Skip to main content

The Effect of Teachers’ Working Responsibilities Towards Psychological Health and Job Performance

Dr. Marvin B. Manayan, LPT1, Emir H. Jumlail, LPT2, Rusty E. Campomanes, MSPE3
https://orcid.org/0000-0003-0509-6673
nivram.yanmana@gmail.com
Department of Education, Division of Zamboanga City
Ramon Enriquez High School, Zamboanga, Philippines

DOI: https://doi.org/10.54476/ioer-imrj/914323

ABSTRACT

This study explores the impact of working responsibilities on students’ learning engagement, extracurricular activities, school reports, psychological health, and teacher job performance. The research focuses on the 2020-2021 academic year and includes 69 teachers of varying qualifications from a secondary school in the Labuan District under the Department of Education – Zamboanga City Division (ZCD). Only newly hired teachers without an IPCRF rating were considered in this study. Using a quantitative research method with correlational analysis, the findings reveal that working responsibilities significantly influence the psychological health of teachers. However, this psychological health does not affect their job performance.
Based on these insights, the study recommends that the Department of Education – National Administration develop policies to enhance teachers’ psychological health and wellness. Additionally, it suggests that regional and division administrations reassess teachers’ responsibilities to identify and eliminate redundant, irrelevant, and unattainable tasks. This strategic reassessment aims to reduce psychological challenges among teachers and foster interventions to support their mental well-being.

Keywords: Teachers’ Job Performance; Psychological Health; Work Responsibility

Read More>>