iolder ichildren’s icare iarrangements ialthough ifor iyounger ichildren iit iis
ihighly iunadvisable ito iforgo ithe ichildcare iarrangement iand itry ito ibalance iclose icare iand isupervision
iwith ithe idemands iof ithe ijob i(Unni i& iRani, i2019).
Moreover, ithe ieducation isystem ithough iworking ifrom ihome ielevates ithe iteachers’
iproductivity iand icreativity, ii.e., iit iwill itake ia igreat ideal iof icreative ieffort ito ibring iout ithe imost
icreative ithinking iin ithe iclasses. iTeaching itechniques iand istrategies icontinue ito ievolve. iThe irole iof
ia iteacher ihas ichanged ias iwell, ifrom isomeone iwho iconveys iinformation ito isomeone iwho ifacilitates
istudent ilearning iin ia ivariety iof iways. iNew itechnologies ihave ialso iimpacted iteaching iand ilearning
iapproaches. iEngaging istudents iin itheir iown ilearning ican itake imany idifferent iforms iand isome iof
ithe imost ieffective iteachers iemploy ia ivariety iof itechniques iand istrategies i(Aithal i& iAithal, i2018).
Work-from-home iarrangements iare iadvantageous ito ithe iproductivity iof iteachers idue ito ithe
ifollowing imajor ireasons. iFirst, iit ireduces ithe iworking itime. iWorking itime iinclude itimes ilike
icommuting, iwaiting ietc., ialong iwith iworking iin ia isituated ioffice. iWorking ifrom ihome iwill ireduce
ithe iworking ihours, ithus imaintains ibalance iin idemand i& isupply iof ilabor imarket iand iit ialso iwill
ireduce ithe iwork iweek, ivacation itime, iand iearlier iretirement. iSecond, iconfident iwork iwithout
isupervision. iTeachers iworking ifrom ihome ican iplan itheir iwork iwell iin iadvance. iThey iare ithe isole
isupervisors ifor ithemselves ifor ithe iwork icarried iout iby ithem; ihence, ithey ican icarry iout itheir iwork
iwithout ibeing idisturbed iby iothers. iLastly, ifamily iand ihealth icare. iWorking iin ia ifamily ienvironment
iis ifruit ibearing iand ihealthy ialso. iWhile iworking iin ihome, iteachers ifeel iconvenience iand ican iwork
iin ia ifriendly ienvironment iwith ifamily imembers. iWhen iemployees iwork ifrom ihome, ithey ihave
imore iflexibility iin iterms iof imanaging itheir itime ithus igetting imore iconvenient iworking ienvironment.
iMoreover, iwhen ithey iwork ifrom ihome, ithey ihave ibetter iwork-life ibalance iand ihence ican ibe
ihealthier i(Reshma, iet ial., i2017).
Conversely, ithe idrawbacks iof iWFH iproductivity, iinclude ithe iblurred iline ibetween iwork iand
ifamily, idistractions, isocial iisolation, iemployees ibearing ithe icosts irelated ito iWFH. iAccordingly, ithere
iare icertain idrawbacks iof iWFH, isuch ias iemployees iworking iat ihome imust ipay ifor ielectricity iand
ithe iinternet icosts ithemselves. iIt iwas ifurther ifound ithat iworkers iwere iisolated ifrom itheir icoworkers,
iand imanagers iconcerned iabout ireductions iin iproductivity iwhile iworking ifrom ihome. iMoreover, ithe
irelationship ibetween icoworkers icould ialso ibe iharmed. iEmployees imight ibe idistracted iby ithe
ipresence iof iyoung ichildren ior ifamily imembers iwhile iworking iat ihome ialong iwith iblurred
iboundaries ibetween iwork iand ifamily ilife ilead ito ioverwork. iIn ia isimilar ivein, ithe imanagement iof
iboundaries ibetween iwork iand ifamily iof iremote iworkers irevealed ithat iWFH irelates ito ithe iinability
iof iremote iworkers ito idisengage ifrom iwork i(Eddleston i& iMulki, i2017).
Apparently, iemotional idifficulties ihave ilong ibeen irecognized ias ione iof ithe iprevalent
icontributor ifactors ito iemployees’ iwork-from-home iproductivity, ieither ipositively ior inegatively.
iWork-from-home iproductivity iis ithe iobservable ibehavior ithat iemployees ido iin itheir iwork ithat iare
irelevant ito ithe igoals iof ian iorganization. iWork-from-home iproductivity iof iemployees iis iof ithe imost
icritical isubject ifor iorganizational ioutcomes iand isuccess. iThere iare ivarious idefinitions iof iwork-from-
home iproductivity. iIt ican ibe ian iactivity iin iwhich ian iemployee iis iable ito isuccessfully iaccomplish ia
igiven itask isubject ito ithe inormal iconstrains iof ireasonable iutilization iof ithe iavailable iresources. iIt
ican ialso ibe iviewed ias ithe iaggregated ivalue ito ithe iorganization iof ithe idiscrete ibehavioral iepisodes
ithat ian iindividual iperforms iover ian iestablished iperiod iof itime. iIt ican ialso ibe iassociated iwith ithe
iquantity iand iquality iof ioutput, itimeliness iof ioutput, iattendance iat iwork, iefficiency iand ieffectiveness
iof ithe iwork icompleted i(Kappagoda, i2018). i
The icoronavirus idisease iof i2019 i(COVID-19) iepidemic ihad ian iabrupt iand iabsolute iimpact
ion iacademic ilife. iSoon iafter iits isudden iappearance iaround ithe iworld, ithe ipandemic icaused ialmost
iall iuniversities iin ithe iworld ito itemporarily ishut itheir idoors iand isend iall istudents, ifaculty, iand istaff
ihome ito iwork. iThe iemotional idifficulties ibrought iby ithe ipandemic idetrimentally iaffected ithe
iworking-from-home i(WFH) iproductivity iamong ielementary iteachers ias ithey idramatically ialter itheir
iwork imethods, ischedules, iand iresponsibilities. iThe iunusual icircumstances ithat iCOVID-19’s irapid
ispread icreated iprovides ia iunique iopportunity ito istudy ithe irole ithat iinformation isystems iplay iin
isupporting ipeople ithrough ithis ipandemic iand ibeyond. iTopics iworth istudying iinclude ithe ipandemic’s
iimpacts ion ijobs i(including ijob iloss, ijob ichanges, iand ijob ioutcomes), ion ihome ilife i(including
ihome-life ichanges, ieffects ion ichildren, isocial ilife, iand ilife-related ioutcomes), iand iin idifferent
icontexts, ipopulation igroups, iand icountries i(Venkatesh, i2020). i
 Moreover, ithe iemotional idifficulties itowards ithe isource iof istress ifelt iby iteachers iare ia
imanifestation iof iwork istress. iResearchers idefine istress ias ia iphysical, imental, ior iemotional iresponse
ito ievents ithat icause ipressure ion ithe ibody ior imentally. iFor iteachers, istress iis idefined ias ia iresponse
ito ithe inegative ieffects iof iwork ias ia iteacher. iResearch istudies ihave iproved ithat ithese iemotional
idifficulties inegatively iaffect ithe iwork-from-home iproductivity iof ielementary iteachers. iWork istress iis
ia icondition iof ithe isubjective iunderstanding iof ithe iindividual ican ibe ia iform iof iinteraction ibetween
ithe iindividual iand ithe iwork ienvironment ithat ican ithreaten iand iput ipressure ion ithe ipsychological,
iphysiological, iand iindividual iattitudes. iWork istress ican icause inegative iimpact ion ihealth isuch ias
idigestive idisorders, icirculatory idisorders, iand ipsychosocial idisorder imake idecline iin iwork
iproductivity i(Kusumaningtiar i& iAnggraini, i2020).
Based ion iresearch iconducted, ielementary ischool iteachers iexperience iemotional idifficulties
ithat idirectly iaffect itheir iwork-from-home iproductivity iduring ithe ipandemic ias itriggered iby iseveral
ithings, inamely ifinancial idecline, iadapting ito inew itechnology iand ipolicies, iincreasing iworkload
ibecause ithey ireceive imore iquestions ifrom istudents ieven ioutside iclass ihours iduring idistance
ilearning, iand isome iplay ia irole idouble iwhen ithey ihave ito icomplete ihousehold ichores iand iteach iat
ialmost ithe isame itime ievery iday. iWork ipressure iaffect ia iperson's iemotions iwhich ican ilead ito
idisturbances iin ithe ilevel iof iemotional iintelligence iwhich iis iinfluenced iby ienvironmental ipressures
i(Indra, iet ial., i2021).
In iaddition, ithe iaccessible iliterature icontains idifferent icurrent istudies ion ihow iwork-related
iemotional idifficulties ipredicted iwork-from-home iproductivity, iboth iin ithe 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 iprimary ischools iof iSouthern iPapua iand ihow iit ipredicts iteachers’
iwork-from-home iproductivity. iEmploying iincidental isampling, ia itotal iof i1062 iprimary ischool
iteachers iwere iselected ias isamples. iDerivative idata iwere istatistically iexamined. iUsing isimple ilinear
iregression ias ithe itool ifor idata ianalyzing, ithe istudy iconcluded ithat iwork-from-home iproductivity iof
iteachers iworking iin ithe iprimary ischools iof iSouthern iPapua iwas isignificant inegatively ipredicted iby
iteachers’ iwork-related iemotional idifficulties. i
Also, iGharib iet ial. i(2017) iexamined ithe ijob iemotional idifficulties iof iteachers iworking iat
iDhofar iUniversity iin iSultanate iof iOman iand ihow iit iimpacts ion iwork-from-home iproductivity.
iUsing i102 istructured iquestionnaire ias ithe itool ifor icollecting idata, ithe istudy iconcluded ithat
iworkload ias ithe isource iof iemotional idifficulties iamong iacademic istaff iworking iat iDhofar iUniversity
iin ithe iSultanate iof iOman iimpact ipositively ion iwork-from-home iproductivity. iWhereas ithe irole iof
iconflict iamong iacademic istaff iworking iat iDhofar iUniversity iin ithe iSultanate iof iOman ieffect
inegatively ion iwork-from-home iproductivity. i
Meanwhile iDankade iet ial. i(2017) ianalyzed iemotional idifficulties iamong ivocational isecondary
ischool iteachers iof iNortheast, iNigeria iand ihow iit iaffects itheir iwork-from-home iproductivity. iUsing
isimple irandom isampling, ia itotal iof i160 iteachers ifrom i18 ivocational isecondary ischools iof
iNortheast, iNigeria, iwere iselected ias isamples. iThe istudy ishowed ithat imost iteachers iworking iin
ivocational isecondary ischools iof iNortheast iNigeria ifaced ia ithoughtful iemotional idifficulty imainly
ibecause iof iwork-overload, ilarger iclass isize, iand ipoor istudents’ imotivation iand idiscipline. iThese
idifficulties ilead ito ipoor iwork-from-home iproductivity iof iteachers iworking iin ivocational isecondary
ischools iof iNortheast iNigeria. iAt ithe iend iof ithe istudy ithe iresearchers irecommended ithe ineed ifor
iemploying ithe ibetter iqualified istaff iand iproviding ithe imore iclassrooms. 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 iproductivity iof iSwaziland
iteachers. iUsing i377 ivalid idata, ithe istudy ifound ithat imost iof ithe iteachers iworking iat ithe
igovernment ischool iof iSwaziland ieducation isystem iexperienced iwork-related iemotional idifficulties
idue ito ithat iof iunfair ipromotion iand ipersonal igrowth, ijob idissatisfaction, ijob icontrol iand ijob
iretention. iAt ithe iend iof ithe istudy, iresearchers irecommended ithe ineed ifor iSwaziland iDepartment iof
iEducation ito iminimize ithe ifeeling iof iemotional idifficulties iin iorder ithat ihigh iwork-from-home
iproductivity iof iteachers iworking iin ithe iSwaziland ieducation isystem iis iadequately ipromoted. i
Additionally, iAnandasayanan i(2018) iconducted ia istudy iexamining ithe ieffect iof iwork-related
iemotional idifficulties iof iteachers iwith ispecial ireference ito iJaffna idistrict ischools iand iits ieventual
iimpact ion itheir iwork-from-home iproductivity. iUsing ia itotal iof i150 iteachers i(28 iunmarried iand i122
imarried) ias isamples, ithe istudy ifound ithat iteachers iunder iemotional idifficulties icannot iperform iwell
idue ito ithat iof ithe idecrease iof iteachers’ imotivation iand ithe iincrease iof iteachers’ iabsenteeism.
iResearchers ithen irecommended ia ineed ifor ireducing iteacher iabsenteeism iand ienhancing iteacher
imotivation. 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 ifeeling iof icomfort, iappreciation,
iattention, ior ihelp ithat ia iperson igets ifrom ianother iperson ior igroup. iMeanwhile, isocial isupport iis ia
ifunction iof isocial ities, iand ithese isocial ities idescribe ithe igeneral iquality ilevel iof iinterpersonal
irelationships. iBonds iand ifriendships iwith iothers iare iconsidered ito ibe ithe iemotionally isatisfying
iaspects iof ian iindividual's ilife i(Novitasari, i& iAsbari, i2020).
Moreover, iit ihas ibeen iargued ithat isocial iinfluences ihave ia irelationship iwith iwork-from-
home iproductivity iand ithat ithey icome ifrom ithe iworkplace, ifamily, imarried icouples, iand ifriends iin
ithe isurrounding ienvironment. iBased ion iinterviews iwith iseveral iteachers, iit ican ibe iconcluded ithat
isupport ifrom ithe ifamily i(parents, ispouses, ichildren) iprovides ipositive iencouragement ifor ihim. iAlso,
isocial isupport ican ibe iclassified ibased ion istructural iaspects iand ifunctional iaspects. iStructural iaspects
iinclude iliving iarrangements, ifrequency iof irelationships, iand iparticipation iin isocial iactivities.
iFunctional iaspects iinclude iemotional isupport, iencouragement ito iexpress ifeelings, igiving iadvice ior
iinformation, iand imaterial isupport i(Mishra, i2020).
Meanwhile, ithis istudy iis ianchored ion ithe iunderpinnings iof ithe itheory iof iorganizational
ibehavior iby iUhl-Bien iet ial., i(2020) ias ithe imain itheoretical ifoundation. iIt imainly iposits ithat iWFH
iproductivity iis iviewed ias ia ibehavior iin ithe iorganization. iAs ia ibehavior, iwork iproductivity iof
iemployees iduring iWFH iis iinfluenced iby ivarious ifactors. iThose ifactors iinclude ipersonal iemotional
idifficulties iand isocial iinfluences. iWFH iproductivity ican ibe iinfluenced idirectly iby ithe iindividual
iantecedent iof iteachers. iAlso, igroup iand iorganizational iantecedents iinfluence ieither idirectly ior
iindirectly iWFH iproductivity. iThis itheory ibasically iestablishes ithe iassumed iinterrelationship ibetween
iand iamong iemotional idifficulties, isocial iinfluences, iand ithe iWFH iproductivity.
In isupport ito ithis itheory, iAkbar iet ial. i(2020) ialso iexplored iin itheir iarticle iWorking ifrom
iHome iPhenomenon ias ian iEffort ito iPrevent iCovid-19 iAttacks iand iIts iImpacts ion iWork iProductivity
ithe iinfluence iof iemotional idifficulties iand ithe isocial iinfluences ion ithe iwork-from-home iproductivity
iof ithe iemployees. iThey iclaimed ithat iworking ifrom ihome iis inot ia ifully iacceptable ipractice ifor iall
iorganizations ias isome iparts iof ithe ibusiness iare inot isuitable ito ibe iperformed ifrom ihome iand iit
idecreases ithe iproductivity iof ithe iemployees. iAlso, iKazekami i(2020) istudied iin ihis iarticle
iMechanisms ito iImprove iLabor iProductivity iby iPerforming iTelework ithe iemotional iand isocial
iinfluences ihaving ian iimpact ion iproductivity iof ithe iemployees iworking ifrom ihome. iSeveral ifactors
iare iexamined iin iparticular: ithe istress iof ibalancing iwork iand idomestic ichores, ilife isatisfaction, iwork
isatisfaction iand idecreasing itime ispent ion icommuting iduring irush ihours. iShe ifurther iclaimed ithat
iteleworking iincreases ilife isatisfaction iand iwork isatisfaction; ihowever, iwhile ilife isatisfaction
iimproves ilabor iproductivity, iwork isatisfaction idoes inot ihave ian iinfluence ion iproductivity iof ithe
iemployees. i
In iaddition, iAlghaithi i(2020) ialso iinvestigated ithe idrawbacks iof ithe iworking ifrom ihome iin
iterms iof ithe iproductivity iof ithe iemployees iin ihis iarticle i“Improving iRemote iEmployees’
iOrganisational iProductivity i– iPractical iGuidelines ifor iIdentifying iand iManaging iBottlenecks iin
iToday’s iWorld”. iAccording ito ithe iarticle, ilack iof iemotional idifficulties iand inegative isocial
iinfluences ican iincrease ithe iworking ifrom ihome iproductivity, iespecially iif itheir iorganizations ioffer
ithem ithe inecessary isupport, isuch ias ienhanced icommunication iand ithe iprovision iof isupport iservices.
iIt iis iclaimed ithat ithe iproductivity iis imainly ia iresult iof ithe iwork-life ibalance iof ithe iemployees iand
iflexibility iof ithe iwork ihours. iHowever, ihe ialso iclaimed ithat ithere iare idrawbacks iof iworking ifrom
ihome. iThese idrawbacks iare iconcerned iwith ithe inature iof ian iorganization, ithe ipersonality iof ian
iemployee, ifamily idemands.
This iset iof iinterconnected itheories iwas ichosen ito iprovide ithe itheoretical ibackground iof ithis
istudy. iTheir ipostulations istrengthen ithe iphilosophical iunderpinnings iof ithis iresearch istudy. iIt imeans
ithat ithe iempirical idata iand iresults ithat iwill ibe igenerated ifrom ithis istudy iare ianchored ion ia isolid
iground. iConsequently, ithis imakes ithis iresearch iendeavor imore ischolarly iand iacademic. i
As ito ithe iconceptual iframework iof ithis istudy, ithe ifirst iindependent ivariable iof ithis istudy iis
ithe iemotional idifficulties iwith ithree iindicators iwhich iare idepression, ianxiety, iand istress ias iproposed
iby iLovibond i& iLovibond i(1995). iDepression irefers ito ithe icommon iand iserious imedical iillness ithat
inegatively iaffects ihow iyou ifeel, ithe iway iyou ithink iand ihow iyou iact. iAnxiety irefers ito ithe ifeeling
iof iworry, inervousness, ior iunease, itypically iabout ian iimminent ievent ior isomething iwith ian
iuncertain ioutcome. iStress irefers ito ithe istate iof imental ior iemotional istrain ior itension iresulting ifrom
iadverse ior ivery idemanding icircumstances.
On ithe iother ihand, ithe isecond iindependent ivariable iof ithis istudy iis ithe isocietal iinfluences
iwith ifive iindicators inamely isocial idistance, isocial ianxiety, isocial idesirability, 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 ias imuch ias ipossible ito ihelp iprevent ispread iof iCOVID-19.
iSocial ianxiety irefers ito ithe iintense, ipersistent ifear iof ibeing iwatched iand ijudged iby iothers. iSocial
idesirability irefers ito ithe itendency ito irespond ito iself-report iitems iin ia iway ithat imakes ithe
irespondent ilook igood, irather ithan ito irespond iin ian iaccurate iand itruthful imanner. iSocial iinformation
irefers ito ithe itendency iof iparticipants ito iacquire iinformation iabout iCOVID-19. iSocial iadaptation
irefers ito ithe iawareness iof ipeople iabout ithe iprogress iof ipandemic ioverseas.
Lastly, ithe idependent ivariable iof ithis istudy iis ithe iwork-from-home iproductivity iwith ifour
iindicators inamely iequipment iand itools, iworking irelationships, imanagement icommunication, ipersonal
iwell-being ias iproposed iby iCleave i(2022). iEquipment iand itools irefer ito ian iitem ior iset iof iitems
iused ito iachieve ithe igoal iof iWFH iarrangements. iWorking irelationships irefer ito ithe irelationship iwith
icolleagues iincluding ithe isuperiors iin ithe iorganizational istructure. iManagement icommunication irefers
ito ithe ifunction ithat ienables imanagers ito icommunicate ieffectively iwith itheir iteams, ibuild istronger
irelationships, iimprove iemployees' iexperience iand iwellbeing, iand icontinuously idrive iemployees'
isuccess iin ithe iworkplace. iPersonal iwell-being irefers ito ithe idimension iwhich iwe idefine ias ihow
isatisfied iwe iare iwith iour ilives, iour isense ithat iwhat iwe ido iin ilife iis iworthwhile, iour iday-to-day
iemotional iexperiences i(happiness iand ianxiety) iand iour iwider imental iwellbeing. i
Existing istudies ishow ithe iimpact iof iboth ithe iemotional idifficulties i(Jones i& iKessler, i2020)
iand ithe isocietal iinfluences i(Taylor i& iFrechette, i2022) ito ithe iwork-from-home iproductivity iof
ielementary iteachers iin ithe inew inormal isystem ibecause iof ithe iCOVID-19 ipandemic. iHowever, ito
ithe ibest iknowledge iof ithe iresearcher, ithere ihas ibeen ino iresearch ipublished iyet iin iTagum iCity
iDivision ithat istudied ithe irelationship ibetween ithe iemotional idifficulties iand ithe isocietal iinfluences
ion ithe iwork-from-home iproductivity iof ielementary iteachers; ithus, iestablishing ithe iresearch igap iof
ithe istudy. iBased ion ithe iscenarios imentioned iabove, ithe iresearcher idesired ito iconduct ia istudy
iexploring ithe isaid ivariables, ihence ithe iurgency ito iconduct ithe istudy. iMoreover, ithis istudy iis
iexpected ito icontribute ito ithe icurrent iliterature, iand iespecially iin ithe ieducation iindustry icontext.
Apparently, ithis istudy iaimed ito idetermine iif ithe iemotional idifficulties iand ithe isocietal
iinfluences isignificantly ipredict ithe iwork-from-home iproductivity iof ielementary 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 istress; i(2) ito idescribe ithe ilevel iof isocietal
iinfluences iin iterms iof isocial idistance, isocial ianxiety, isocial idesirability, isocial iinformation, iand
isocial iadaptation; i(3) ito idescribe ithe ilevel iof iwork-from-home iproductivity iin iterms iof iequipment
iand itools, iworking irelationships, imanagement icommunication, iand ipersonal iwell-being; i(4) ito
idetermine ithe irelationship ibetween ithe iemotional idifficulties iand ithe iwork-from-home iproductivity
iamong ielementary ischool iteachers iduring ithe iCOVID-19 ipandemic, iand ithe isocietal iinfluences iand
ithe iwork-from-home iproductivity iamong ielementary ischool iteachers iduring ithe iCOVID-19 ipandemic;
iand i(5) ito idetermine iif ithe iemotional idifficulties iand ithe isocietal iinfluences isignificantly ipredict ithe
iwork-from-home iproductivity iamong ielementary ischool iteachers iduring ithe iCOVID-19 ipandemic.
The iresearcher iproves ithat ithe iresults iof ithis istudy ihave isocial ivalue ias ithey iare ibeneficial
ito imajority iof ithe istakeholders iin ithe iacademe. iIn ia iway ior itwo, ithe ifindings iof ithis iresearch ican
iprovide ihelpful iinputs iin ithe iimprovement iof itheir irespective iroles ito icontribute ito ithe iefficiency
iand ieffectiveness iof ithe iacademic ioperations iof ielementary ischools. iThis istudy iis ideemed iimportant
ifor ithe idetermination iof iexisting iproblems irelated ito ithe itopic iat ihand iand ifurther idiscover ipossible
isolutions ito iaddress ithem i(Bennett iet ial., i2018). i
Meanwhile, ithe ibeneficiaries iof ithis istudy iare ithe ifollowing. iFirst, ifor ithe iteachers, ithey
iwould iemulate ithe iindicators iof ia ihigh-quality iWFH iproductivity iamidst ithe inew inormal isystem ito
iprovide ieducational iservices iat ipar iwith ithe i21st icentury idemands. iBy idoing iit, idelivery iof
iinstruction ibecomes imore iefficient iin iachieving ithe itargeted iideal, ichild-friendly, iand iconducive
iteaching-learning iprocess iregardless iof ithe ilearning imodality. iOther ibeneficiaries iare ithe
iadministrators iwho iwould ibe iable ito iaddress ithe ineed inot ionly ithe iproblems iregarding ithe
iemotional idifficulties iof ithe iteachers ibut ialso ithe isocial iinfluences ithat ican iaffect ithe iteachers’
iWFH iproductivity. iLastly, iother iresearchers iwould ialso iopen itheir iminds ito iexplore ithe irelevance
iof ithis istudy iand iwould ibe imore iinspired iwith itheir iinvestigations irelated ito ithis istudy. iThey ican
ifurther iinvestigate ion iother iindicators iand irespondents iwith ithe isame ivariables iat ihand.

Methodology

2.1 Research Respondents

The irespondents iof ithis istudy iwere ionly ielementary ischool iteachers ifrom iselected ipublic
ielementary ischools iin iTagum iCity iDivision ifor ithe ischool iyear i2021-2022. iInclusion icriteria ifor ithe
irespondents iincluded: i(1) ishould ibe ipublic ielementary ischool iteachers iof iregular ipermanent istatus;
i(2) ishould ihave iexperience iin idistance ieducation ifor iat ileast ione ischool iyear; i(3) ishould ihave
iteaching ipositions ifrom iTeacher iI-III ionly. iOn ithe iother ihand, iexclusion icriteria iinclude ischool
iheads, imaster iteachers, iand idivision ipersonnel. iThe irespondents icould iwithdraw ianytime iif ithey ifeel
ithreatened iwith ithe iconduct iof ithe istudy. iThe istudy iemployed irandom isampling imethod iwhere
ieveryone iis ichosen iby ichance iand ieach iteacher ihas iequal iopportunity ito ibe iincluded iin ithe isample
i(Salaria, i2017). iSince iit iis iimpossible iand iimpractical ito isurvey ievery imember iof ithe ipopulation,
ithe iSlovin’s iformula iwas iused ito iget ia isample ithat imost irepresented ithe ipopulation ibeing istudied.
iA itotal iof i300 it0 i350 iwere iconsidered ias irespondents.

This istudy iwas iconducted iin iselected ipublic ielementary ischools iwithin iTagum iCity
iDivision. iAnchored ion iDepEd iorder ino. i50, is. i2002 i(the iestablishment iof iinterim icity ischools
idivision ithroughout ithe icountry) iissued iby iSec. iEdilberto iC. iDe iJesus, ithe iDivision iof iTagum iCity
iwas iestablished ion iMay i22, i2003 ithrough ithe iinitiative iof ithe ilocal iofficials iof iTagum iCity iand
iCong. iArrel iR. iOlaño iwho isponsored iHouse iBill i5353, ian iact iamending iRA i8472, iotherwise
iknown ias i“the icharter iof ithe icity iof iTagum” iincorporating ithe iprovision iof icity ischools idivision.
iTagum iCity iis ia ifirst-class icity iand ithe icapital iof iDavao idel iNorte, iPhilippines. iAccording ito ithe
i2015 icensus, iit ihas ia ipopulation iof i259,444 ipeople imaking iit ithe imost ipopulous icomponent icity iin
iMindanao. iIt iis ione iof ithe itopmost ilivable icities iin ithe iPhilippines iand iwas ione iof ithe ifinalists iin
iMost iChild iFriendly iCity iin ithe iPhilippines i– iComponent iCategory ialong iwith iLaoag, iand iTalisay,
iCebu. iIn ithe irecently ireleased i2017 iCities iand iMunicipalities iCompetitiveness iIndex i(CMCI), ithe
iCity iof iTagum iranked ithird ion ithe iOverall iCompetitive iComponent iCities iin ithe iPhilippines,
isecond ion iInfrastructure, ifourth iin iResiliency, iseventeenth ion iEconomic iDynamism iand itwenty-
fourth ion iGovernment iEfficiency.

2.2 Materials and Instrument

The iresearcher iprepared ithree isets iof iquestionnaires ithat itackle iemotional idifficulties, isocietal
iinfluences, iand iWFH iproductivity. iIn ithis istudy, ithe isurvey iquestionnaires iwere idownloaded ifrom
ithe iinternet, iadapted, iand imodified ito igather ithe inecessary iinformation iand idata. iThe iformat iof ithe
iquestionnaire iwas iin iLikert ipoint iscale, iwhere ithe irespondents iare igiven ithe iquestions iabout
iemotional idifficulties, isocietal iinfluences, iand iWFH iproductivity. iLikert iestablishes ithe iprinciples iof
iassessing iattitudes ithrough iasking iindividuals ito irespond ito ia iseries iof istatements iregarding ithe
itopic ithat iwas iused ito idefinite ichoice iresponse iformats iand iare idesigned ito iassess ithe iopinions ior
iattitudes i(McLeod, i2019).
The iindependent ivariable iof ithis istudy iwhich iis ithe iemotional idifficulties iwas imeasured
ithrough ian iadopted iquestionnaire icalled ithe iDepression, iAnxiety iand iStress iScale i- i21 iItems
i(DASS-21) iby iLovibond i& iLovibond i(1995). iThe iparameter iof ilimits ifor iemotional idifficulties
iwere ias ifollows:

Range iof iMeans Descriptive Interpretation

iEquivalent
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 iinfluences i– iwas
imeasured ithrough ian iadopted iquestionnaire icalled iSocietal iInfluences iSurvey iQuestionnaire i(SISQ)
ifor iPeoples iduring iCOVID-19 iPandemic iby iLi, iet ial. i(2020). iIt ihas ithe iparameter iof ilimits ias
ifollows: 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, iwas imeasured
ithrough ian iadopted iquestionnaire icalled iWorking iFrom iHome iSurvey ifrom iCleave i(2022). iIt ihas
ithe iparameter iof ilimits ias ifollows: 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.
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.

2.3 Design and Procedure

This This istudy iemployed ithe iquantitative inon-experimental idesign iusing iRegression iAnalysis.
iQuantitative iresearch iis iregarded ias ithe iorganized iinquiry iabout iphenomenon ithrough icollection iof
inumerical idata iand iexecution iof istatistical, imathematical, ior icomputational itechniques. iThe isource iof
iquantitative iresearch iis ipositivism iparadigm ithat iadvocates ifor iapproaches iembedded iin istatistical
ibreakdown ithat iinvolves iother istrategies ilike iinferential istatistics, itesting iof ihypothesis, imathematical
iexposition, iexperimental iand iquasi-experimental idesign irandomization, iblinding, istructured iprotocols,
iand iquestionnaires iwith irestricted ivariety iof iprearranged ianswers i(Slevitch, i2017). i
Moreover, idescriptive iapproach iinvolves icollections iof iquantitative iinformation ithat ican ibe
itabulated ialong ia icontinuum iin inumerical iforms, isuch ias iscores ion ia itest. iIt iinvolves igathering
idata idescribing ievents iand ithen iorganizing, itabulating, idepicting, iand idescribing ithe idata icollection
i(Glass i& iHopkins, i2018). iOn ithe iother ihand, icorrelational iapproach iseeks ito iascertain irelationships
ibetween itwo ior imore ivariables. i iIt iexamines iwhether ian iincrease ior idecrease iin ione ivariable
icorresponds ito ian iincrease ior idecrease iin ianother ivariable. iMoreover, iregression ianalysis iis ia
istatistical itool ithat iemploys iquantitative iapproach ito idetermine ithe inature iof irelationships iamong
ivariables ibeing istudied i(Dudovskiy, i2016). iTherefore, ithis iresearch idesign iwas iappropriate ito iuse iin
idetermining ithe iinfluence iof ithe iemotional idifficulties iand ithe isocietal iinfluences ion ithe iWFH
iproductivity iof ielementary ischool iteachers iin iTagum iCity iDivision.
The iprocess iof igathering idata iwas iusing iquestionnaires. iThe iresearcher iselected iand
iintegrated iquestionnaires iof idifferent iauthors ito ibe iused ias iprimary itools iin iconducting ithe istudy. iIt
iwas iconstructed ibased ion ithe iscope iof ithe iemotional idifficulties iand ithe isocietal iinfluences iand
ithen icorrelated ito ithe iWFH iproductivity iamong ielementary ischool iteachers. iThis iresearch idesign
iwas ihelpful iin idetermining ithe ilevels iof iemotional idifficulties, isocietal iinfluences, iand iWFH
iproductivity iamong ielementary ischool iteachers iin iTagum iCity iDivision iand ithe isignificant
irelationship ibetween ithe ithree ivariables.
In igathering ithe ineeded idata ifor ithis istudy, ithe iresearcher iemployed ithe ifollowing
iprocedures: iFirst, ithe iresearcher ihad ito ipass ithe ioutline idefense ibefore ia iset iof ipanelists ito idefend
ithe ifeasibility iand irelevance iof ithis iresearch. iAfter ithe iapproval, ithe iresearcher iprepared ithree isets
iof iquestionnaires. iThe iquestionnaires iwere ivalidated iby ithe ipool iof iinternal iand iexternal iexpert
ivalidators. iThe isummarized iratings iof ithe iexperts’ ivalidation igenerated ian iacceptable iscore. iAfter
ithe ivalidation, icorrections iand isuggestions iof iexperts iwere iincorporated iin ithe iquestionnaires. i
The inext istep iwas ithe icompletion iof ithe irequirements iof ithe iUniversity iof iMindanao
iEthical iReview iCommittee i(UMERC). iAfter ireceiving ia icertification ifrom iUMERC, ipermission ito
iconduct ia ipilot istudy iwas isecured ifrom ithe iDean iof ithe iGraduate iSchool. iThen, ia ipilot istudy iwas
iconducted iwith ithe iaim ito igenerate iCronbach ialpha ivalues ifor ithe iindependent iand idependent
ivariables irespectively iwhich icould imean ia ivery igood idescriptive iequivalent iin itheir iinternal
iconsistency. i
Next, ipermission ito iconduct istudy iin ithe iselected ielementary ischools iwas isought ifrom ithe
ioffice iof iTagum iCity iDivision iSchools iDivision iSuperintendent. iAfter ithe iapproval, ithe iresearch
iform iand iapproved iletter ito iconduct ithe istudy iwere isubmitted ito ithe ischool iheads iof ithe
icampuses. i
Then, ithe idistribution iof ithe iquestionnaires ito ithe iteachers ithrough ithe iaid iof idepartment
iheads ifollowed. iThe iresearcher ipersonally ihanded iin ithe iquestionnaires iand iexplained ithe iresearch
itool iand iits ipurpose ito ithe irespondents. iAfter ithey ianswered ithe iquestionnaires, ithe iresearcher
iretrieved iall isurvey itolls. iFinally, ithe iresearcher itallied iand itabulated iall ithe idata igathered ifrom ithe
irespondents iand isubjected ithem ito istatistical icomputation iand ianalysis. i
The ianswers igathered ifrom ithe iquestionnaire iwere icounted iand itabularized iin ia imaster idata
isheet. iThe iresearcher isought iassistance ifrom ithe istatistician ito ievaluate iand iread ithe iresults iutilizing
iappropriate itools. iMean. iThis iwas iused ito imeasure ithe ilevels iof iemotional idifficulties, isocietal
iinfluences, iand iWFH iproductivity iamong ielementary ischool iteachers. iPearson-r. iThis iwas iused ito
idetermine ithe isignificance iof ithe irelationship ibetween ithe iemotional idifficulties iand iWFH
iproductivity iamong ielementary ischool iteachers iand ithe irelationship ibetween ithe isocietal iinfluences
iand ithe iWFH iproductivity iamong ielementary ischool iteachers. iMultiple iRegression iAnalysis. iThis
iwas iused ito idetermine iif ithe iemotional idifficulties iand ithe isocietal iinfluences iwould isignificantly
ipredict ithe iWFH iproductivity iof ielementary ischool iteachers. i i
There iwere iconsiderable iethical iissues iand iconcerns ithat ihave ispecific iramifications ifor ithis
iquantitative iinquest. iSuch iissues iand iconcerns imay iarise iprimarily ifrom ithe imethodology iinvolved
iin ithis istudy. iThe iethical icontests ithat iare ipertinent ito ithis iresearch iconcern ithe iissues iof ithe iright
ito iconduct ithe istudy, iconfidentiality, iand ianonymity. iThe iresearcher iobserved iand ifollowed ifull
iethical istandards iin ithe iconduct iof ithe istudy ifollowing ithe istudy iprotocol iassessments iand
istandardized icriteria, iparticularly iin imanaging ithe ipopulation iand idata isuch ias, ibut inot ilimited ito:
 Voluntary iparticipations. iThe irespondents iwere igiven ithe ifree iwill ito iparticipate 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 istudy iwere idescribed iand ipresented ito ithe iparticipating
ischools. iThen, ithe irights iof ithe irespondents ito icontribute ito ithe ibody iof iknowledge iwere icarefully
iconsidered iand iadhered iupon.
Privacy iand iconfidentiality. iThe iresearcher ikept iprivate iand iwith iutmost iconfidentiality ithe
irespondents’ ipersonal iinformation ithat imay ibe irequired iin ithe istudy.
Informed iconsent iprocess. iThe iresearch iquestionnaires iwere ifree iof itechnical iterms ithat
imake iit ieasier ifor ithe irespondents ito iunderstand. iIt igave ithe irespondents ia iclear iview iof ithe
ibenefits ithey imay iget iafter ithe iconduct iof ithis istudy. iThe iresearch iquestionnaire iwas iadministered
iwith ithe iconsent iof ithe ipublic ischools’ idivision isuperintendent iand ithe ischool iheads. iAlso,
irespondents iwere iinformed iof ithe ihelpful iknowledge iabout ithemselves iand itheir irespective ischools
ithat ican ibe igenerated iout iof ithis istudy. iConsequently, ithe irespondents iwere iinformed iabout ithe
isupport ithey iwould ibe ineeding ito ienhance iwhatever icharacteristics ior iqualities ithat iought ito ibe
ideveloped.
Benefits. iThis istudy ican icontribute ito ithe iawareness iof ithe irespondents’ ilevel iof ithe
iemotional idifficulties iand ithe isocietal iinfluences iin irelation ito itheir iWFH iproductivity; ithus, igiving
ithem ithe iopportunity ito iimprove iwhatever ithere iis iin ithem ias imuch ias ito ilessen ithe inegative
ithings iabout ithem.
Recruitment. iThe idistribution iof ithe irespondents ishowed ihow ithe irespondents iwere
idisseminated. iFurthermore, ithe idate icollection iprocedures iindicated, ias iwell ias ihow ithe iquestionnaire
iwas iadministered, iand ithe imanner iof irespondents iinvolved iin ithe istudy.
Permission ifrom iOrganization. iThe iresearcher imade isure ithat iall ithe iauthorities iare iwell-
informed ithrough iwritten ipermissions ibefore ithe istudy iis iconducted. iIt iall istarted iwith ithe ischools’
idivision isuperintendent iwho igave iapproval ifor ithe iconduct iof ithe istudy. iThen, ithe ischool iheads
iwere icommunicated iaccordingly ifor ithis istudy. iWith itheir ipermission, igrade ilevel iheads ihelped iin
ithe iactual iconduct iof ithe istudy iwith ithe iteachers ithemselves ias ithe irespondents.
Risks. iMinimization iof irisk iwas iconsidered iin ithis istudy. iThe iresearcher iensured ithat ithe
ilevel iof irisks iand imeasures iin imitigating ithose ipossible irisks iwere ireviewed iproperly. iIn ifact, ithey
iwere iall iprotected ifrom iany iphysical, ipsychological, ior isocio-economic iharm iduring ithe iconduct iof
ithis istudy.
Plagiarism. iThe iresearcher imade isure ithat ithe ireadings ifound iin ithis istudy iunderwent
iparaphrasing ito iavoid iplagiarism iissues. iThe istudy ihas ino itrace ior ievidence iof imisrepresentation iof
isomeone ielse’s iwork ias iher iown. iThe iauthors iof iall icited iliterature iwere icited iproperly ito iensure
iresearch iadequacy. iIn ifact, ithe istudy iwill iundergo iplagiarism idetector ilike iGrammarly ior iTurnitin
isoftware.
Fabrication. iThe iresearcher imade isure ithat ino ifabrication ior imalicious imodification iof idata
iand iresults iwere idone. iThe istudy ihas ino itrace ior ievidence iof iintentional imisinterpretation iof iwhat
ihas ibeen idone. iNo imaking iup iof idata iand iresults, ior ipurposefully iputting iforward iconclusions ithat
iare inot iaccurate.
Falsification. i iTo iensure ithat ithis iresearch ipaper iwas iaccurately irepresented iin ithe iresearch
irecord, iit iwas iassured ithat ineither imanipulation iwas idone ion ithe iresearch imaterials, iequipment, ior
iprocesses, inor ichanging ior iomitting idata iand iresults.
Conflict iof iInterest i(COI). iThere iwas ino iconflict iof iinterests i– ifamily, ifriendships,
ifinancial, ior isocial ifactors i– icould icompromise ithe iresearcher’s idecisions, ior iactions iin ithe iconduct
iof ithis iacademic iendeavor.
Deceit. iThis istudy iwas iconducted iwithout ihidden ipurposes. iThe iresearcher idid inot iuse
ideception iand iprotected ithe irespondents ifrom iany iharm. i
Technology iIssues. iThe iresearcher imade isure ithat ithe iuse iof iinformation itechnology ishould
ibe ibased ion iintegrity, itrust, iresponsibility, iand iexcellence ibecause iethics icreate ithose iconditions.
iAside ifrom iprotecting iprivacy iand iconfidentiality, iethical ibehavior iprevents iconflicts iand idishonesty
iby ipreventing iunauthorized iaccess ito icomputer inetworks.
Authorship. iThe iresearcher iof ithe istudy iis ia igraduate iof iBachelor iof iScience iin iElementary
iEducation. iThe ithesis iadviser iis ialso ithe ico-author iof ithis ipaper. iThe iresearcher iof ithe istudy ihas
iundergone iseries iof irevisions ipaper ibecause iof ithe irecommendations imade iby ithe iadviser. iThe
istudy ialso ifollowed ithe istandards iof ithe iUniversity iof iMindanao iethics iReview iCommittee ifor ithe
iguidelines iof iethical iconsideration. iMoreover, ithe iprofessional iopinions iand ihelp iof ithe iresearch
iadviser ihas ibeen iadapted ifrequently ifor ia ibetter ioutput ialong iwith ithe iuseful iideas isolicited ifrom
isome icolleagues. iAfter itheir iapproval, ithe istudy iundergone ipilot itesting iand ithe idata icollected iwas
iinterpreted ifor ithe iconsistency iof ithe iresearch iquestionnaire.

Results and Discussion

Presented iin ithis ichapter iare ithe iresults iof ithe istudy. iThey iwere ipresented iaccording ito ithe
iproblems iraised iin ithe iprevious ichapter. iThe itopics iwere ipresented iboth iin itextual iand itabular
iforms iand idiscussed iin isequence iaccording ito ithe istatement iof ithe iproblem. iMeanwhile, iit ihas
ibeen inoted ithat ithe istandard ideviation iwas iranged ifrom i0.75-1.17 iwhich iis iless ithan ithe itypical
istandard ideviation ifor ia i5-point iLikert iScale. i

Level iof iEmotional iDifficulties iamong iElementary iTeachers

Shown iin iTable i1 iis ithe ilevel iof iemotional idifficulties iin iterms iof idepression, ianxiety, iand
istress. iIt ican ibe igleaned ithat ithe ioverall imean iis i1.89 iwith ian iSD iof i0.99 idescribed ias ilow. iThis
imeans ithat ithe iemotional idifficulties iof ithe irespondents iare iseldom ifelt. iAmong ithe ithree
iindicators, idepression ihad ithe ihighest imean iscore iof i2.02 iwith iand iSD iof i1.06 idescribed ias ilow.
iThis imeans ithat ithe iemotional idifficulties iin iterms iof idepression iare iseldom ifelt iamong ithe
irespondents. iSecond iis ithe istress iwith ia imean iscore iof i1.89 iand ian iSD iof i0.99 idescribed ias ilow.
iThis imeans ithat ithe iemotional idifficulties iin iterms iof istress iare iseldom ifelt iamong ithe irespondents.
iThird iis ithe ianxiety iwith ia imean iscore iof i1.75 iand ian iSD iof i0.97 idescribed ias ilow. iThis imeans
ithat ithe iemotional idifficulties iin iterms iof ianxiety iare iseldom ifelt iamong ithe irespondents. i
This ifinding isuggests ithat ithe irespondents iin ithis istudy, ias ia igroup, itend ito iexperience
ithese iemotional idifficulties iinfrequently. iThis icould ibe iseen ias ia ipositive ioutcome, iindicating ithat
ithe iemotional iwell-being iof ithe iparticipants iis irelatively 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 ifor imanaging
iemotional idifficulties imay inot ibe iurgently irequired ifor ithis iparticular igroup, ias itheir iemotional
istruggles iare inot ipronounced. iHowever, iit iis iimportant ito iexercise icaution iin iinterpreting ithese
ifindings. iWhile ithe imean iscore iis ilow, iit idoes inot inecessarily imean ithat ievery iindividual iwithin
ithe isample iis idevoid iof iemotional idifficulties. iThere icould istill ibe iindividuals iwithin ithe igroup
iwho iexperience isignificant iemotional ichallenges, ieven iif ithe ioverall imean iis ilow. iMoreover, iit iis
icrucial ito iconsider ithe icontext iand idemographics iof ithe isample. iIf ithe isample iis inot irepresentative
iof ia ilarger ipopulation ior iif ithere iare ispecific ifactors iunique ito ithis igroup, ithe igeneralizability iof
ithese ifindings imay ibe ilimited. iFurther iexploration iand ia ideeper iunderstanding iof ithe ispecific
iemotional idifficulties iexperienced iby ithis igroup iare ineeded ito iinform imore itargeted iinterventions ior
isupport istrategies.
Moreover, ithis ifinding ialigns iwith iseveral istrands iof iexisting iliterature iand itheoretical
iframeworks. iEmpirically, iit icorresponds ito iprevious iresearch isuggesting ithat iemotional iwell-being
itends ito ivary iamong iindividuals iand ipopulations. iThe ilow imean iscore iis iconsistent iwith istudies
iindicating ithat, ion iaverage, iindividuals iin icertain idemographics ior icontexts iexperience irelatively ilow
ilevels iof idepression, ianxiety, iand istress. iHowever, ithe istudy's iresult imay ialso icontrast iwith
iliterature ithat isuggests irising ilevels iof iemotional idifficulties iin iresponse ito ispecific isocietal ior
ienvironmental istressors. iThis idiscrepancy ihighlights ithe iimportance iof iconsidering ithe iunique
icharacteristics iand icontext iof ithe istudy isample. iFrom ia itheoretical iperspective, ithis ifinding
ireinforces ithe iidea ithat iemotional iwell-being iis ia imultifaceted iconstruct iinfluenced iby ivarious
ifactors, iincluding iindividual idifferences, icoping imechanisms, iand iexternal istressors. iIt iunderscores
ithe iimportance iof irecognizing ithat iemotional idifficulties iare inot iuniformly idistributed iacross
ipopulations iand ican ibe icontext idependent. i
The iindicator iwith ithe ihighest imean iscore iis idepression iwhich iis i2.02 iand ian iSD iof i1.06
idescribed ias ilow. iThis imeans ithat ithe iemotional idifficulties iin iterms iof idepression iare iseldom ifelt
iamong ithe irespondents. i
As ishown iin ithe iappended iTable i1.1, ithe irespondents ihave iobserved ithe ifollowing iorder iof
iimportance: ia imean iof i2.28 iwith ian iSD iof i1.20 idescribed ias ilow ifor ibeing inot iseemed ito
iexperience iany ipositive ifeeling iat iall; ia imean iof i2.24 iwith ian iSD iof i1.12 idescribed ias ilow ifor
ifinding iit idifficult ito iwork iup ithe iinitiative ito ido ithings; ia imean iof i2.03 iwith ian iSD iof i1.16
idescribed ias ilow ifor ifeeling idownhearted iand iblue; ia imean iof i1.97 iwith ian iSD iof i1.04 idescribed
ias ilow ifor ibeing iunable ito ibecome ienthusiastic iabout ianything; ia imean iof i1.89 iwith ian iSD iof
i1.10 idescribed ias ilow ifor ifeeling ithat iI ihad inothing ito ilook iforward ito; iand ia imean i1.68 iwith ian
iSD iof i1.13 idescribed ias ivery ilow ifor ifeeling ithat ilife iwas imeaningless.
Second iindicator iis ithe istress iwith ia imean iscore iof i1.89 iand ian iSD iof i0.99 idescribed ias
ilow. iThis imeans ithat ithe iemotional idifficulties iin iterms iof istress iare iseldom ifelt iamong ithe
irespondents. i
As iappended iin iTable i1.2, ithe irespondents ihave iobserved ithe ifollowing iorder iof
iimportance: ia imean iof i2.10 iwith ian iSD iof i1.08 idescribed ias ilow ifor itending ito iover-react ito
isituations; ia imean iof i1.98 iwith ian iSD iof i1.07 idescribed ias ilow ifor ifinding iit ihard ito iwind idown;
ia imean iof i1.85 idescribed ias ilow ifor ifeeling ithat iI iam iusing ia ilot iof inervous ienergy, ibeing
iintolerant iof ianything ithat ikept ime ifrom igetting ion iwith iwhat iI iam idoing, iand ifeeling ithat iI iam
irather itouchy iwith istandard ideviations iof i0.96, i1.08, iand i1.05, irespectively; i ia imean iof i1.79 iwith
ian iSD iof i1.09 idescribed ias ivery ilow ifor ifinding iit idifficult ito irelax; iand ia imean iof i1.78 iwith ian
iSD iof i1.10 idescribed ias ivery ilow ifor ifinding imyself igetting iagitated.
Third iindicator iis ithe ianxiety iwith ia imean iscore iof i1.75 iand ian iSD iof i0.97 idescribed ias
ilow. iThis imeans ithat ithe iemotional idifficulties iin iterms iof ianxiety iare iseldom ifelt iamong ithe
irespondents.
As iappended iin iTable i1.3, ithe irespondents ihave iobserved ithe ifollowing iorder iof
iimportance: ia imean iof i1.94 iwith ian iSD iof i1.23 idescribed ias ilow ifor ibeing iaware iof ithe idryness
iof imy imouth; ia imean iof i1.89 ian iSD iof i1.05 idescribed ias ilow ifor ibeing iaware iof ithe iaction iof
imy iheart iin ithe iabsence iof iphysical iexertion i(e.g. isense iof iheart irate iincrease, iheart imissing ia
ibeat); ia imean iof i1.72 iwith ian iSD iof i1.02 described ias ivery ilow ifor ifeeling iclose ito ipanic; ia
imean iof i1.68 iwith ian iSD iof i1.01 idescribed ias ivery ilow ifor iexperiencing ibreathing idifficulty i(e.g.
iexcessively irapid ibreathing, ibreathlessness iin ithe iabsence iof iphysical iexertion); ia imean iof i1.68
iwith ian iSD iof i1.09 described ias ivery ilow ifor ifeeling iscared iwithout iany igood ireason; ia imean
iof i1.62 iwith ian iSD iof i0.9 idescribed ias ivery ilow ifor iexperiencing itrembling i(e.g. iin ithe ihands);
iand ia imean iof i1.62 iwith ian iSD iof i0.89 idescribed ias ivery ilow ifor ibeing iworried iabout isituations
iin iwhich iI imight ipanic iand imake ia ifool iof imyself.

Level iof iSocietal iInfluences iamong iElementary iTeachers

Shown iin iTable i2 iis ithe ilevel iof isocietal iinfluence iin iterms iof isocial idistance, isocial
ianxiety, isocial idesirability, isocial iinformation, iand isocial iadaptation. iIt ican ibe igleaned ithat ithe
ioverall imean iis i3.47 iwith ian iSD iof i0.62 idescribed ias ihigh. iThis imeans ithat ithe isocietal iinfluences
iof ithe irespondents iare imuch ifelt. iAmong ithe ifive iindicators, isocial idesirability ihad ithe ihighest
imean iscore iof i4.24 iwith ian iSD iof i0.96 idescribed ias ivery ihigh. iThis imeans ithat ithe isocietal
iinfluences iin iterms iof isocial idesirability iis ivery imuch ifelt. iSecond iis ithe isocial iinformation iwith ia
imean iscore iof i4.08 iand ian iSD iof i0.93 idescribed ias ihigh. iThis imeans ithat ithe isocietal iinfluences
iin iterms iof isocial iinformation iis imuch ifelt. iThird iis ithe isocial iadaptation iwith ia imean iscore iof
i3.93 iand ian iSD iof i1.05 idescribed ias ihigh. iThis imeans ithat ithe isocietal iinfluences iin iterms iof
isocial iadaptation iis imuch ifelt. iFourth iis ithe isocial ianxiety iwith ia imean iscore iof i2.63 iand ian iSD
iof i1.08 idescribed ias imoderate. iThis imeans ithat ithe isocietal iinfluences iin iterms iof isocial ianxiety iis
imoderately ifelt. iLastly, ithe isocial idistance igot ia imean iscore iof i2.49 iwith ian iSD iof i1.11 idescribed
ias ilow. iThis imeans ithat ithe isocietal iinfluences iin iterms iof isocial idistance iis iseldom ifelt.
This ifinding isuggests ithat ithe irespondents iare istrongly iaffected iby ivarious isocietal ifactors
iin itheir isocial iinteractions iand ibehaviors. iThese ifactors, isuch ias isocial inorms, ipeer ipressure, iand
icultural iexpectations, iseem ito iplay ia isubstantial irole iin ishaping ihow iindividuals iin iyour isample
inavigate itheir isocial ilives. iThis ihigh ilevel iof isocietal iinfluence iunderscores ithe iimportance iof
iunderstanding ithe isocial idynamics iand ipressures ithat iindividuals iface iin itheir ieveryday ilives. iThis
ifinding ialso iraises iquestions iabout ithe ipotential iconsequences iof isuch ihigh isocietal iinfluence. iIt
imay iindicate ithat iindividuals iin iyour isample ifeel isignificant isocial ipressure ito iconform ito isocial
inorms ior iexpectations, iwhich icould iaffect itheir 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 ineed ifor ifurther
iinvestigation iinto ithe ispecific isources iand imechanisms iof isocietal iinfluence iwithin iyour isample ito
ibetter iunderstand ihow ithese iinfluences imanifest iand ihow ithey ican ibe imanaged ior imitigated iwhen
inecessary.
Moreover, ithis iresult iof ithe istudy ialigns iwith iboth itheoretical iand iempirical ievidence iin ithe
ifield iof isocial ipsychology iand isociology. iThe ihigh imean iscore ireflects ithe iidea ithat isocietal
iinfluence iis ia ifundamental iaspect iof ihuman ibehavior iand isocial idynamics. iThe iconcept iof isocial
iinfluence ihas ibeen iextensively istudied iin ithe isocial isciences, iand iresearch ihas iconsistently ishown
ithat iindividuals iare ioften iinfluenced iby ithe inorms iand iexpectations iof itheir isocial ienvironment.
iTheoretical iframeworks, isuch ias isocial iidentity itheory iand isocial icognitive itheory, iemphasize ithe
irole iof isocietal iinfluences iin ishaping iindividuals' iattitudes, ibehaviors, iand iself-concept. iEmpirical
istudies ihave idemonstrated ihow isocietal inorms iand ipeer ipressure ican iimpact ivarious iaspects iof
iindividuals' ilives, iincluding itheir ichoices, irelationships, iand imental iwell-being. iThis ifinding isupports
ithis ibody iof iliterature iby iproviding iempirical ievidence ithat, iin ispecific icontext ior isample, isocietal
iinfluences iare iindeed istrongly ifelt. iIt iis iworth inoting, ihowever, ithat ithe ilevel iof isocietal iinfluence
ican ivary iacross idifferent ipopulations, icultures, iand icontexts.
Among ithe ifive iindicators, isocial idesirability ihad ithe ihighest imean iscore iof i4.24 iwith ian
iSD iof i0.96 idescribed ias ivery ihigh. iThis imeans ithat ithe isocietal iinfluences iin iterms iof isocial
idesirability iis ivery imuch ifelt. i
As iappended iin iTable i2.1, ithe irespondents ihave iobserved ithe ifollowing iorder iof
iimportance: ia imean iof i4.25 iwith ia istandard ideviation iof i1.07 idescribed ias ivery ihigh ifor ibelieving
ithat iself-health imanagement iis ihelpful iin icontrolling ithe ispread iof iCOVID-19; ia imean iof i4.24 iwith
ia istandard ideviation iof i1.08 idescribed ias ivery ihigh ifor icomplying iwith ithe igovernment’s
iimplementations iof iepidemic iresponse iin ithe icommunity; iand ia imean iof i4.24 iwith ia istandard
ideviation iof i0.88 idescribed ias ivery ihigh ifor ihaving ifaith iin iour icurrent igovernment’s iepidemic
iresponse iand irisk imanagement.
Second iis ithe isocial iinformation iwith ia imean iscore iof i4.08 iand ian iSD iof i0.93 idescribed
ias ihigh. iThis imeans ithat ithe isocietal iinfluences iin iterms iof isocial iinformation iis imuch ifelt. i
As iappended iin iTable i2.2, ithe irespondents ihave iobserved ithe ifollowing iorder iof
iimportance: ia imean iof i4.16 iwith ia istandard ideviation iof i0.88 idescribed ias ihigh ifor iseeking iseek
iout iinformation iregarding iCOVID-19 iand ia imean iof i3.99 iwith ia istandard ideviation iof i1.02
idescribed ias imoderate ifor ichecking ifor ilatest ipandemic inews iupdates ivia itelevision, icomputer, ior
iphone. i i
Third iis ithe isocial iadaptation iwith ia imean iscore iof i3.93 iand ian iSD iof i1.05 idescribed ias
ihigh. iThis imeans ithat ithe isocietal iinfluences iin iterms iof isocial iadaptation iis imuch ifelt.
As iappended iin iTable i2.3, ithe irespondents ihave iobserved ithe ifollowing iorder iof
iimportance: ia imean iof i4.03 iwith ian iSD iof i0.96 idescribed ias ihigh ifor ibeing imore icautious iof
iresidents ifrom iseverely iimpacted iareas iand ia imean iof i3.83 iwith ian iSD iof i1.27 idescribed ias ihigh
ifor iavoiding ior icancelling itraveling ioverseas. i
Fourth iis ithe isocial ianxiety iwith ia imean iscore iof i2.63 iand ian iSD iof i1.08 idescribed ias
imoderate. iThis imeans ithat ithe isocietal iinfluences iin iterms iof isocial ianxiety iis imoderately ifelt. i
 As iappended iin iTable i2.4, ithe irespondents ihave iobserved ithe ifollowing iorder iof
iimportance: ia imean iof i2.77 iwith ian iSD iof i1.06 idescribed ias imoderate ifor ibeing iworried iabout
iCOVID-19 iand iits iimpacts ion iour isociety, ipolitics, iand ieconomy; ia imean iof i2.61 iwith ian iSD iof
i1.13 idescribed ias imoderate ifor ibeing ibothered iby isocial idistancing iduring ithis iperiod iof iepidemic
iresponse; ia imean iof i2.59 iwith ian iSD iof i1.24 idescribed ias ilow ifor iworrying iabout ithe ipandemic
iaffecting imy iwork; iand ia imean iof i2.53 iwith ia istandard ideviation iof i1.14described ias ilow ifor
ifeeling ianxious ior ifearful idue ito ithe ipandemic.
Lastly, ithe isocial idistance igot ia imean iscore iof i2.49 iwith ian iSD iof i1.11 idescribed ias ilow.
iThis imeans ithat ithe isocietal iinfluences iin iterms iof isocial idistance iis iseldom ifelt.
As iappended iin iTable i2.5, ithe irespondents ihave iobserved ithe ifollowing iorder iof
iimportance: ia imean iof i2.52 iwith ian iSD iof i1.22 idescribed ias ilow ifor iavoiding igoing iout,
iespecially iif iI ishould irequire ipublic itransport; ia imean iof i2.50 iwith ian iSD iof i1.14 idescribed ias
ilow ifor iavoiding ieating iout; ia imean iof i2.48 iwith ian iSD iof i1.35 idescribed iof ilow ifor iavoiding
iclose ior ipersonal icontact iwith ifamily imembers iand/or ipeople iI iam iclose ito; iand ia imean iof i2.45
iwith ian iSD iof i1.23 idescribed ias ilow ifor iavoiding icommunication iwith ior iencountering istrangers.
Level iof iWork-from-home iProductivity iamong iElementary iTeachers
Shown iin iTable i3 iis ithe ilevel iof iwork-from-home iproductivity iin iterms iof iequipment iand
itools, iworking irelationship, imanagement icommunication, iand ipersonal iwell-being. iIt ican ibe igleaned
ithat ithe ioverall imean iis i4.18 iwith ian iSD iof i0.59 idescribed ias ihigh. iThis imeans ithat ithe iwork-
from-home iproductivity iof ithe irespondents iis imuch ifelt. iAmong ithe ifour iindicators, iworking
irelationship ihad ithe ihighest imean iscore iof i4.36 iwith ian iSD iof i0.64 idescribed ias ivery ihigh. iThis
imeans ithat ithe iwork-from-home iproductivity iin iterms iof iworking irelationship iis ivery imuch ifelt.
iSecond iis ithe imanagement icommunication iwith ia imean iscore iof i4.35 iwith ian iSD iof i0.62
idescribed ias ivery ihigh. iThis imeans ithat ithe iwork-from-home iproductivity iin iterms iof imanagement
icommunication iis ivery imuch ifelt. iThird iis iequipment iand itools iwith ia imean iscore iof i4.05 iwith ian
iSD iof i0.81 idescribed ias ihigh. iThis imeans ithat ithe iwork-from-home iproductivity iin iterms iof
iequipment iand itools iis imuch ifelt. iLastly, ipersonal iwell-being ihad ithe ilowest imean iscore iof i3.98
iwith ian iSD iof i0.81 idescribed ias ihigh. iThis imeans ithat ithe iwork-from-home iproductivity iin iterms
iof ipersonal iwell-being iis imuch ifelt.
This ifinding iindicates ithat ithe irespondents iperceive ithemselves ias ihighly iproductive iwhile
iworking ifrom ihome. iThis iis iparticularly inoteworthy igiven ithe igrowing iprevalence iof iremote iwork
iarrangements iin ivarious iindustries. iA ihigh ilevel iof iwork-from-home iproductivity isuggests ithat
iindividuals ihave isuccessfully iadapted ito iremote iwork iconditions, ipossibly idue ito ithe iavailability iof
iadequate itools iand iequipment, ipositive iworking irelationships, ieffective icommunication iwith
imanagement, iand imaintenance iof ipersonal iwell-being. iFurthermore, ithis ifinding isuggests ithat
iorganizations ithat ihave iimplemented iwork-from-home iarrangements imay ibe iwitnessing ipositive
ioutcomes iin iterms iof iemployee iproductivity. iHigher i
Table i3
Level iof iWork-from-home iProductivity iamong iElementary iTeachers i i
Items Mean SD Descriptive iLevel
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 icompanies, iincreased
ijob isatisfaction ifor iemployees, iand ipotentially ia imore isustainable iwork-life ibalance. iHowever, iit iis
iessential ito idelve ifurther iinto ithe ispecific ifactors icontributing ito ithis iperceived iproductivity ito igain
ia ibetter iunderstanding iof ithe imechanisms iat iplay iand ito iidentify ipotential iareas ifor iimprovement.
Moreover, ithis iresult ialigns iwith iemerging iliterature iand itheoretical iperspectives irelated ito
iremote iwork iand iproductivity. iThe iCOVID-19 ipandemic iaccelerated ithe iadoption iof iremote iwork
iarrangements, ileading ito ia isurge iin iresearch ion ithe itopic. iTheoretical iframeworks ilike ithe iJob
iDemand-Resources i(JD-R) imodel iand ithe iConservation iof iResources i(COR) itheory ihave ibeen iused
ito iexplore ithe ifactors ithat iinfluence iremote iwork iproductivity. iThe ihigh imean iscore isuggests ithat
iremote iwork iproductivity ican ibe imaintained iat ia ihigh ilevel iwhen iemployees ihave ithe inecessary
itools iand iequipment, ipositive iworking irelationships, ieffective icommunication iwith imanagement, iand
iprioritize itheir ipersonal iwell-being. iThis iis iin iline iwith ithe iJD-R imodel, iwhich iposits ithat ijob
iresources, isuch ias ithe iavailability iof itools iand isupportive iwork irelationships, ican ibuffer iagainst ijob
idemands iand icontribute ito ihigher ilevels iof iwork iengagement iand iproductivity. iEmpirical ievidence
ihas ialso iindicated ithat, iunder icertain iconditions, iremote iwork ican ibe ijust ias iproductive ias
itraditional ioffice-based iwork, iif inot imore iso. iHowever, iit iis iimportant ito iacknowledge ithat ithe
isuccess iof iremote iwork iarrangements ican ivary iacross iindustries, ijob iroles, iand iindividual
ipreferences.
Among ithe ifour iindicators, iworking irelationship ihad ithe ihighest imean iscore iof i4.36 iwith
ian iSD iof i0.64 idescribed ias ivery ihigh. iThis imeans ithat ithe iwork-from-home iproductivity iin iterms
iof iworking irelationship iis ivery imuch ifelt. i
As iappended iin iTable i3.1, ithe irespondents ihave iobserved ithe ifollowing iorder iof
iimportance: ia imean iscore iof i4.46 iwith ian iSD iof i0.75 idescribed ias ivery ihigh ifor ifeeling ithe
iteamwork’s imorale iis ias istrong ias iit iis iback ito ithe ischool; ia imean iscore iof i4.35 iwith ian iSD iof
i0.75 idescribed ias ivery ihigh ifor imaintaining ieffective irelationships iwith icolleagues ias iI iwould iback
iin ithe ischool; iand ia imean iscore iof i4.27 iwith ian iSD iof i0.74 idescribed ias ivery ihigh ifor ifeeling
iconnected ienough ito imy ico-teachers.
Second iis ithe imanagement icommunication iwith ia imean iscore iof i4.35 iwith ian iSD iof i0.62
idescribed ias ivery ihigh. iThis imeans ithat ithe iwork-from-home iproductivity iin iterms iof imanagement
icommunication iis ivery imuch ifelt. i
As iappended iin iTable i3.2, ithe irespondents ihave iobserved ithe ifollowing iorder iof
iimportance: ia imean iscore iof i4.48 iwith ian iSD iof i0.69 idescribed ias ivery ihigh ifor icontacting imy
isuperiors ianytime iI ineed itheir ihelp; ia imeans iscore iof i4.30 iwith ian iSD iof i0.65 idescribed ias ivery
ihigh ifor ibeing iin iregular icontact iwith imy isuperiors; iand ia imean iscore iof i4.28 iwith ian iSD iof
i0.66 idescribed ias ivery ihigh ifor ibeing isatisfied iwith ithe iquality iof icommunication imy isuperiors
iprovide.
Third iis iequipment iand itools iwith ia imean iscore iof i4.05 iwith ian iSD iof i0.81 idescribed ias
ihigh. iThis imeans ithat ithe iwork-from-home iproductivity iin iterms iof iequipment iand itools iis imuch
ifelt. i
As iappended iin iTable i3.3, ithe irespondents ihave iobserved ithe ifollowing iorder iof
iimportance: ia imean iscore iof i4.11 iwith ian iSD iof i0.90 idescribed ias ihigh ifor ihaving ia isuitable
iworkplace iat ihome; ia imean iscore iof i4.04 iwith ian iSD iof i0.99 idescribed ias ihigh ifor iunderstanding
iunderstand ihow ito iuse ihighly itechnological itools iused ifor imy iwork isuch ias imobile iapps; iand ia
imean iscore iof i3.99 iwith ian iSD iof i0.80 idescribed ias ihigh ifor ibeing iequipped iwith inecessary
imaterials ifor imy iwork.
Lastly, ipersonal iwell-being ihad ithe ilowest imean iscore iof i3.98 iwith ian iSD iof i0.81
idescribed ias ihigh. iThis imeans ithat ithe iwork-from-home iproductivity iin iterms iof ipersonal iwell-being
iis imuch ifelt.
As iappended iin iTable i3.4, ithe irespondents ihave iobserved ithe ifollowing iorder iof
iimportance: ia imean iscore iof i4.02 iwith ian iSD iof i1.14 idescribed ias ihigh ifor ihaving ia ihealthy
iwork-life ibalance; ia imean iscore iof i4.0 iwith ian iSD iof i0.79 idescribed ias ihigh ifor itaking iregular
ibreaks iwhen iworking ifrom ihome; iand ia imean iscore iof i3.92 iwith ian iSD iof i0.95 idescribed ias ihigh
ifor ienjoying iworking ifrom ihome.

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 isocietal iinfluences
ion iwork-from-home iproductivity iamong ielementary iteachers. iThe ir-value iand ip-value iof iemotional
idifficulties iand icollege ipersistence iare i-0.298 iand i0.001 irespectively, itranslating ito ia ipositive
icorrelation. iIn iaddition, ithe ir-value iof isocietal iinfluences iis i0.234 iwith ia ip-value iof i0.002 iwhich
ialso ishows ia ipositive i
Table i4
Significance ion ithe iRelationship iof iEmotional iDifficulties iand iSocietal iInfluences iWork-from-home
iProductivity
Dependent
Independent iVariables
iVariable r-value r-square p-value Decision
Emotional iDifficulties -0.298* 0.0888 0.001 Reject iHo
Work-from-home
iProductivity

Societal iInfluences 0.234* 0.0548 0.002 Reject iHo

*p<0.05
correlation. iAmong ithe itwo iindependent ivariables iwhich ir-values iand ip-values iare ireflected ion ithe
itable, iall iindependent ivariables i– iemotional idifficulties iand isocietal iinfluences i– ihave iattained ip-
values ithat iare iless ithan ithe i0.05 ilevel iof isignificance. iThis ionly imeans ithat ithe inull ihypotheses
ipertaining ito ithese iindependent ivariables iare irejected. iThis iindicates ithat ithere iis ia isignificant
irelationship ibetween iemotional idifficulties iand iwork-from-home iproductivity iamong ielementary
iteachers. iAlso, ithere iis ia isignificant irelationship ibetween isocietal iinfluences iand iwork-from-home
iproductivity iamong ielementary iteachers. i
This ifinding isuggests ithat ithe iemotional iwell-being iof ielementary iteachers iis iintertwined
iwith itheir iwork-from-home iproductivity. iThis irelationship iunderscores ithe isignificance iof isupporting
iteachers' iemotional ihealth, iparticularly iin ithe icontext iof iremote ior ihybrid iteaching ienvironments.
iTeachers iwho iexperience iemotional idifficulties, isuch ias idepression, ianxiety, ior istress, imay ifind iit
ichallenging ito imaintain ihigh ilevels iof iproductivity iwhile iworking ifrom ihome. iAs isuch, ieducational
iinstitutions iand ipolicymakers ishould iconsider iimplementing istrategies iand iresources ito iaddress ithe
iemotional iwell-being iof ielementary iteachers, iespecially iduring itimes iof iincreased iremote iwork.
iProviding iaccess ito imental ihealth isupport, istress imanagement iprograms, iand iopportunities ifor isocial
iconnection iand iemotional isupport ican ibe icrucial iin ihelping iteachers icope iwith iemotional idifficulties
iand, iconsequently, ienhancing itheir iwork-from-home iproductivity. iAdditionally, iit ihighlights ithe ineed
ifor iflexible iand iadaptive iteaching ipractices ithat ican iaccommodate iteachers' iemotional istates,
ipromoting ia ihealthier iwork-life ibalance iand iultimately ibenefiting ithe iquality iof ieducation iprovided
ito istudents.
Moreover, ithis iresult ialigns iwith iboth itheoretical iand iempirical ievidence iwithin ithe ifields iof
ieducation iand ipsychology. iFrom ia itheoretical istandpoint, iit ialigns iwith itheories isuch ias ithe iJob
iDemands-Resources i(JD-R) imodel, iwhich iposits ithat ijob idemands, iincluding iemotional idemands, ican
ilead ito iburnout iand ireduced iwork iperformance. iEmotional idifficulties, isuch ias idepression iand
ianxiety, iare iwell-established ipredictors iof idecreased ijob isatisfaction iand iproductivity. iEmpirically,
ithere iis ia igrowing ibody iof iresearch ithat isupports ithe iidea ithat iteacher iwell-being iand ijob
isatisfaction iare iclosely ilinked ito itheir ieffectiveness ias ieducators. iThis istudy iadds ito ithis iliterature
iby iemphasizing ithe iparticular irelevance iof iemotional idifficulties iin ithe icontext iof iwork-from-home
iarrangements ifor ielementary iteachers. iThese ifindings iunderscore ithe ineed ifor ieducational iinstitutions
ito iprioritize iteacher iwell-being iand iprovide iresources iand isupport ito ihelp ieducators imanage iand
iovercome iemotional idifficulties, iultimately ibenefiting iboth iteachers iand itheir istudents.
Regression iAnalysis ion ithe iInfluence iof iEmotional iDifficulties iand iSocietal iInfluences ion iWork-
from-home iProductivity

Table i5 ishows ithe iregression ianalysis ion ithe iinfluence iof iemotional idifficulties iand isocietal
iinfluences ias ipredictors iof iwork-from-home iproductivity. i

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

Independent Unstandardized Standardized t-value p-value Decision i

iVariables iCoefficients iCoefficients
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 irejection iof ithe inull ihypothesis.
iIt imeans ithat iemotional idifficulties ican isignificantly ipredict iwork-from-home iproductivity iamong
ielementary iteachers. iOn ithe iother ihand, isocietal iinfluences ihas ia ibeta ivalue iof i0.334 iand ia ip-value
iof i0.001 iwhich iis ilower ithan ithe i0.05 ilevel iof isignificance. iThis iallows ithe irejection iof ithe inull
ihypothesis. iIt imeans ithat isocietal iinfluences ican isignificantly ipredict iwork-from-home iproductivity
iamong ielementary iteachers. i
The iR-value iof i0.439 ispecifies ia ilow ipositive icorrelation ibetween ithe iemotional idifficulties
iand isocietal iinfluences iwith ithe iwork-from-home iproductivity iamong ielementary iteachers. iThe
icoefficient iof idetermination iwhich iis i0.193 iconnotes ithat ionly i19.3% iof ithe ivariation iin ithe
iemotional idifficulties iand isocietal iinfluences iamong ielementary iteachers icould ibe iattributed ito ithe
iwork-from-home iproductivity ithat ithey iobserved. iThe irest, i80.7% iis ithe ichance ivariation iwhich
iindicates ithat ithe iemotional idifficulties iand isocietal iinfluences iamong ielementary iteachers icould ibe
iattributed ito iother ifactors iwhich iare inot iincluded iin ithe istudy.
The ifinding icarries iimportant iimplications ifor ieducators, ieducational iinstitutions, iand
ipolicymakers. iFor ieducators, ithis ifinding iemphasizes ithe iimportance iof iself-awareness iand iself-care.
iTeachers ishould ibe iencouraged ito irecognize iand iaddress itheir iemotional idifficulties iand iseek
iappropriate isupport. iSimultaneously, ithey ishould ibe iequipped iwith istrategies ito inavigate isocietal
iinfluences, isuch ias imanaging iexpectations iand isetting iboundaries iwith iregard ito iwork-related
idemands. iEducational iinstitutions iand ipolicymakers ishould iconsider ithe idevelopment iof
icomprehensive isupport iprograms ithat iaddress iboth iemotional iwell-being iand ithe iimpact iof isocietal
iinfluences. iThese iprograms ican iinclude imental ihealth iresources, itraining iin istress imanagement, iand
iguidance ion iwork-life ibalance, iall itailored ito ithe iunique ineeds iof ielementary iteachers iworking ifrom
ihome.
Moreover, ithis iresult ialigns iwith iexisting iliterature iand itheoretical iframeworks iin ithe ifields
iof ipsychology, ieducation, iand iremote iwork. iThe irelationship ibetween iemotional iwell-being iand ijob
iproductivity ihas ibeen iextensively istudied iand iis isupported iby itheories isuch ias ithe iJob iDemands-
Resources i(JD-R) imodel iand iConservation iof iResources i(COR) itheory. iThese itheories iemphasize ithe
irole iof ipersonal iand ijob-related ifactors, iincluding iemotional idifficulties, iin ipredicting iwork
ioutcomes. iIn ithis istudy, ithe isignificant iprediction iof iwork-from-home iproductivity iby iemotional
idifficulties ireaffirms ithese itheoretical iperspectives. iFurthermore, ithe ifinding ithat isocietal iinfluences
ican ialso ipredict iwork-from-home iproductivity icorresponds iwith iresearch ion ithe iimpact iof iexternal
ifactors ion ijob iperformance. iSocietal iinfluences, isuch ias isocial inorms, iexpectations, iand isupport
inetworks, ihave ibeen irecognized ias iimportant ideterminants iof iemployee ibehavior iand ioutcomes. iIn
ithe icontext iof iremote iwork, ithis imay iinvolve isocietal ipressures irelated ito imaintaining ia iwork-life
ibalance, imanaging ithe idemands iof iremote iteaching, iand iadapting ito ithe ichanging idynamics iof
ieducation. iThis istudy icontributes ito ithis iliterature iby ihighlighting ithe irelevance iof isocietal
iinfluences ispecifically iamong ielementary iteachers iworking ifrom ihome.
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 idifficulties ithat
isignificantly ipredict iwork-from-home iproductivity iamong ielementary iteachers. iThe itable ishows ithe
iF-value iof i12.793 iand ip-value iof i0.001 iwhich iis ievidently ilower ithan ithe i0.05 ilevel iof
isignificance. iThis iallows ithe iresearcher ito ireject ithe inull ihypothesis. iThus, ithere iis/are idomain(s) iin
iemotional idifficulties ithat ican isignificantly ipredict iwork-from-home iproductivity iamong ielementary
iteachers. iSpecifically, ionly itwo iindicators i– ianxiety iand istress i– ihave ibeta ivalues iof i0.719 iand i-
1.088, irespectively, iand ip-values ithat iare ilower ithan ithe i0.05 ilevel iof isignificance. iThis imeans ithat
ithese itwo iindicators iof iemotional idifficulties ican isignificantly ipredict iwork-from-home iproductivity
iamong ielementary iteachers. iMoreover, ionly ione iindicator i– idepression i– ihas ia ibeta ivalue iof i0.092
iand ia ip-value ithat iis ihigher ithan ithe i0.05 ilevel iof isignificance. iThis imeans ithat ithis iindicator iof
iemotional idifficulties icannot isignificantly ipredict iwork-from-home iproductivity iamong ielementary
iteachers. i
The iR-value iof i0.439 ispecifies ia ilow ipositive icorrelation ibetween iemotional idifficulties iand
iwork-from-home iproductivity iamong ielementary iteachers. iThe icoefficient iof idetermination, iwhich iis
i0.192, iconnotes ithat ionly i19.2% iof ithe ivariation iin ithe iemotional idifficulties icould ibe iattributed ito
ithe iwork-from-home i
Table i6
Regression iAnalysis ion ithe iInfluence iof ithe iDomains iof iEmotional iDifficulties ion iWork-from-home
iProductivity i

Indicators Unstandardized Standardized t-value p-value Decision i

iCoefficients iCoefficients
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 iindicates ithat ithe
iemotional idifficulties iamong ielementary iteachers icould ibe iattributed ito iother ifactors iwhich iare inot
iincluded iin ithe istudy.
These ifindings ihighlight ithat inot iall iaspects iof iemotional idifficulties iimpact iwork-from-home
iproductivity iequally. iIn ithis icase, ianxiety iand istress iemerge ias isignificant ipredictors, isuggesting ithat
iteachers iwho iexperience iheightened ilevels iof ianxiety ior istress iare imore ilikely ito iface ichallenges iin
imaintaining iproductivity iwhen iworking iremotely. iThis iimplies ithat itargeted iinterventions iand isupport
iprograms ishould ifocus ion iaddressing ianxiety iand istress iamong ielementary iteachers iin ia iremote
iteaching ienvironment. iFor ieducators, irecognizing ithe iimpact iof ianxiety iand istress ion iwork-from-
home iproductivity iunderscores ithe iimportance iof imanaging ithese iemotional idifficulties ieffectively.
iStrategies isuch ias istress imanagement itechniques, imindfulness ipractices, iand icreating ia iconducive
iwork ienvironment ican ihelp iteachers imitigate ithe inegative ieffects iof ianxiety iand istress ion itheir
iproductivity. iEducational iinstitutions iand ipolicymakers ishould iconsider iproviding iresources iand
itraining iprograms ithat ispecifically iaddress ithese iemotional ichallenges ito isupport iteachers iin itheir
iremote iteaching iroles. iBy idoing iso, ithey ican ihelp imaintain ithe iquality iof ieducation iand iwell-being
iof iteachers iand istudents ialike iduring iremote iteaching.
Moreover, ithese iresults ialign iwith iboth itheoretical iand iempirical ievidence iwithin ithe ifields
iof ipsychology, ieducation, iand iremote iwork. iThe idifferentiation ibetween iemotional idomains iin
ipredicting iwork-from-home iproductivity icorresponds ito iexisting iliterature ion iemotional iwell-being
iand ijob iperformance. iThe iJob iDemands-Resources i(JD-R) imodel, ifor iinstance, iemphasizes ithat
idifferent iemotional istates ican ihave ivarying iimpacts ion iwork ioutcomes. iAnxiety iand istress iare iwell-
documented ipredictors iof idecreased ijob iperformance iand ijob isatisfaction, ias ithey ican ihinder
icognitive ifunctioning, idecision-making, iand iinterpersonal iinteractions. iThese ifindings isupport ithis
iperspective iby ihighlighting ithe iparticular irelevance iof ianxiety iand istress iin ithe icontext iof iwork-
from-home iproductivity iamong ielementary iteachers. iFurthermore, ithe iresult ialigns iwith iempirical
iresearch ithat ihas ishown ithe idifferential iimpact iof ivarious iemotional idifficulties ion ijob iperformance.
iAnxiety iand istress iare ioften iidentified ias ikey icontributors ito ireduced iproductivity iin iboth iremote
iand itraditional iwork isettings. iConversely, iwhile idepression ican icertainly iaffect ijob iperformance, iits
iinfluence imay ibe imore icomplex iand icontext idependent. iIn ishort, idepression imay imanifest
idifferently iin iterms iof iits iimpact ion iwork iperformance icompared ito ianxiety iand istress.

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 ithat
isignificantly ipredict iwork-from-home iproductivity iamong ielementary iteachers. iThe itable ishows ithe
iF-value iof i10.444 iand ip-value iof i0.001 iwhich iis ievidently ilower ithan ithe i0.05 ilevel iof
isignificance. iThis iallows ithe iresearcher ito ireject ithe inull ihypothesis. iThus, ithere iis/are idomain(s) iin
isocietal iinfluences ithat ican isignificantly ipredict iwork-from-home iproductivity iamong ielementary
iteachers. iSpecifically, ionly ione iindicator i– isocial idesirability i– ihas ia ibeta ivalue iof i0.210 iand ia ip-
value ithat iis ilower ithan ithe i0.05 ilevel iof isignificance. iThis imeans ithat ithis iindicator iof isocietal
iinfluences ican isignificantly ipredict iwork-from-home iproductivity iamong ielementary iteachers.
iMoreover, ithe iother ifour iindicators i– isocial idistance, isocial ianxiety, isocial iinformation, iand isocial
iadaptation– ihave ibeta ivalues iof i-0.118, i-0.105, i0.210, i0.159, iand i0.152, irespectively, iand ip-values
ithat iare ihigher ithan ithe i0.05 ilevel iof isignificance. iThis imeans ithat ithese iindicators iof isocietal
iinfluences icannot isignificantly ipredict iwork-from-home iproductivity iamong ielementary iteachers. i
The iR-value iof i0.497 ispecifies ia ilow ipositive icorrelation ibetween iemotional idifficulties iand
iwork-from-home iproductivity iamong ielementary iteachers. iThe icoefficient iof idetermination, iwhich iis
i0.247, iconnotes ithat ionly i24.7% iof ithe ivariation iin ithe isocietal iinfluences icould ibe iattributed ito
ithe iwork-from-home iproductivity ithat ithey iobserved. iThe irest, i75.3%, iis ithe ichance ivariation iwhich
iindicates ithat ithe isocietal iinfluences iamong ielementary iteachers icould ibe iattributed ito iother ifactors
iwhich iare inot iincluded iin ithe istudy. i
These ifindings iimply ithat ielementary iteachers iwho ifeel ia istrong ipressure ito iconform ito
isocietal inorms iand iexpectations iwhile iworking ifrom ihome imay i
Table i7
Regression iAnalysis ion ithe iInfluence iof ithe iDomains iof iSocietal iInfluences ion iWork-from-home
iProductivity i

Indicators Unstandardized Standardized p-value t-value Decision i

iCoefficients iCoefficients
B SE Beta
(Constant) 3.202 0.245
Social iDistance -0.062 0.043 -0.118 0.152 -1.440 Do inot
iReject iHo
 Social iAnxiety -0.058 0.046 -0.105 0.209 -1.260 Do inot
iReject iHo

Social iDesirability 0.128 0.058 0.210* 0.029 2.201 Reject iHo

Social iInformation 0.101 0.062 0.159 0.105 1.631 Do inot

iReject iHo

Social iAdaptation 0.085 0.053 0.152 0.113 1.595 Do inot

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 ineed ito imeet
iperceived isocial istandards iand iexpectations ican ipotentially icreate istress ior ihinder iefficiency ifor
iteachers iin ia iremote iteaching ienvironment. iFor ieducators iand ieducational iinstitutions, ithis ifinding
ihighlights ithe iimportance iof iaddressing isocial idesirability iin ithe icontext iof iremote iteaching. iIt
isuggests ithat ieducators imay ibenefit ifrom istrategies iand isupport ithat ihelp ithem inavigate iand
imanage isocietal ipressures irelated ito itheir iwork. iEducational iinstitutions iand ipolicymakers ishould
iconsider iproviding itraining iand iresources ito iempower iteachers ito iset iboundaries, iestablish irealistic
iexpectations, iand iprioritize itheir iwell-being iwhile iworking ifrom ihome. iBy iacknowledging iand
iaddressing ithe iimpact iof isocial idesirability, ieducational iinstitutions ican icreate ia imore isupportive
iand iadaptable iremote iteaching ienvironment ithat ifosters iboth iproductivity iand iteacher iwell-being.
Moreover, ithese iresults ialign iwith itheoretical iand iempirical ievidence ion ithe iinfluence iof
iexternal isocial ifactors ion ijob iperformance. iSocial idesirability ihas ilong ibeen irecognized ias ia
ipsychological iphenomenon ithat ican iaffect iindividual ibehavior, iincluding iwork-related ibehavior. iThe
ifinding ithat isocial idesirability isignificantly ipredicts iwork-from-home iproductivity iamong ielementary
iteachers iis iconsistent iwith itheories iof isocial ipsychology ithat iemphasize ithe irole iof isocial inorms
iand iexpectations iin ishaping ibehavior. iWhen iindividuals ifeel icompelled ito iconform ito iperceived
isocietal iideals, iit ican iimpact itheir idecision-making, istress ilevels, iand iultimately itheir iproductivity.
iHowever, ithe iresult ialso ihighlights ian iinteresting icontrast iwith ithe iother idomains iof isocietal
iinfluence—social idistance, isocial ianxiety, isocial iinformation, iand isocial iadaptation—which iwere
ifound inot ito isignificantly ipredict iwork-from-home iproductivity. iWhile ithese idomains imay istill ibe
irelevant ito ithe iexperiences iof ielementary iteachers iin iremote iteaching, iit isuggests ithat itheir iimpact
ion iproductivity imay ibe iless ipronounced ior icontext idependent. iThis ifinding iis iin iline iwith ithe
icomplexity iof isocietal iinfluences ion ijob iperformance, ias ithey ican ivary iwidely idepending ion
iindividual ifactors, icultural icontexts, iand ithe ispecific idemands iof ithe ijob.

2. Conclusions and Recommendations

4.1 Conclusions
This istudy irevealed ithat ithe ilevel iof iemotional idifficulties iin iterms iof idepression, ianxiety, iand
istress ihad ian ioverall imean iof i1.89 iwith ian iSD iof i0.99 idescribed ias ilow. iThis imeans ithat ithe
iemotional idifficulties iof ithe irespondents iare iseldom ifelt. iAlso, ithe ifindings irevealed ithat ithe ilevel
iof isocietal iinfluence iin iterms iof isocial idistance, isocial ianxiety, isocial idesirability, isocial
iinformation, iand isocial iadaptation ihad ian ioverall imean iof i3.47 iwith ian iSD iof i0.62 idescribed ias
ihigh. iThis imeans ithat ithe isocietal iinfluences iof ithe irespondents iare imuch ifelt. iThen, iresults ialso
ishowed ithat ithe ilevel iof iwork-from-home iproductivity iin iterms iof iequipment iand itools, iworking
irelationship, imanagement icommunication, iand ipersonal iwell-being ihad ian ioverall imean iof i4.18 iwith
ian iSD iof i0.59 idescribed ias ihigh. iThis imeans ithat ithe iwork-from-home iproductivity iof ithe
irespondents iis imuch ifelt.
Moreover, iit iwas ialso ifound ithat ithere iis ia isignificant irelationship ibetween iemotional
idifficulties iand iwork-from-home iproductivity iamong ielementary iteachers; iand ithat ithere iis ia
isignificant irelationship ibetween isocietal iinfluences iand iwork-from-home iproductivity iamong
ielementary iteachers. iFurthermore, iit iwas irevealed ithat iboth iemotional idifficulties iand isocietal
iinfluences ican isignificantly ipredict iwork-from-home iproductivity iamong ielementary iteachers. iUnder
iemotional idifficulties, ionly ianxiety iand istress ican isignificantly ipredict iwork-from-home iproductivity
iamong ielementary iteachers. iUnder isocietal iinfluences, ionly isocial idesirability ican isignificantly
ipredict iwork-from-home iproductivity iamong ielementary iteachers.
Apparently, ithe iresults isupport ithe itheoretical iunderpinnings iof ithe istudy iwhich istates ithat
iWFH iproductivity iis iviewed ias ia ibehavior iin ithe iorganization. iAs ia ibehavior, iwork iproductivity iof
iemployees iduring iWFH iis iinfluenced iby ivarious ifactors. iThose ifactors iinclude ipersonal iemotional
idifficulties iand isocial iinfluences. iWFH iproductivity ican ibe iinfluenced idirectly iby ithe iindividual
iantecedent iof iteachers. iAlso, igroup iand iorganizational iantecedents iinfluence ieither idirectly ior
iindirectly iWFH iproductivity.

4.2 Recommendations
The ifollowing iare ithe irecommendations ibased ion ithe ifindings iof ithe istudy ifocusing ion ithe iitems
iwith ithe ilowest iratings iin ithe iappended iresults iper iindicator.
First, ibased ion ithe istudy's ifindings, iwhich iindicate ithat i"feeling ithat ilife iwas imeaningless"
ihas ithe ilowest imean iscore iamong ithe iitems iunder iEmotional iDifficulties iin iterms iof iDepression,
ithere iare iseveral istrategies ithat iteachers, ischool iadministrators, iand iresearchers ican iemploy ito
iprovide isupport iand iaddress ithis iissue ieffectively. iTeachers ishould ibe itrained ito irecognize isigns iof
iemotional idistress, iincluding ifeelings iof imeaninglessness, iamong istudents. iEncourage iopen iand
iempathetic icommunication ibetween iteachers iand istudents, icreating ia isafe ispace ifor istudents ito
iexpress itheir ifeelings. iSchools ishould ihave iaccess ito imental ihealth iprofessionals ior icounselors iwho
ican iprovide isupport ito istudents iexperiencing iemotional idifficulties. iPromote ithe iavailability iof
iconfidential icounseling iservices ifor istudents iwho imay ineed ihelp iin icoping iwith ifeelings iof
imeaninglessness ior idepression. ithen, iresearchers ishould icontinue ito iinvestigate ithe ifactors
icontributing ito ifeelings iof imeaninglessness iamong istudents. iRegularly iassess ithe ieffectiveness iof
iinterventions iand isupport isystems ito iensure ithey imeet ithe ievolving ineeds iof istudents.
Second, ibased ion ithe istudy's ifindings, iwhich iindicate ithat i"finding imyself igetting
iagitated" ihas ithe ilowest imean iscore iamong ithe iitems iunder iEmotional iDifficulties iin iterms iof
istress, ihere iare ipractical irecommendations ifor iteachers, ischool iadministrators, iand iresearchers ito
ihelp iaddress ithis iissue ieffectively. iProvide iprofessional idevelopment iopportunities ifor iteachers ito
ilearn iabout istress imanagement itechniques iand ihow ito irecognize isigns iof iagitation iin istudents.
iEncourage iteachers ito imodel ieffective istress imanagement iand iemotional iregulation iin ithe iclassroom.
iCollaborate iwith iresearchers ito ifurther iinvestigate ithe isources iand itriggers iof iagitation iand istress iin
iteachers. iShare ifindings iand ibest ipractices iwith ithe ieducational icommunity ito iinform ifuture
iinterventions.
Third, ibased ion ithe istudy's ifindings, iwhich iindicate ithat i"teachers ibeing iworried iabout
isituations iin iwhich ithey imight ipanic iand imake ia ifool iof ithemselves" ihas ithe ilowest imean iscore
iamong ithe iitems iunder iEmotional iDifficulties iin iterms iof ianxiety, ihere iare ipractical
irecommendations ifor iteachers, ischool iadministrators, iand iresearchers ito iaddress ithis iissue ieffectively.
iProvide itraining ito iteachers ion irecognizing iand imanaging ianxiety, iparticularly iin isituations iwhere
ithey imight ifeel ivulnerable ior iself-conscious. iCultivate ia ischool iculture ithat ipromotes iempathy,
iunderstanding, iand iopen icommunication. iOffer istress imanagement iprograms iand iresources ifor
iteachers, iincluding iworkshops, icounseling iservices, ior iaccess ito istress ireduction itechniques.
iImplement iregular icheck-ins ior iwell-being iassessments ifor iteachers ito igauge itheir iemotional iwell-
being iand iidentify iareas iof iconcern. iIdentify iteachers iwho iconsistently ireport ianxiety iabout
isituations iwhere ithey imight ipanic iand imake ia ifool iof ithemselves. iCollaborate iwith iresearchers ito
iinvestigate ithe ispecific itriggers iand icauses iof ianxiety iamong iteachers iin ithese isituations iand iuse
iresearch ifindings ito iinform itargeted iinterventions iand isupport iprograms.
Fourth, ibased ion ithe istudy's ifindings, iwhich iindicate ithat i"teachers icomplying iwith ithe
igovernment's iimplementations iof iepidemic iresponse iin ithe icommunity" ihas ithe ilowest imean iscore
iamong ithe iitems iunder iSocietal iInfluences iin iterms iof iSocial iDesirability, ihere iare ipractical
irecommendations ifor iteachers, ischool iadministrators, iand iresearchers ito iaddress ithis iissue ieffectively.
iDevelop ieducational iprograms iand iworkshops ito ienhance iteachers' iunderstanding iof iepidemic
iresponse imeasures, itheir iimportance, iand ithe irationale ibehind ithem. iProvide iup-to-date iinformation
iand iresources ion ipublic ihealth iguidelines iand irecommendations. iOffer itraining ito iteachers ion
ieffective icommunication istrategies ifor iconveying ithe iimportance iof iepidemic iresponse imeasures ito
istudents iand iparents. iRecognize iand icelebrate iteachers iwho idemonstrate iexemplary icompliance iwith
iepidemic iresponse imeasures. iCollaborate iwith ipublic ihealth iexperts iand iagencies ito iprovide iteachers
iwith iinsights iand iguidance ion iepidemic iresponse. iCollaborate iwith iresearchers ito iconduct istudies ion
ithe ifactors iinfluencing iteachers' icompliance iwith iepidemic iresponse imeasures.
Fifth, ibased ion ithe istudy's ifindings, iwhich iindicate ithat i"teachers ichecking ifor ithe ilatest
ipandemic inews iupdates ivia itelevision, icomputer, ior iphone" ihas ithe ilowest imean iscore iamong ithe
iitems iunder iSocietal iInfluences iin iterms iof iSocial iInformation, ihere iare ipractical irecommendations
ifor iteachers, ischool iadministrators, iand iresearchers ito iaddress ithis iissue ieffectively. iEncourage
iteachers ito irely ion ireputable isources iof iinformation ifor ipandemic iupdates, isuch ias igovernment
ihealth iagencies, ithe iWorld iHealth iOrganization i(WHO), ior ilocal ihealth iauthorities. iConduct
iworkshops ior itraining isessions ion imedia iliteracy ito ihelp iteachers icritically ievaluate inews isources
iand idifferentiate ibetween ireliable iand imisleading iinformation. iFacilitate idiscussions iamong iteachers
iwhere ithey ican ishare itheir iexperiences iand istrategies ifor istaying iinformed iwithout ibecoming
ioverwhelmed. iCollaborate iwith iresearchers ito imonitor ithe iimpact iof iexcessive iinformation
iconsumption ion iteachers' iwell-being iand ijob iperformance.
Sixth, ibased ion ithe istudy's ifindings, iwhich iindicate ithat i"teachers iavoiding ior icancelling
itraveling ioverseas" ihas ithe ilowest imean iscore iamong ithe iitems iunder iSocietal iInfluences iin iterms
iof iSocial iAdaptation, ihere iare ipractical irecommendations ifor iteachers, ischool iadministrators, iand
iresearchers ito iaddress ithis iissue ieffectively. iSchool iadministrators ishould iestablish iclear iand iup-to-
date iguidelines iregarding iteacher itravel, iespecially iinternational itrips, iduring iperiods iof iheightened
ihealth iconcerns. iDevelop ia irisk iassessment iprotocol ifor iteachers iconsidering ioverseas itravel. iCreate
iflexible iteaching iarrangements ithat iaccommodate iteachers iwho ichoose ito iavoid ior icancel ioverseas
itravel idue ito ihealth iconcerns. iProvide iteachers iwith iaccess ito iinformation iand iresources ion itravel
isafety, ihealth iprecautions, iand ivaccination irecommendations. iImplement ia isystem ifor iteachers ito
ireport itheir itravel iplans ior irecent itravel ihistory ito ithe ischool iadministration. iResearchers ishould
iinvestigate ithe ifactors iinfluencing iteachers' idecisions ito iavoid ior icancel ioverseas itravel iduring
ihealth icrises.
Seventh, ibased ion ithe istudy's ifindings, iwhich iindicate ithat i"teachers ifeeling ianxious ior
ifearful idue ito ithe ipandemic" ihas ithe ilowest imean iscore iamong ithe iitems iunder iSocietal iInfluences
iin iterms iof iSocial iAnxiety, ihere iare ipractical irecommendations ifor iteachers, ischool iadministrators,
iand iresearchers ito iaddress ithis iissue ieffectively. iSchool iadministrators ishould iprioritize iteachers'
imental ihealth iby iproviding iaccess ito icounseling iservices ior imental ihealth iresources. iConduct
imental ihealth iawareness iand iresilience itraining ifor iteachers ito iequip ithem iwith icoping istrategies.
iOffer iflexible iwork iarrangements, isuch ias ihybrid iteaching ior iremote iwork ioptions, ifor iteachers
iwho imay ifeel ianxious iabout iin-person iteaching. iProvide iresources ion imanaging ianxiety iand ifear,
iincluding istress ireduction itechniques, imindfulness iexercises, iand iself-care istrategies. iCollaborate iwith
iresearchers ito iconduct istudies ion ithe ifactors icontributing ito iteachers' ipandemic-related ianxiety iand
ifear.
Eighth, ibased ion ithe istudy's ifindings, iwhich iindicate ithat i"teachers iavoiding icommunication
iwith ior iencountering istrangers" ihas ithe ilowest imean iscore iamong ithe iitems iunder iSocietal
iInfluences iin iterms iof iSocial iDistance, ihere iare ipractical irecommendations ifor iteachers, ischool
iadministrators, iand iresearchers ito iaddress ithis iissue ieffectively. iOffer itraining iprograms ifor iteachers
ito ienhance itheir icommunication iand iinterpersonal iskills. iFoster ia ischool iculture ithat iencourages
iopen icommunication iand icollaboration iamong iteachers, istudents, iparents, iand ithe ibroader
icommunity. iSchool iadministrators iand iexperienced iteachers ican iserve ias irole imodels iby iactively
iengaging iwith istrangers iin ia iwelcoming iand iapproachable imanner. iOrganize icommunity iengagement
iinitiatives, isuch ias iparent-teacher imeetings, iopen ihouses, ior icommunity iservice iprojects, ito ifacilitate
iinteractions ibetween iteachers iand istrangers iin ia icontrolled iand isupportive isetting. iProvide isocial
iskills iworkshops ifor iteachers, iaddressing ispecific iscenarios iwhere ithey imay ineed ito iinteract iwith
iunfamiliar iindividuals, isuch ias ischool ievents ior icommunity ioutreach iprograms. iCollaborate iwith
iresearchers ito istudy ithe iunderlying ireasons ibehind iteachers' iavoidance iof icommunication iwith
istrangers.
Ninth, ibased ion ithe istudy's ifindings, iwhich iindicate ithat i"teachers ifeeling iconnected ienough
ito imy ico-teachers" ihas ithe ilowest imean iscore iamong ithe iitems iunder iWork-from-home iProductivity
iin iterms iof iWorking iRelationships, ihere iare ipractical irecommendations ifor iteachers, ischool
iadministrators, iand iresearchers ito iaddress ithis iissue ieffectively. iImplement iand ipromote ithe iuse iof
ivirtual icollaboration iplatforms iand itools ithat ifacilitate icommunication iand iteamwork iamong iteachers.
iOrganize iregular ivirtual imeetings ior icheck-ins ifor ico-teachers ito imaintain ia isense iof iconnection
iand icamaraderie. iEncourage icollaborative iprojects ior iinitiatives ithat irequire iteachers ito iwork
itogether iremotely. iOffer ivirtual iprofessional idevelopment iopportunities ithat ifocus ion iremote
icollaboration iand iteam-building iskills. iRecognize iand iappreciate ithe icontributions iof ico-teachers
ithrough ivirtual iacknowledgments, iawards, ior ishout-outs. iEstablish ifeedback imechanisms ithat iallow
iteachers ito iprovide iinput ion ithe ieffectiveness iof iremote icollaboration itools iand istrategies.
iCollaborate iwith iresearchers ito istudy ieffective iremote icollaboration ipractices iand itheir iimpact ion
iteacher iwell-being iand iproductivity.
Tenth, ibased ion ithe istudy's ifindings, iwhich iindicate ithat i"teachers ibeing isatisfied iwith ithe
iquality iof icommunication imy isuperiors iprovide" ihas ithe ilowest imean iscore iamong ithe iitems iunder
iWork-from-home iProductivity iin iterms iof iManagement iCommunication, ihere iare ipractical
irecommendations ifor iteachers, ischool iadministrators, iand iresearchers ito iaddress ithis iissue ieffectively.
iSchool iadministrators ishould idiversify iand iimprove icommunication ichannels ito iensure ieffective iand
itimely iinformation iflow. iEstablish ia iregular ischedule ifor iupdates iand iannouncements ito ikeep
iteachers iinformed iabout iimportant imatters, ichanges, iand idecisions. iPromote itwo-way icommunication
ichannels iwhere iteachers ican iprovide ifeedback, iask iquestions, iand ivoice iconcerns. iCreate iformal
ifeedback imechanisms, isuch ias isurveys ior isuggestion iboxes, ifor iteachers ito iprovide ifeedback ion ithe
iquality iof icommunication. iOffer itraining ior iprofessional idevelopment iopportunities ifor isuperiors iand
iadministrators ion ieffective icommunication itechniques, iespecially iin ia iremote iwork isetting.
iCollaborate iwith iresearchers ito ievaluate ithe ieffectiveness iof icommunication istrategies iin ithe iremote
iwork icontext.
Eleventh, ibased ion ithe istudy's ifindings, iwhich iindicate ithat i"teachers ibeing iequipped iwith
inecessary imaterials ifor imy iwork" ihas ithe ilowest imean iscore iamong ithe iitems iunder iWork-from-
home iProductivity iin iterms iof iEquipment iand iTools, ihere iare ipractical irecommendations ifor
iteachers, ischool iadministrators, iand iresearchers ito iaddress ithis iissue ieffectively. iSchool
iadministrators ishould iconduct ia icomprehensive iassessment iof iteachers' itechnology ineeds ifor iremote
iwork. iAllocate inecessary iresources iand ifunds ito iprocure iessential iequipment iand itools ifor iteachers,
isuch ias ilaptops, iwebcams, imicrophones, iand irelevant isoftware ilicenses. iEstablish ia idedicated
itechnical isupport iteam ior ihelpdesk ito iassist iteachers iwith ihardware iand isoftware iissues. iOffer
itraining isessions iand iresources ito ienhance iteachers' iproficiency iwith iremote iwork itools iand
itechnology. iCollaborate iwith iresearchers ito ievaluate ithe iimpact iof ihaving ithe inecessary imaterials
iand iequipment ion iteachers' iproductivity iand ijob isatisfaction.
Lastly, ibased ion ithe istudy's ifindings, iwhich iindicate ithat i"teachers ienjoying iworking ifrom
ihome" ihas ithe ilowest imean iscore iamong ithe iitems iunder iWork-from-home iProductivity iin iterms iof
iPersonal iWell-being, ihere iare ipractical irecommendations ifor iteachers, ischool iadministrators, iand
iresearchers ito iaddress ithis iissue ieffectively. iSchool iadministrators ishould ioffer iflexible iwork
iarrangements ithat iallow iteachers ito ichoose ibetween iworking ifrom ihome iand iworking iin ia
itraditional ischool isetting, itaking iinto iconsideration iindividual ipreferences iand ineeds. iPromote ia
ihealthy iwork-life ibalance iby iencouraging iteachers ito iestablish iclear iboundaries ibetween iwork iand
ipersonal ilife. iOffer itraining iand iprofessional idevelopment isessions ion iremote iwork iskills, iincluding
itime imanagement, iself-motivation, iand imaintaining iwork-life ibalance. iRecognize iand iappreciate
iteachers' iefforts iand iachievements iin itheir iremote iwork iendeavors.
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