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ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue I, January 2025
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The Mediating Effect of School Culture on the Relationship
between Stress and Conflict Management Styles: Basin for
Intervention Program
Marilyn G. Gonzaga
1
, Elizabeth M. Malonzo
2
1
Doctor of Education Major in Educational Management, University of Mindanao
2
Faculty of the Professional Schools, University of Mindanao
DOI : https://doi.org/10.51583/IJLTEMAS.2025.140107
Received: 11 January 2025; Accepted: 24 January 2025; Published: 03 February 2025
Abstract: This study investigated how school culture affects the relationship between stress levels and conflict management
styles. The findings provide valuable information for establishing an intervention strategy in Region XI. The study used a
quantitative research strategy, using correlational approaches for analysis. The sample included 400 teachers from Region XI. The
data was collected using customized survey questions that were verified for content validity and reliability. The data were then
evaluated using a variety of statistical approaches, including Mean, Pearson correlation coefficient, Multiple Regression Analysis,
and Path analysis. The findings revealed a considerable reduction in stress levels, with conflict management styles scoring well.
Furthermore, school culture was highly regarded. The study found strong connections among the variables, including clear links
between stress levels, school culture, and conflict management styles. It also emphasized how school culture acts as a mediator in
the relationship between stress and conflict management styles, providing insight into the process that connects stress levels to
how disagreements are managed.
Keywords: stress, school culture, conflict management styles, stress level, teacher, SDG Indicator: Number Four (Quality
Education), Philippines
I. Introduction
Conflicts are inherent in any organization, arising from incompatible goals, personality clashes, and limited resources. In schools,
these conflicts can lead to stress, negatively impacting teacher well-being and organizational performance. Effective conflict
management is crucial for creating a positive school environment and improving organizational outcomes.
Previous research has explored the relationship between stress, conflict management, and school culture. However, there is a
limited understanding of the mediating role of school culture in this relationship, particularly in the Philippine context. This study
addresses this gap by examining the mediating effect of school culture on the relationship between school leaders' dispute-
resolution procedures and teacher stress levels in Region XI, Philippines.
This study aims to contribute to the existing body of knowledge by providing insights into the complex interplay between stress,
conflict management, and school culture in the Philippine educational setting. The findings of this study can help school
administrators and policymakers develop strategies to mitigate teacher stress and promote effective conflict management,
ultimately leading to improved school environments and student outcomes.
Theoretical Framework
This research is essential for understanding the link between stress, conflict resolution strategies, and school culture among public
school educators. By addressing these issues, the research contributes to forming a supportive educational environment, which is
essential for improving teacher well-being and student success. This study aligns with the United Nations' Sustainable
Development Goal 4 (SDG 4), which emphasizes inclusive and equitable education for all individuals. The study enhances school
culture by reducing teacher stress and improving conflict resolution procedures, fostering a positive educational environment that
benefits both educators and children and aligning with the overarching objectives of SDG 4.
Conflict Theory suggests that differences in resources, status, and power distribution among societal groups cause disagreements
and tensions, potentially sparking social change. In this context, stress is defined as a restricting element, a state of mental and
emotional tension caused by challenging or demanding situations within an organization.
The Transactional Stress Theory posits that stress occurs when people perceive a situation as exceeding their ability to manage
potential stressors. Teacher stress is influenced by workload, student behavior, and school environment. Unresolved stress can
have negative impacts on both physical and mental well-being.
Conflict management is essential for organizational success, and effective conflict resolution has emerged as a critical leadership
skill. School culture, defined as the shared values, beliefs, and norms that bind a school community together, plays a crucial role
in teacher well-being and job satisfaction.
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II. Method
Research Respondents
This study focused on public school educators in Region XI, Philippines. The sample included 400 teachers from various
locations within the region. Stratified sampling was used to ensure representation from different subgroups within the population.
The sample size was determined based on recommendations from previous research, which suggested an optimal range of 300 to
400 participants.
Participants were selected based on specific criteria, including being regular or permanent teachers with at least three years of
service in Region XI. The study excluded teachers on leave, school administrators, retired teachers, and other non-teaching
personnel to maintain a focus on classroom educators.
Material and Instrument
This research utilized three adapted questionnaires: the Conflict Management Styles Scale, the Job Stress Scale, and the School
Culture Scale. The questionnaires were modified to align with the study's objectives and to ensure cultural sensitivity and
relevance to the Philippine educational context. The modifications included adapting language, removing or adding items, and
adjusting response scales to better reflect the local norms and practices.
The instruments were selected based on their established reliability and validity in previous research, as well as their relevance to
the study's objectives. Each instrument demonstrated good internal consistency and reliability, as indicated by Cronbach's alpha
values. The Cronbach's alpha for the Conflict Management Styles Scale was 0.896, for the Job Stress Scale was 0.959, and for the
School Culture Scale was 0.975. These values indicated that the instruments were reliable and consistent in measuring the
constructs of interest.
Design and Procedure
This research employed a quantitative, non-experimental design to examine the mediating influence of school culture on the
relationship between conflict management styles and stress levels among public school educators in Region XI. The quantitative
approach was chosen due to its ability to provide objective and quantifiable data on the variables of interest, allowing for
statistical analysis and hypothesis testing.
Data were collected through an electronic survey administered via Google Forms. The electronic survey method was chosen due
to its efficiency, cost-effectiveness, and ability to reach a large sample of participants across various locations within Region XI.
The use of Google Forms ensured data security and facilitated efficient data management and analysis.
Before data collection, the researcher secured the requisite permits from the Dean of Professional Schools, the Regional Director,
the Schools Division Superintendent of the Department of Education, and the Heads of the selected schools. Furthermore,
informed consent was obtained from the Ethics Review Committee at the University of Mindanao.
Statistical Treatment
Data analysis involved descriptive statistics, Pearson's correlation, and path analysis. Descriptive statistics were used to
summarize and describe the characteristics of the sample and the distribution of the variables. Pearson's correlation was used to
examine the relationships between the variables, assessing the strength and direction of the associations. Path analysis was
employed to examine the mediating influence of school culture on the relationship between conflict management styles and stress
levels.
III. Results and Discussion
This section presents the findings of the study, analyzing and interpreting the data obtained through the survey questionnaires.
The results are organized according to the research objectives, focusing on the levels of stress, conflict management styles, and
school culture among public school educators in Region XI. Additionally, the relationships between these variables are explored,
including the mediating effect of school culture.
Level of Stress Level
Table 1 presents the average scores for the stress indicators, revealing an overall mean of 1.66, which is categorized as extremely
low with a standard deviation of 0.24. This indicates that the respondents generally reported low levels of stress. However, there
were some variations within the specific indicators.
The indicator with the highest mean score was control with a value of 1.80, still falling within the low category. This suggests that
teachers may experience some level of stress related to their perceived control over their work environment and responsibilities.
In contrast, the indicator with the lowest mean rating was demand with a value of 1.50, categorized as very low. This indicates
that teachers generally felt that the demands of their jobs were manageable.
The indicators of control and role had the highest average ratings, 1.80 and 1.71, respectively, both falling within the low
category. This suggests that while overall stress levels were low, specific areas such as control and role clarity might require
attention to further reduce teacher stress.
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These findings are consistent with previous research by Hofman and Miller (2020), who found that excessive stress can
negatively impact teachers' well-being and performance. Addressing these specific areas of concern could contribute to a more
positive and supportive work environment for teachers.
Table I Level of Stress Level
Indicators
SD
Mean
D.E.
Demands
0.46
1.50
Very Low
Control
0.43
1.80
Low
Support
0.36
1.59
Very Low
Relationship
0.40
1.70
Very Low
Role
0.42
1.71
Very Low
Change
0.38
1.65
Very Low
Overall
0.24
1.66
Very Low
It is therefore necessary to quantify stress and identify potential areas of concern, so there can be necessary environmental or
personal changes to improve stressful situations. In cases where it is not possible to change the stressful situation, people should
learn stress management techniques to reduce or eliminate the harmful effects of prolonged exposure to stress.
Level of Conflict Management Styles
The second objective was to determine the level of conflict management styles which was measured through a survey
questionnaire with the following indicators: conflict management styles with indicators: collaboration, competition, avoidance,
accommodation, and compromise. Shown in Table 2 are the data on the level of conflict management styles. Computations yield
a grand mean of 4.36 or very high with a standard deviation of 0.34 and this indicates that the conflict management styles are
always manifested. It could be gleaned from the data that the indicator with the highest mean rating of 4.56 or very high is
collaborating.
Table II Level of Conflict Management Styles
Indicator
SD
Mean
D.E.
Collaborating
0.46
4.56
Very High
Competing
0.52
4.37
Very High
Avoiding
0.50
4.14
High
Accommodating
0.37
4.27
Very High
Compromising
0.49
4.48
Very High
Overall
0.34
4.36
Very High
In contrast, the indicator with the lowest mean rating of 4.14 or still high is avoiding. The two highest items were collaborating
and compromising. With a mean rating of 4.56 and 4.48 or very high. This indicates concern for self and others. Compromisers
consider what to barter and talk to another party about their situation. It could be suggested to use an integration style in case of
conflict for education organizations. But is not possible to use an integrating style in any condition hence sometimes
compromising style is suggested when resolutions are not generated in the integrating style.
It is in line with the views of various authors Boyatzis, Rockfors, and Jack, 2019; Cherniss and Goleman, 2001; and Swart et al.,
2010) who said that teacher who has a high knowledge of themselves can respond adequately and optimally to specific situations,
including inner thoughts and interactions with others. Teachers will be more personally and professionally competent, confident,
effective, and happy.
Level of School Culture
The third objective of this study was to determine the level of school culture among public school educators in Region XI. School
culture encompasses the shared values, beliefs, norms, and practices that shape the school environment and influence the
interactions among its members. It plays a crucial role in teacher well-being, job satisfaction, and overall school effectiveness.
To assess school culture, a survey questionnaire was administered to the participants, measuring various indicators of school
culture, including collaborative leadership, teacher collaboration, professional development, unity of purpose, collegial support,
learning partnership, and efficacy factor. These indicators represent different facets of school culture that contribute to a positive
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and supportive work environment for teachers.
Table 3 presents the data on the level of school culture, revealing a grand mean of 4.28, categorized as "very high," with a
standard deviation of 0.30. This indicates that the school culture is generally perceived positively by the teachers, with high levels
of collaboration, support, and shared purpose. Among the various indicators, two items stood out with the highest mean ratings:
"leaders value teachers' ideas" and "teachers understand the mission of the school." These items reflect the importance of
leadership support, teacher collaboration, and a shared understanding of the school's goals in fostering a positive school culture.
The high level of school culture observed in this study is consistent with the findings of several authors who have emphasized the
importance of school culture in promoting teacher satisfaction, motivation, and effectiveness. Phillips (1996), Phillips and
Wagner (2002), and Wagner and Masden-Copas (2002) highlighted the role of shared beliefs, attitudes, and behaviors in shaping
school culture and creating a sense of community among teachers.
Furthermore, the importance of consensus and open communication in establishing a positive school culture was underscored.
When teachers feel valued, supported, and involved in decision-making processes, they are more likely to be engaged and
committed to their work, contributing to a more positive and productive school environment.
Table III Level of School Culture
SD
Mean
D.E.
0.57
4.56
Very High
0.62
4.54
Very High
0.58
4.34
Very High
0.71
4.37
Very High
0.87
4.07
High
0.67
4.04
High
0.60
4.53
Very High
0.68
4.05
High
0.73
4.33
Very High
0.86
4.07
High
0.67
4.04
High
0.59
4.49
Very High
0.62
4.51
Very High
0.58
4.36
Very High
0.67
4.37
Very High
0.84
4.11
High
0.73
4.03
High
0.63
4.42
Very High
0.69
4.16
High
0.73
4.25
Very High
0.84
4.14
High
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0.73
4.03
High
0.62
4.39
Very High
0.63
4.53
Very High
0.59
4.40
Very High
0.67
4.37
Very High
0.84
4.11
High
0.73
4.03
High
0.63
4.43
Very High
0.70
4.16
High
0.73
4.24
Very High
0.84
4.12
High
0.73
4.02
High
0.60
4.42
Very High
0.57
4.50
Very High
0.57
4.54
Very High
0.60
4.54
Very High
0.59
4.40
Very High
0.65
4.30
Very High
0.72
4.37
Very High
0.87
4.06
High
0.66
4.03
High
0.60
4.53
Very High
0.68
4.04
High
0.53
4.27
Very High
0.30
4.28
Very High
Significance of the Relationship between Stress Level and School Culture
Table 4 presents the results of the analysis examining the relationship between stress level and school culture. The analysis aimed
to determine whether there was a statistically significant association between these two variables. The relationship was tested at a
0.05 level of significance, which is a common threshold used in research to determine statistical significance. The results revealed
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a significant negative relationship between stress level and school culture. This indicates that as teacher stress levels increase, the
quality of school culture tends to decrease. This finding suggests that reducing stress among teachers is crucial to fostering a more
positive and collaborative school environment.
The negative relationship between stress level and school culture can be explained by several factors. When teachers experience
high levels of stress, they may be less likely to engage in collaborative activities, communicate effectively with colleagues, or
participate in school improvement initiatives. Stress can also lead to negative emotions and behaviors, which can affect the
overall school climate.
Conversely, a positive school culture can act as a buffer against stress. When teachers feel supported, valued, and respected by
their colleagues and administrators, they are more likely to cope effectively with stress and maintain a positive outlook. A
positive school culture can also promote collaboration, communication, and a sense of community, which can further reduce
stress levels. The findings of this study are consistent with previous research, which has shown a link between teacher stress and
negative school outcomes. For example, Febriantina, Marsofiyati, and Aliyyah (2020) found that teacher stress was associated
with lower job satisfaction, decreased motivation, and increased turnover intentions. These negative outcomes can ultimately
affect student learning and achievement.
Therefore, it is essential for school administrators to prioritize the creation of a positive and supportive school culture. This can be
achieved through various strategies, such as promoting teacher collaboration, providing opportunities for professional
development, and fostering a sense of community among staff members. By reducing teacher stress and improving school culture,
schools can create a more positive and productive learning environment for both teachers and students.
Table IV Significance of the Relationship between Levels of Stress Level and School Culture
Stress Level
School Culture
Overall
Demands
-.112* (0.026)
Control
-.628* (0.000)
Support
-.142* (0.004)
Relationship
-.111* (0.026)
Role
-.461* (0.000)
Change
-.483* (0.000)
Overall
-.560* (0.000)
*Significant at 0.05 significance level
Significance of the Relationship between School Culture and Conflict Management Styles
This analysis aimed to explore the relationship between school culture and conflict management styles among public school
educators in Region XI. School culture, encompassing the shared values, beliefs, and norms within a school, can significantly
influence how individuals approach and resolve conflicts. Understanding this relationship is crucial for promoting positive
conflict resolution strategies and fostering a harmonious school environment.
The results of the analysis, depicted in Table 5, revealed a positive and significant relationship between school culture and
conflict management styles. This indicates that a positive school culture is associated with more collaborative and constructive
approaches to conflict resolution. In schools with a strong culture of collaboration, trust, and mutual respect, teachers are more
likely to engage in open communication, seek mutually beneficial solutions, and work together to address conflicts effectively.
This positive relationship can be attributed to several factors. A positive school culture fosters a sense of belonging and shared
purpose among teachers, encouraging them to work together towards common goals. It also promotes trust and open
communication, creating a safe space for individuals to express their concerns and perspectives without fear of judgment or
reprisal. Additionally, a positive school culture often emphasizes the importance of collaboration and problem-solving, providing
teachers with the skills and support necessary to navigate conflicts constructively.
The findings of this study are consistent with previous research, which has highlighted the role of school culture in shaping
conflict resolution behaviors. For example, Peterson (2002) found that schools with a strong culture of collaboration and trust
were more likely to have positive conflict outcomes. Similarly, Kythreotis, Pashiardis, and Kyriakides (2010) found that school
leadership styles and culture influenced student achievement, suggesting that a positive school environment can promote positive
behaviors and outcomes.
However, it is important to acknowledge that school culture is not the only factor influencing conflict management styles.
Individual factors, such as personality, past experiences, and personal values, can also play a role. Additionally, the specific
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nature of the conflict and the context in which it occurs can influence how individuals choose to address it.
Despite these other factors, the findings of this study underscore the importance of fostering a positive school culture to promote
constructive conflict management styles. School administrators and policymakers should prioritize initiatives that strengthen
school culture, such as promoting teacher collaboration, providing opportunities for professional development, and fostering a
sense of community among staff members. By creating a positive and supportive school environment, schools can empower
teachers to navigate conflicts effectively and contribute to a more harmonious and productive workplace.
Table IV Significance of the Relationship between Levels of School Culture and Conflict Management Styles
School
Culture
Conflict Management Style
Collabor
ating
Competi
ng
Avoiding
Accomm
odating
Compro
mising
Overall
Overall
.199*
(0.00)
.241*
(0.00)
.617*
(0.00)
.498*
(0.00)
.553*
(0.00)
.574*
(0.00)
*Significant at 0.05 significance level
The overall results indicate a positive correlation between school culture and conflict management styles, with a correlation
coefficient of .574 and a p-value less than .05. This suggests that an improvement in school culture is likely to lead to an
improvement in conflict management styles. This finding aligns with Peterson's (2002) assertion that school culture influences
how individuals think, feel, and act within the school environment, impacting every aspect of the school, including conflict
management styles. Kythreotis, Pashiardis, and Kyriakides (2010) further support this notion, highlighting the influence of school
leadership styles and culture on student achievement, implying that a positive school culture can promote positive behaviors and
outcomes.
However, despite the evidence supporting the link between school culture and conflict management styles, school culture is still
not widely considered a determining factor in conflict management styles. This may be because educational issues are often
viewed primarily through the lens of educational psychology, with a focus on the classroom environment and didactic methods,
rather than considering the broader school culture.
Significance of the Relationship between Stress Level and Conflict Management Styles
Table 6 presents the results of the analysis examining the relationship between stress level and conflict management styles. The
analysis aimed to determine if a statistically significant association existed between these variables, using a 0.05 level of
significance. The results showed a significant relationship between stress level and conflict management styles, with an overall
correlation coefficient of 0.684, significant at the 0.05 level. This suggests a significant relationship between stress levels and
conflict management styles.
Specifically, when the indicators of stress level were correlated with conflict management styles, not all indicators were
significant at the 0.05 level. Demands had a correlation coefficient of.062 (not significant), control with -.828 (significant),
support with -.143 (significant), and relationship with.017 (not significant). Role and change showed significant correlation
coefficients of -.857 and -.626, respectively, as reflected by the p-value of.000.
These findings align with Vallasamy, Muhadi, & Retnam (2023), who found that stress can negatively affect team performance,
productivity, and workplace culture, potentially leading to employee turnover and organizational instability. Conversely,
Wirawan (2020) suggests that well-managed conflict can foster creativity and innovation. This highlights the importance of
school principals receiving conflict management training to effectively diagnose and resolve conflicts, contributing to a more
stable and innovative school environment.
Table VI Significance of the Relationship between Levels of Stress Level and Conflict Management Styles
Stress Level
Conflict Management Style
Collabora
ting
Competin
g
Avoiding
Accommo
dating
Comprom
ising
Overall
Demands
-.014
(0.778)
.085
(0.090)
.104*
(0.037)
.048
(0.343)
-.007
(0.895)
.062
(0.214)
Control
-.173*
(0.001)
-.254*
(0.000)
-.951*
(0.000)
-.834*
(0.000)
-.853*
(0.000)
-.828*
(0.000)
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Support
-.022
(0.661)
.045
(0.367)
-.164*
(0.001)
-.159*
(0.001)
-.239*
(0.000)
-.143*
(0.004)
Relationship
.028
(0.575)
.041
(0.415)
-.023
(0.642)
.043
(0.386)
-.022
(0.663)
.017
(0.729)
Role
-.635*
(0.000)
-.860*
(0.000)
-.666*
(0.000)
-.450*
(0.000)
-.458*
(0.000)
-.857*
(0.000)
Change
-.172*
(0.001)
-.080
(0.110)
-.589*
(0.000)
-.669*
(0.000)
-.804*
(0.000)
-.626*
(0.000)
Overall
-.291*
(0.000)
-.304*
(0.000)
-.657*
(0.000)
-.585*
(0.000)
-.679*
(0.000)
-.684*
(0.000)
*Significant at 0.05 significance level
Mediation Analysis of the Three Variables
Table 7 presents the results of the regression analysis conducted to investigate the mediating role of school culture in the
relationship between stress level and conflict management styles. The analysis was based on the framework proposed by Baron
and Kenny (1986), which outlines four steps for establishing mediation. Step 1 examines the relationship between the
independent variable (stress level) and the dependent variable (conflict management styles). The results showed a significant
negative relationship between stress level and conflict management styles (β = -.771, p <.001), indicating that higher stress levels
were associated with less collaborative conflict management styles.
Step 2 assesses the relationship between the independent variable (stress level) and the mediator (school culture). The results
revealed a significant negative relationship between stress level and school culture (β = -.723, p <.001), suggesting that higher
stress levels were associated with a less positive school culture.
Step 3 examines the relationship between the mediator (school culture) and the dependent variable (conflict management styles).
The results showed a significant positive relationship between school culture and conflict management styles (β =.314, p <.001),
indicating that a more positive school culture was associated with more collaborative conflict management styles.
Finally, Step 4 assesses the indirect effect of the independent variable (stress level) on the dependent variable (conflict
management styles) through the mediator (school culture). The results showed a significant indirect effect (β = -.227, 95% CI = -
.331 to -.138), indicating that school culture partially mediated the relationship between stress level and conflict management
styles. These findings suggest that school culture plays a crucial role in mitigating the negative impact of stress on conflict
management styles. A positive school culture can buffer the effects of stress, promoting more collaborative and constructive
approaches to conflict resolution.
Figure 1 visually depicts the mediation model, showing the direct and indirect effects of stress level on conflict management
styles. The effect size of the indirect effect was calculated to be -.227, indicating a moderate mediating effect of school culture.
This study validates the significance of school culture as a mediator in the connection between stress levels and conflict
management approaches. By fostering a positive school culture, schools can empower teachers to manage stress effectively and
navigate conflicts constructively, contributing to a more harmonious and productive work environment.
Table VII Mediating Effect: Path Analysis
PATH
ESTIMATES
SE
C.R.
P
Unstandardi
zed
Standardize
d
SL
SC
-.723
-.560
.054
-13.507
***
SC
CMS
.314
.278
.047
6.647
***
SL
CMS
-.771
-.529
.061
-12.638
***
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Table VIII Total, Direct, And Indirect Effects
Effect
b
95% CI
Total
-0.9979
-1.1027 to -0.8931
Direct
-0.7708
-0.8910 to -0.6506
Indirect (mediation)
-0.2271
-0.3307 to -0.1384
IV- Stress Level (SL)
DV- Conflict Management Styles (CMS)
MV- School Culture (SC)
Fig 1. The Mediating Effect of School Culture on the Relationship between Stress Level and Conflict Management Style
III. Conclusion and Recommendation
The research examined the mediating role of school culture in the association between stress levels and conflict management
approaches among public school teachers in Region XI. The results indicated that school culture significantly influences the
association between stress and conflict management styles. The study indicated that a constructive school culture decreases stress
levels in educators and fosters the implementation of effective conflict resolution tactics, including collaboration and
compromise. These findings highlight the significance of cultivating a friendly and collaborative educational atmosphere to
improve teachers' well-being and their capacity to resolve disagreements effectively.
Moreover, the study revealed that workload, control, and job clarity significantly influence teachers' stress levels. Elevated stress
levels adversely affect teacher efficacy and student outcomes, underscoring the necessity for stress mitigation strategies. The
moderating influence of school culture suggests that improving the school environment could mitigate the adverse impacts of
stress and foster a more effective and productive work atmosphere for educators.
According to the findings of this research, school administrators and policymakers must prioritize the establishment and
enhancement of a healthy school culture that fosters collaboration, mutual respect, and professional development among
educators. A supportive setting can markedly diminish teachers' stress levels, hence promoting the use of effective conflict
management measures. To do this, schools should establish stress management programs, including the organization of seminars
on stress reduction strategies and the provision of mental health services.
Furthermore, continuous professional development should be provided to assist educators in refining their conflict resolution and
stress management abilities, thus augmenting their well-being and classroom efficacy. Researchers advocate for future studies to
employ a mixed-methods approach, integrating qualitative and quantitative data, to enhance comprehension of the relationships
among stress, school culture, and conflict management strategies. This method may yield significant insights into the
complexities of teacher experiences and the environmental elements affecting these dynamics.
Furthermore, school administrators should consider integrating stress management and conflict resolution strategies into the
broader educational framework to provide educators with a healthy and productive work environment. By adopting these
recommendations, educational institutions can create an environment that promotes teachers' professional growth and improves
students' academic performance.
Proposed Intervention
Rationale
The work environment of teachers is vital; after all, the working environment of teachers is the learning condition of students, and
the unproblematic environment in which to teach is also the comfortable environment in which to learn. High satisfaction and low
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intention to leave the teaching profession are high among teachers in schools with favorable working conditions, regardless of
student demographics and the socioeconomic background of the teachers. Schools’ organizational characteristics have been the
subject of a growing body of research.
Despite growing recognition of the critical nature of working conditions, researchers have only recently begun to understand how
various aspects of the workplace affect teachers’ ability to teach effectively, to relieve stress with their role and assignment, and
their willingness to remain in their school and profession. Thus, those who use the collaborating style may prefer to assert their
views while also inviting other opinions. They welcome differences, identify all main concerns, generate options, and typically
search for a solution that meets as many concerns as possible.
General Objective
The general objective of this intervention program is to use techniques such as relaxation, meditation, cognitive behavioral
therapy, mindfulness training, and exercise programs, as well as education and interpersonal skill development.
Persons Involved and Their Responsibilities
Implementing the enhancement program would not have been possible without the help of the following individuals: the school
principal, school heads, and secondary school teachers involved in the remediation program in Region XI, Philippines.
Table 9 shows the intervention program's timetable, including the general objectives, specific objectives, activities, and expected
outcomes.
Table IX Intervention program's timetable
TIME
FRAME
GENERAL
OBJECTIVES
After the session, teachers will be able to:
ACTIVITIES
EXPECTED
OUTCOMES
DAY
1
1. School administrators need to understand
the school’s environment to enhance
teachers' commitment and develop policies
that are consistent with the academic
curriculum.
2. To gain a better understanding of those
aspects of work environments that are
believed to have a significant impact on
teaching.
3. Promote effective teaching for all students,
especially those from low-income families,
cannot be achieved by merely offering
financial rewards or through compelling
teachers to reassign.
ORIENTATION
Disseminate the research results and
orient teachers on the
school’s environment to enhance the
commitment.
Understand the
school’s
environment to
enhance the
commitment of the
teachers.
WEBINAR: CONTENT AND
PEDAGOGICAL ENHANCEMENT
OF THE TEACHERS
PEDAGOGY AND
CONTENT
KNOWLEDGE
ASSESSMENT
4. Create mutual agreement; those who use the
competing style may prefer to control the
outcome, discourage disagreement, or insist
on their view prevailing or “winning.”
5. Develop a shared understanding of school
culture in their school.
6. Develop initiative(s) aimed at improvement
in school culture. Each group will determine
these, which could include introducing a
new policy, practice, or procedure
Setting the context – the school (pre-
PAR interviews
only) Understand the root of your
anxiety.
Building self-esteem, cognitive
therapy, exposure therapy,
structured problem solving,
medication, and support groups.
Workshop/Hands-On
Understand the root of your anxiety.
Setting the context – the school (pre-
PAR interviews
only) Bring the Involved Parties
Together to Talk
CALM Tools for
Living), and web-
based tracking
Monitor and
Follow Up
Get to Know the
Parents
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Program Flow
Webinar: Content and Pedagogical Enhancement of Teachers
Table X Program Flow
Time
Activity
Person In charge
8:00 AM – 9:00 AM
Registration
Secretariat
9:00 AM – 9:15 AM
9:15 AM – 9:20 AM
9:20 AM – 9:25 AM
Preliminaries
Welcome Remarks
The Rationale of the Activity
Technical Team
School Head
Master Teacher Parents
9:25 AM – 9:30 AM
Introduction of Guest Lecturer
Technical Team
9:30 AM – 11:00 AM
Lecture: CAPABILITY BUILDING
OF TEACHERS
The Speaker
11:00 AM – 12:00 PM
WORKSHOP PROPER
The Participants
12:00 PM – 1:00 PM
LUNCH
1:00 PM – 3:30 PM
WORKSHOP PROPER
Facilitators
3:30 PM – 4:00 PM
Presentation of Outputs
Team Representatives
4:00 PM – 4:50 PM
Critiquing & Open Forum
The Speaker & Facilitators
4:50 PM – 5:00 PM
Closing Rites
Facilitators
Acknowledgment
The researcher expresses gratitude to the individuals and institutions who supported this dissertation, including Dr. Allan G.
Farnazo, Regional Director of Region XI, for his approval and support; the dissertation panel, chaired by Dr. Jocelyn B.
Bacasmot, for their guidance; Dr. Eugenio S. Guhao, Jr., for his mentorship; Dr. Elizabeth M. Malonzo, the researcher's adviser,
for her tireless support; Dr. Lorna T. General for her technical guidance; Dr. Easter Jean U. Pelayo for her encouragement; the
University of Mindanao community for fostering a nurturing academic environment; and the researcher's family and friends for
their unwavering support..
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