https://hdl.handle.net/20.500.12852/377 2026-10-13T06:55:52Z 2026-10-13T06:55:52Z Xu, YuTing https://hdl.handle.net/20.500.12852/3974 2026-10-07T11:00:28Z 2025-08-01T00:00:00Z

Job burnout, satisfaction, and performance among teachers in a Technical-Vocational College Xu, YuTing This survey-correlational study aimed to determine the relationships among job burnout, satisfaction, and performance among teachers in a technical-vocational college. Differences in these variables based on teachers' demographic profile in terms of sex, age, educational attainment, and teaching experience were also determined. The study adopted a survey correlational design with a modified questionnaire distributed via the Question Star platform to collect data from 136 randomly selected teachers from a population of 206. Data were analyzed using descriptive and inferential statistical tests. Results showed that significant differences in job burnout exist by age and teaching experience, with teachers aged 40 and above experiencing higher level of burnout. Educational attainment and teaching experience affected job satisfaction, particularly in terms of recognition and advancement. Age affected job performance in terms of personal factors, with younger teachers performing better. Additionally, there were significant and negative relationships between job burnout and job satisfaction; and job burnout and job performance. Meanwhile, job satisfaction was positively correlated with job performance and such relationship was found to be significant. Based on these findings, recommendations are made for the teachers, students, school administrators, policymakers, the Ministry of Education, and future researchers to address burnout, enhance satisfaction, and improve performance. Abstract only

2025-08-01T00:00:00Z Qian, Hongyang https://hdl.handle.net/20.500.12852/3832 2026-05-11T08:00:36Z 2025-06-01T00:00:00Z

Correlates to quality learning outcomes among senior high school students in a private school Qian, Hongyang This study aimed to identify the correlates of quality learning outcomes among senior high school students at a private school in Zamboanga City during the school year 20242025. Using a correlational research design, 193 randomly selected students participated. Data were collected via adapted questionnaires and analyzed with various statistical methods. Results revealed that most participants are female, Grade 12, and STEM students. They generally showed moderate emotional stability, conscientiousness, and self-concept; high openness to experience and agreeableness; strong academic and psychosocial administrative support; and ample teacher support, but low to moderate extraversion and weak parental volunteering. Overall, students achieved high quality learning outcomes across domains. However, different subgroups (by sex, grade, and strand) varied in psychomotor outcomes. Personality traits like emotional stability, openness, conscientiousness, self-concept, along with psychosocial administrative and teacher support, were significantly related to quality learning outcomes. While students showed good overall learning outcomes, improvements are needed in certain personality traits, parental support areas, and specific learning domain. Abstract only

2025-06-01T00:00:00Z Rendon, Kenneth Jude F. https://hdl.handle.net/20.500.12852/3678 2026-02-07T09:00:50Z 2024-12-01T00:00:00Z

Stress and stress-coping strategies among evangelical pastors as related to their adversity quotient: Implications to pastoral counseling, training, and development Rendon, Kenneth Jude F. This survey-correlational research aimed to determine the stress and stress-coping strategies among evangelical pastors as related to their adversity quotient, and their implications to pastoral counseling, training, and development. The participants of the study were124 evangelical pastors of International Care Ministry (ICM), who were classified according to sex, civil status, education, income, occupation, and religious affiliation. This study adopted the following data-gathering instruments: Perceived Stress Scale (PSS-10), Brief COPE, and Adversity Quotient Scale. Frequency counts, percentage analyses, means, ranks, and standard deviations were used in the descriptive data analysis; the t-test for independent samples, and Pearson’s r, were used to analyze the inferential data. Results revealed moderate levels of stress among the participants as a whole, and when classified according to sex, civil status, education, income, occupation, and religious affiliation. The most frequently used adaptive coping strategies were problem-focused approach, emotion focused, and avoidant focused; ranked accordingly in that order. No significant differences existed in the participants’ level of stress, as well as, in stress-coping strategies when classified according to sex, civil status, education, income, and religious affiliation. However, significant differences existed among the participants classified according to occupation. On the other hand, no significant differences existed in the adversity quotients among the participants classified according to sex, civil status, education, income, occupation, and religious affiliation. A moderate positive correlation existed between coping strategies and adversity quotients, indicating that effective coping strategies improves resilience. A nonsignificant correlation existed between stress level and adversity quotient, which seems to indicate that resilience is more dependent on coping than on the intensity of stress. The study recommends that customized pastoral care programs be given to pastors to help them manage stress and improve resilience by adapting coping strategies. Abstract only

2024-12-01T00:00:00Z Callao, Estela L. https://hdl.handle.net/20.500.12852/3673 2026-02-07T08:00:32Z 2023-12-01T00:00:00Z

Teachers' implementation of guidance and counseling roles: Knowledge, attitude, and practices Callao, Estela L. The study conducted in the northern part of Palawan focused on assessing the knowledge, attitude, and practice of homeroom teachers regarding their guidance roles. The research methodology employed a descriptive-correlational design to explore these aspects. A total of 146 homeroom teachers participated as respondents. In terms of data analysis, descriptive statistics such as frequency count and percentage were utilized. For inferential analysis, the Chi-square test, along with phi and gamma values, was applied. These statistical methods were used to identify relationships and associations between different variables. The significance level for the statistical tests was set at 0.05. The findings in the relationship between knowledge and attitude stated that homeroom teachers with fair to good knowledge have a favorable attitude, while those with very good knowledge exhibit a very favorable attitude toward their guidance role. Next, the relationship between attitude and practice revealed that homeroom teachers with fair to good knowledge tend to have very good practice of their roles, while those with very good knowledge exhibit excellent practice. Then, the relationship between knowledge and practice showed that homeroom teachers with fair to good knowledge tend to have very good practice in their roles, while those with very good knowledge exhibit excellent practice. The data analysis did not reveal a significant relationship between teachers' knowledge of their guidance role and their attitude toward it, nor between their knowledge and practice. However, there is a significant relationship between the teachers' attitude toward their guidance role and their actual practice of it. In summary, the study suggests that while there might not be a direct correlation between knowledge and attitude, knowledge and practice, a strong positive attitude among homeroom teachers toward their guidance role significantly influences their effective practice of it. Abstract only

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