The Impact Assessment of Work-From-Home Scheme Among Senior High School

Teachers in Sorsogon National High School

A Quantitative Research

Presented to the Faculty of Senior High School Department

of Sorsogon National High School – General Academic Strand

Sorsogon City

In Partial Fulfillment

Of the Requirements for the Applied Track Subject

Inquiries, Investigation, and Immersion

By:

Charlz Ian Alvarina

Angelie Aninipot

John Mark Doma

Christine Hilig

Arian Dollesin

Sophia Despuig

Angeline Dimaano

April, 2022
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the reviewed literature and studies which are relevant to the

researcher’s proposed study. This research enumerates several articles and studies in which it

gives further knowledge about the work from home and it’s impact.

Related Literature

A study investigating the stress teachers go through when utilizing technology also

depicts the increase in anxiety teachers are susceptible to now that the new learning model has

shifted to online forms. The study revealed that many teachers who are not within the

“Millennial” and Gen Z timeframe are more prone to distress (Al-Fudail & Mellar, 2008).

“Teachers do not situate well in blended forms of learning” this is what a study on online

learning states on the problems in the classes. Teachers are not trained or educated to teach

virtually, so blended learning is not their normative teaching platform. This confusion causes

distress and frustration across the educating community (Dziuban et al., 2018).

Thus, the stress causes and manifestation to public schools’ teachers at the secondary education

level. This study proved that one of the primary reasons for teachers’ stress is time and concern

for students. Many educators feel morally responsible for their students’ wellbeing

(Nyambongi, 2014).
A work from home analysis done in India showed that teachers must commit to most new

educational processes, which renders them incapable of prioritizing their mental health

(Pajarianto et al., 2020).

A case study on the stress state of teachers and students in Stockholm, Sweden, revealed that

any sudden change in the learning environment causes disparity and even depression across

teachers. This is particularly amongst the administrative heads of educational institutions

(Ramberg, 2019).

Almost 9 of 10 teachers feel incredibly stressed and anxious, following the shift caused by the

pandemic. Additionally, the survey report also revealed that 81% of the educators who were

respondents of the study are putting in more than 14 hours a day to finish their professional

responsibilities (Schaffhauser, 2020).

UNICEF Thailand (2020) recently published a forthcoming article discussing the adjustments

teachers and students are currently undertaking given the pandemic’s current situation. It was

also concerned that health and education are two critical ideas that must not overlap each other.

A study conducted by the University of Pennsylvania (2016) showed that stress levels might

negatively affect teachers’ efficacy and ability to educate students In. Mental and emotional

distractions were found to cause improper anger management and procrastination amongst

teachers.

According to a study-based report, teachers in the new normal would have to employ new

practices and forms of management both professionally and emotionally to adapt to the virus

outbreak changes fully. The report provided a structured timeline for response management, such

as guidance, utilizing technology, and forming digital re-creational activities (Wyman, 2020).
A study surveying the impact of the virus pandemic on the general population showed that the

most implicated the most affected populace are educators. More than stress, trauma is also a

prevalent mental disruption brought upon the virus, which is why careful threading to online

classes must be widely applied (U.T. Research Showcase, 2020).

According to sources of stress and burnout, indications were inspected in 51 rustics and 46

metropolitan auxiliary teachers from 11 educational systems in Georgia and North Carolina.

Metropolitan teachers experienced more pressure from helpless working conditions and weak

staff relations than did rustic teachers fundamentally. Braid from understudy bad conduct and

time pressures was fundamentally more prominent than stress from vulnerable working

conditions and vulnerable staff relations for both country and metropolitan teachers. Helpless

working conditions and time pressures anticipated burnout for rustic teachers; student mischief

and weak working conditions anticipated burnout for urban teachers. Results were examined

according to planning influential projects to forestall the negative impacts of pressure and

burnout (Millicent, 1999)

Teachers from countries over the world are isolated from their understudies just as their

associates. The feeling of disconnection and dejection that may emerge from this current

condition is one known reason for teacher burnout. As per Christina Maslach, burnout is “a

disorder of passionate fatigue, depersonalization, and diminished individual achievement that can

happen among people who do ‘human work’ or some likeness thereof. It is a reaction to the

persistent, passionate strain of managing other people, exceedingly when they are grieved or

having issues. Notwithstanding sentiments of separation, different reasons for burnout adjusted

to current COVID-19conditions incorporate sensations of inefficacy and an absence of control or

debilitation. Not exclusively are educators learning new stages for instructing – Zoom, Canvas,
Google Classroom – however, they should likewise plan this new figuring out how to guarantee

that understudies generally worried about GPAs keep on getting simple input on their realizing,

that the most social understudies have occasions to share their contemplations and take part in

real and significant conversation just as community work in a virtual space, and that they utilize

best pieces on including socially responsive educating and establish a safe web-based learning

climate (Hart, 2020)

According to an article on how approaches to diminish teacher stress and lift their ability to play

out their best. School pioneers can help reduce teacher stress by developing working

conditions that help educators. Educators experience less pressure and resolve to occupations all

the more regularly under agreeable working conditions. Schools can likewise help diminish

educator stress by advancing successful teacher understudy connections. One approach to

achieve this is by utilizing systems that reward positive understudy practices. Educators

additionally need to ensure they deal with themselves so they can deal with others. Without

effectively thinking about themselves, educators lose the ability to think about others (Ketchell,

2018)

A study entitled, Stress and Coping Strategies Among Distance Education Students at the

University of Cape Coast, Ghana, discusses the coping strategies that the educational system can

do to manage an increase in stress. This aids the study in examining the recommendations to be

proposed at the end of the study. A recent study examining the effects of the online learning

system motivated by the pandemic found that student-teacher relations are compromised. This

brings stress to both parties because mediated communication poses risks of miscommunication

and weakened relationships. Given this, it is crucial to ensure the permanence and conditioned

learning atmosphere amongst students (Moawad, 2020). In a web-based study examining the
effects of stress on faculty and students’ overall psychological well-being, it was found that

adjustment by the very system is needed. It is to have a fully functioning and healthy learning

environment. This means that the study proposes that systematic reform fully encompasses the

effects of stress (Pertuz & Sebastian, 2017). A study examining the proportional relationship

between online learning and its effects on the learning community found that students and

teachers tend to have increased stress levels, which prohibits them from functioning correctly.

This entails that the mode of learning has a correlational relationship with the stress intensity

within educational systems (Silinda & Brubacher, 2016)

In a comprehensive study done here in the Philippines, “stress” and “mental state”

showed themselves to be one of the factors influencing the overall preparedness of students and

faculties to integrate with online learning for the new normal (Calao & Yazon, 2020).

According to Granthorn (2020). The Philippine-teachers are mostly and adamantly stressed

due to lack of budget, and here it revealed that teachers are in distress is looking for ways to

ensure that thee given an account by their local governments would meet the needs of all of their

students.

On its official website, the Philippine Government (2020) showcased the coping guideline

designed to help educators cope with the shift and transition to the new normal. Guidance

and counseling are still virtually available for students and teachers alike disturbed by the

pandemic.

A local study examining how teachers deal with anxiety here in the Philippines showed that the

most fundamental reform teachers had done developing different and creative teaching styles.
This helped them be more connected to their students, even if interactions are limited

(Talidong et al., 2020).

A Philippine-based study viewed the pandemic through education lenses, which revealed that

teachers are not psychologically nor skill-prepared for the sudden shift of learning models in the

county (Tria, 2020)

Account to the article, Most of the teachers Adopted an emergency remote teaching approach

that means streaming the Class-sessions and the usage of the technology to replicate the lectures

rather Than making a planned online learning, which is training activities conceived and Built

with virtual delivery from the outset, using suitable course design and deeply Integrated student

support, and delivered by faculty with meaningful training in pedagogy. This emergency

approach found its most significant barrier in The assessment, becoming the perfect storm of the

educational process (Peñalvo, 2020). However, even some teachers are supporting the new set

up, Still there are facing struggle in adapting the distance learning.

Filipino educators work double time to upskill and equip themselves with The digital tools and

alternatives. Being equipped with the right tools to teach 21st Century learners is the

responsibility of every teacher across the country, as this Is our sworn obligation to uphold our

nation’s goals and create a better future for Our next generations. (Columnas, 2020). The sudden

shift to distance learning Has had teachers scrambling for urgent solutions to efficiently and

effectively Teach their students, who are also grappling with the changes.

A case study revealed that some Filipino teachers during the quarantine period, teachers feel

positive Spending time with their families during the quarantine. This is a good preference

among Filipinos as they give importance to their families. It has been in a Filipino culture that
problems can be overcome having a family around. Likewise, it is necessary for the teachers to

learn daily routines such as physical activities to reduce boredom and find ways to strengthen

positive experiences to others. Keeping regular contact with loved ones through phone, social

media, social networks, and creating new hobbies, and thinking positively can help alleviate

anxiety amid the global crisis. (talidong, 2020)

It is claimed that working remotely attracts increased productivity. But, with all the tempting

distractions of mid-day naps, the web-series that was left on a cliffhanger, spending time with

family, etc. makes it difficult to concentrate and be interested in work for long. Furthermore,

working remotely can make one feel isolated and not motivated enough to work productively

(Joa, 2020) However, some teachers balance their work and can do all the work properly without

distraction.

Giving the teachers voice in education and working conditions. Experience tells us those teachers

will be there to ensure that students are taught and schools reopen, which is essential to allow for

an economic recovery. Policymakers and educational leaders will need to work to provide

teachers with The working conditions and resources they need to fulfill their important mission

as educators, which will certainly have a special meaning in the aftermath of the pandemic. This

may be a unique occasion to act on this newfound appreciation for teachers to grant them more

standing status at the table discussing education, working conditions, and their own role in the

epidemic’s aftermath. (Garcia, 2020). This crisis, however, may provide a serious opportunity to

bridge the gap between the strong appreciation, in theory, and the challenging working

conditions for teachers, in practice.

Educating may not be the most well-known calling on the planet; however, it is, without a doubt,

the most populated. In reality, precisely 57 million teachers on the earth, around 66% of whom
work in the creating scene. Throughout the long term, the educator and the instructing calling in

the Philippines have been stood up to by different issues and worries that are legitimately

or in a roundabout way influence them. The elements of the calling offer a fruitful ground for

discussions and conversations (Agarao, 2005).

Related Studies

Job Satisfaction

Job satisfaction can play a huge role in affecting life person. With the sudden shift to Work-

from-home arrangements, the blurred lines between the work-life balance can have an overall

effect on a worker's job satisfaction. A study was done by Irawanto et al., (2021) sought to

understand the relationship of working from home, work-life balance, and work stress on job

satisfaction, specifically, to see if the balance between work-life and work stress played a

moderating role in the relationship between work-from-home arrangements and job satisfaction.

The initial research described the pre-defined independent variables: work intensity, work from

home, and work-life balance. One dependent variable, mainly job contentment, was defined in

subscales consisting of 41 items. By issuing a questionnaire to 472 participants, the study was

able to identify hypothesis statements that concluded a negative relationship primarily between

working from home and work-life and work stress However, the study was entirely based on

Indonesian office workers from various parts of the country. Therefore, the factors of their
working environment were not included within the survey conducted. This research’s precise

definition of variables would benefit us from incorporating within our meaning of quality of life.

However, a new questionnaire would be needed to address living and working conditions at

home, an independent variable in our Study.

Depression, Stress, and Anxiety Levels

The COVID-19 pandemic has negatively impacted the life of many individuals physically and

mentally. A study done by Öztürk Çopur and Karasu (2021) found a correlation between

depression, stress levels, and anxiety with the impact of the COVID-19 pandemic. Depression,

stress levels, and anxiety levels varied among age groups, education levels, and genders. The

younger respondents reported having higher stress, depression, and anxiety levels compared to

the respondents in their old age. This was mainly due to the younger respondents having to work

and worry about being infected with COVID-19. Those with lower education levels also reported

higher depression levels, mainly due to the lack of job and income security, increasing anxiety,

and depression levels. Female respondents also reported higher anxiety scores than male

respondents, as stress and anxiety are more prevalent among females, which negatively affected

their quality of life more. However, Öztürk Çopur and Karasu generalized all the job sectors,

whereas our study will focus mainly on the education sector to receive more accurate results on

the impact of COVID-19 on depression, stress, and anxiety levels among teaching staff.

Psychological Impact

An individual's psychological state of mind holds significant sway on one's life. The sudden shift

to WFH arrangements forced most faculty members across all COVID-19 affected countries to

shift to an online-based classroom setting to curb the infections early into the pandemic
(UNESCO, 2020). This unprecedented shift to a drastically new teaching environment threw

many teachers off guard, potentially leading to various adverse psychological effects on teachers

and teaching activities and, consequently, on their students, who are children and adolescents.

(Holmes et al., 2020). A study was done by Ozamiz-Etxebarria et al. (2021) to evaluate the

emotional state of teachers six months into their transition into the WFH teaching environment in

schools and educational centers of the Basque Autonomous Community. Primarily, the study

used variables such as depression, anxiety, and stress as indicators for psychological health and

how this was affected by the various teaching sectors in which the teachers worked (i.e pre-

school, primary, secondary,vocational, or university education). Other independent variables

such as gender, age, and whether the teachers had school-age children facing a WFH classroom

were also used. A questionnaire was issued to a total sample of 1633 teachers within the Basque

Autonomous Community and Navarre (Spain). The study used the Spanish version of the

Depression Anxiety and Stress Scale-21, containing 21 items with four response options. The

results from the study concluded that there was a high percentage of teachers who suffered from

symptoms of anxiety, stress, and depression. Having said this, the study was only conducted

within the first six months of the initial nationwide lockdowns that Spain was experiencing,

leading to a lack of long-term evidence of the impact on the psychological state from prolonged

WFH arrangements. Additionally, the study was only conducted within the Basque Autonomous

Community and Navarre, therefore representing only a small portion of teachers within Spain.

Individual living conditions were not included within the survey, leaving out many other factors

influencing the results. The precise definitions of what constitutes psychological states could be

beneficial for us to clearly define one of the variables that affect the life of them. However, a

new survey would be needed to collate the living and working conditions of teaching staff.
Home Environment

A variable that affects the quality of life while working from home is the change of environment.

Office space is designed to cater to and provide a conducive working environment to focus on

their work. With the shift to a home environment, there is a drastic change in the environment,

and not many would have a “workroom” designed in their homes to suit their needs of an office

environment. Similarly, in a school environment, teachers might not have the equipment they

require to carry out lessons effectively to students when conducted over a video call. A study

done by Radulović et al. (2021) has shown that workers have reported musculoskeletal pain after

moving to a home environment to carry out their work. The research included 232

telecommunications company workers in Croatia of both genders who had been working from

home for eight months (16 March to 4 December 2020). The research also laid out numerous

variables while conducting the study that would benefit our research as we look into various

factors that will potentially affect one’s life while working from home. The variables include age

and gender, the difference between the work and home environment (i.e. ergonomic properties

used for work at home or work), the organization at home, and one’s perception of mood while

working from home. This research will aid in our study, as having a conducive and comfortable

environment at home would affect one’s quality of life while working from home. However, the

study participants were from a telecommunications company, which will have different job

characteristics and working requirements compared to educators.

Synthesis of the State-of-the-Art

The researcher presented various related literature and studies regarding the study.
To have a clearer understanding of these literature and studies, the researchers made a synthesis

in the succeeding discussion.

The work-from-home setting is relatively new; it is quite challenging, especially in

managing school operations, not to mention the health and safety protocols required by the

COVID-19 Inter Agency Task Force (IATF) that schools must adhere to. Work-from-home is

ideal for other industries but in an educational setting, it will take time before the teachers can

finally adjust. Learning must be working. “We can make a difference in ensuring that learning is

working while teachers are dispensing learning through distance education, even when they work

at home.” (lumaban, 2020). According to the studies work from home is a challenging setting to

the teachers since it is not a educational setting and while adjusting and adapting it teaches may

face same challenges is stress.

The related literature and studies focused in work from home which occurs this

This time of pandemic. The studies wants to now the different impacts or effect lf this setting and

to have the information and knowledge about work form home.

Gap Bridged by the Study

This study aimed to determine the impact assessment of work from home among Senior

High School Teachers in Sorsogon National High School.

All studies have been made for the researchers to have an idea about work from Home,

from the contents of related literature and related studies. There were general studies conducted

on the impact of work from home scheme in different sectors that shows stress and hard to adjust
in this settings. Most of the teachers hard to adjust this setting since this work from home is not

an educational settings. This study is conducted to identify the impact of work form home

scheme and for them to understand the importance, purpose and meaning of working at home

during this time lf pandemic. Previous researched topics state the benefits and outcome of

working at home.

Theoretical Framework

Six-factor Model of Psychological well-being theory

which says that there are six factors that contribute to an individual’s psychological

well-being, contentment, and happiness. Psychological well-being consists of positive

relationships with others, personal mastery, autonomy, a feeling of purpose, meaning in

life, and personal growth and development (Ryff, 1989).

Although the Six-factors of Psychological well-being theory has five other factors, to stay

relevant to the topic of discussion, we will focus on the factor Positive Relations With Others,

which reflects the engagement in meaningful relationships with other people that include

reciprocal empathy, intimacy, and affection. An example of this would be“people describe me as

a giving person that is willing to share my time with others” (Ryff, 1989).

A strong positive relation with others shows that one might have a satisfying and trusting

relationship with others, is concerned about others’ welfare, is capable of strong empathy,

affection, intimacy; and understands the give and take of human relationships. A weak

relation with others shows that one might have few close, trusting relationships with others; find

it difficult to be open, warm, and concerned about others; isolated and frustrated in interpersonal
relationships and not willing to make compromises to sustain important ties with others (Ryff,

1989).

As stated above, a positive relationship with others -- “others” being coworkers-- allows for a

greater psychological well-being for employees. The viewpoint suggests that employees’

satisfaction with coworkers plays an important role in work-life balance and enhances

psychological well-being. Haider et. al’s study shows that an employee’s satisfaction with his/her

coworker enhances the person’s psychological meaningfulness and commitment at work and,

consequently, job performance (Haider et. al, 2018). It is the system of social exchange

satisfaction with supervisors, subordinates, and coworkers. This idea shows that employees’

satisfaction with supervisors and colleagues allows them to obtain feelings of empathy, respect,

and trust, which lead towards greater psychological well-being (Haideret. al, 2018).This fits in

the scope of our research as we study employees working from home who currently don’t have

any social interaction with coworkers and hence, the situation may impact their psychological

well-being and work-life balance.

Theory X

Designed by Douglas McGregor when he was working in the MIT Sloan of management in the

1950s. Douglas states human beings have an instinctive aversion towards work and are in other

words lazy. Therefore, they must be forced, controlled and governed in order to work. Human

beings also want to escape responsibility and prefer to be led by others

(Anthony et. al, 2014, pg. 616).

With Douglas’s Theory X in mind, he says they are lazy and will most likely escape

responsibility. For example, if an employee who was constantly supervised and controlled by a

higher authority was sent home to do the same work with no supervision he or she will perform
poorly. The theory states that management believes employees work on their best self-interests.

Due to these assumptions, Theory X concludes that the typical workforce operates more

efficiently under a hands-on approach to management. (Anthony et. al, 2014,pg. 616).

This approach applies to the situation because many employees are working from home and they

will not be able to get supervised as they were before the coronavirus outbreak.

Theory Y

In contrast to Theory X, Theory Y was designed by Douglas McGregor when he was

working in the MIT Sloan of management in the 1950s. This theory shows a positive aspect in

relation to Theory X. There are multiple interpretations of Theory Y the most common as (Miller

2020) defines it as: “Theory Y believes that humans will work of their own accord in an effort to

meet their individual needs for self-respect and achievement”(pg. 1). We believe there is no

need, in this scenario, for oppressive supervision or the looming threat of discipline. Theory Y

teaches managers to focus on an employee’s self-sustaining motivation in a way that helps

achieve company-wide goals. Employees who are working from home can help achieve

company goals while achieving theirs as well to do this is by “strengthening an individual

employee’s commitment to organizational objectives. People will work toward mutual

objectives, Theory Y contends, only to the degree that the work fulfills their individual needs

(Miller 2020). Due to this theory being in contrast to Theory X, it used to see if the employees

are working towards their own goals and self-respect without the need for oppressive supervision

as Theory X states.

In another version, According to Theory Y, on the other hand, working comes as naturally to

human beings as resting. Human beings can also lead and control their own work if it is done for
important purposes and under the right circumstances human beings even desire responsibility.

Inventiveness and the ability to work autonomously are common. (Anthonyet. al, 2014, pg. 616).

Basically, Theory Y assumes that human beings are ambitious and not lazy. It is also said that

Theory Y is more in line with a managers view while Theory X is more of an employee's view

(Anthony et. al, 2014, pg. 616).

Maslow’s Theory

Maslow's hierarchy of needs is a motivational theory in psychology comprising a five-tier

model of human needs, often depicted as hierarchical levels within a pyramid. Needs that

are lower down in the hierarchy must be completed before attending the higher-ups.

(Maslow, 1943)

At the bottom of the pyramid is the psychological needs, these are what must be prioritized first

before moving up. Psychological needs consist of food, water, warmth, and rest. These are the

basic human necessities that everyone should have before yearning to achieve bigger and better

things in an idealistic society.

Next, there is the safety/needs; this is the concept of feeling safe and secure. When one has met

their psychological needs, they start looking for security and comfort. After this is the

belongingness and love needs. This is where people start looking for acceptance, forming

relationships, love, etc.

Lastly, the esteem needs is where people feel prestige and feeling of accomplishment

towards objectives that are more so focused on personal development. Lastly, in the

pyramid is the self-actualization needs. This is where achieving one's full potential,

including creative activities and self-fulfillment needs this is the top of the pyramid in
Maslow's hierarchy of needs (Maslow, 1943).

Theoretical Paradigm

Six-factor Model of
Psychological Well-being
Theory

Maslow's
MASLOW’S THEORY
Hierarchy of
Needs

Theory X Theory Y

Figure 1: Theoretical Paradigm

level of Maslow’s pyramid is addressed first then the following levels. The interviewee is asked

certain questions related to the levels; however, if the levels are not in the same order then

Maslow's theory is not met.

Motivation has proved to be a direct factor of the teachers job performance during pandemic.

With that being said, motivation is a source that could differ for each person. Psychological well-

being of the teachers has also proven to be one of the underlying factors that impact their job

during work from Home. Theory such as Six-factor Model of Psychological well-being theory

shows the importance of the relationship with other during pandemic; in regard to the study, the

relationship with other people would be an teachers relationship with its co teachers. The impact

it is has on an individual will show based on the interviewees’ responses. Theory X is used

because it states individuals will be lazy with this new setting and cannot work without

supervision while Theory Y says individuals work towards their own self achievement which is

in contrast to Theory X. These theories are used to see if some teachers are lazy with their

learning modalities or if they are productive on their own. Lastly, Maslow's theory is in depth

motivational theory that sort of uses all the main points of the other theories such as

psychological well-being, motivation and self-achievement.

Physical Work Life

Work Stress
Psychological
State

Impacts of
Work From
Work Home Job
Environment Scheme Satisfaction

Work
Productivity Social
Relationship

Senior High School

Figure 2: Conceptual Paradigm

School teachers in the academic school year 2020 to 2021 to identify the impact of Work-From-

Home Scheme to the Senior High School teachers in Sorsogon National High School.

The paradigm shows that the Impacts of work form home scheme is the leading element

of

this , the link between Impacts of work-from-home scheme and the Senior High School teachers

are there because of their connection throughout the study. Lastly this study shows that work

from home has a negative and positive impacts to those senior high school teachers.

Definition of Terms

For clarity and better understanding, the following terminologies are defined. The

following are:

 Theoretically – In a way that relates to the theory of a subject or area of study rather than

its practical application.

 Operationally – with regard to routine functioning, especially of an organization or

system.

 Work from home scheme – Work from home (WFH) an employee is working from their

house, apartment, or place of residence, rather than working from the office.

 Senior High School Teachers – a person who meets the minimum requirements whether

on full-time or part-time basis including industrial arts and vocational teachers and all

other persons performing supervisory, managerial and/or administrative functions in all

schools and educational offices at the district

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