1

Chapter 1
THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

Office-related works follow the time of having to work for eight hours

a day. The time spent by these employees is work-related and is consist of

overbearing work. There are tons of paperwork and lots of report to

accomplish and to submit on a certain deadline. This scenario is widely

observed not just in the office but also in school. Teachers have it rough by

organizing and scrutinizing every part of their work for the betterment of the

students. As more workload is given, the stresses that employees experience

also gets intense. Work overload can be considered when teachers have to do

additional work that is beyond the expected role of the job.

There are many ways to alleviate the stress that the employees

experience especially the teachers. One of which is through positive

reinforcement. According to Cherry (2018), positive reinforcement refers to

the addition of a reinforcing stimulus following a behavior that will lead to

that behavior being repeated in the near future. Uplifting feedback at work

happens when a man is compensated to support a conduct. In the working

 2

environment, uplifting feedback can happen as acclaim, honors and

acknowledgment, rewards and advancements. The most well-known, least

complex type of encouraging feedback is lauding somebody for a job well

done. Representatives can endure significantly more worry in the working

environment and perform for longer periods on the off chance that they are

guided by uplifting feedback.

In this case, there is a need for teachers to receive a quick break from

the burden that they are carrying and the amount of stress that has built up in

the course of time. These teachers also need to receive encouragement from

their department heads while working.

Prompted with the conditions, the researchers are motivated to

conduct this study to determine the significance of positive reinforcements

towards teachers’ stress. Results of this study will be the basis to come up

with programs that will enhance the teachers’ motivation to stay longer in

the institution and develop positive reinforcement-based programs to help

the teachers alleviate the stress from their day to day activities.
 3

Theoretical Background

This study is primarily anchored on The Job Demands-Control-

Support Model of Work Design. Refer to figure 1. This is a theory of work

design proposed by Karasek (1979) and later on expanded by both Karasek

and Theorell (1990). According to Mulder (2017), this theory is aimed at

balancing requirements and autonomy. Karasek states that those employees

who have very demanding jobs will feel a lot of stress especially when they

cannot decide when to do the work. As soon as the employees would feel

that they have less or no control at all, the workload that they have will feel

heavier which leads to stress. Employees who are able to control their own

time schedules have lesser stress.

On the contrary, those employees who are experiencing high demands

on the job but with a lot of personal control will lead to employees feeling

far less stressed. In conclusion, those employees who have more control over

their own time schedule and are given deadlines have lesser stress compared

to those who still have deadlines but having no control at all on their own

time schedules. Giving the employees control over their own time would let

them feel less stress (Mulder, 2017).

 4

Figure 1. Job Demand Control Model

This theory supports the study in a way that it helps in determining the

factors that might influence the stress that the employees are experiencing.

On a working environment, there are different situations seen and one of

which are workers meeting the set deadlines of their projects. It is inevitable

for a company not to be demanding on its projects for it to be done directly

as they are complying with the employers’ needs. As for the employees, they

are working incessantly to give the expected outputs even in the means of

straining themselves to stress (Semmer, 2015).

 5

Another theory that supports this study is the Conservation of

Resources Model by Hobfoll (1989). This is an integrated model that is built

upon several stress theories. This model shows that one will need to get and

maintain resources such as objects, personal characteristics, conditions, and

energies. Stress is a result if one of these resources will be lost, not acquired

or not maintained. The resources represent a person’s most valued objects,

conditions and states. From this aspect, it is said that if a person has a loss on

one of his most valued objects he/she will suffer from different levels of

stress. The levels differ from low, moderate, and high (Hobfoll, 1989).

An example of which that may correlate to this study is when an

employee who may experience a loss in personal characteristic such as self

esteem in the workplace because of various factors such as a decline in one’s

relationship with others and one’s performance will cause a lot of stress to

that person. Stress becomes the effect of any loss of the different resources

(Thompson, 2010).

The Lazarus Theory by Lazarus (1991) regards stress neither as a kind

of external simulation nor a pattern of behavioral, psychological, or

subjective reactions but as a relationship between a person and its

environment. Furthermore, this study will only focus on the aspect of

Defining Coping Mechanisms. According to Lazarus and Folkman, coping is

 6

the sum of cognitive and behavioral efforts that aims to handle particular

demands. A person faced with stress either confronts it personally or seeks

for help. The theory suggests that the person resolves stress by themselves.

Each coping method relieves stress but differ in their ways of relieving it.

One is done after being stressed and the other being done before the person

is faced with stress (Krohne, 2002).

These are viewed as constantly changing, whether internal or external,

and are viewed as taxing or demanding. In simpler terms, coping is an

activity to seek and apply solutions to stressful situations or problems that

emerge because of our stressors. There are two types of coping methods.

The first is reactive coping which sees coping as a response to a stressor

while proactive coping is a coping response aimed at preventing a possible

encounter of a future stressor (Sincero, 2012).

When a younger worker is faced with problem solving and time to

complete tasks, the results showed that it was significant. For older workers,

however, the interactions between time deadlines and having sufficient time

to complete the tasks, and the interaction between problem solving and

schedule flexibility resulted to self-reported stress (Schultz et al., 2010).

 7

On the contrary, age might affect several components of the stress

process at work but it nullifies each other in the relation of age and stress.

Instead, this relationship was moderated by the type of occupation and

gender (Rauschenbach et al., 2013).

Palupit et al. (2015) concluded that there was a significant relationship

between the compensation satisfaction and integrity in the workplace. He

also stated that no significant difference was found in the compensation

satisfaction when the respondents were group according to their profile

factors. However, fifty percent of the administrators of a university were

happy at work and were composed mostly of women in the age range of 30-

39 years old who were tenured and secured with their job status (Famacion-

quinco, 2012).

Areola (2017) suggested that cultural diversity is a mediating factor in

the job satisfaction and work performance among employees. The study

resulted that age is the primary factor affecting the job satisfaction and work

performance and not cultural diversity.

A review of key theories and empirical findings and summarized

existing researches on age, emotion regulation, and stress and well-being at

work was done. The results showed that age will affect the kinds of affective
 8

work events encountered and its frequency, the appraisal of an initial

emotional response to affective work events, and the management of

emotions and coping with affective work events (Scheibe&Zacher, 2018).

Hill et al. (2008) stated that the gender, life stages, and their

interactions affect the employees’ workplace flexibility.

According to Michael et al. (2009), women experienced higher levels

of occupational stress compared to men. But when marital status, age, and

education were placed in the equation, there were no significant differences.

Uyar (2013) found out that marital status can affect the performance

of an employee. He also added that civilian’s origin; civilian’s background

and training background does not affect one’s performance level.

A significant difference in compensation satisfaction was also found

among employees that were not grouped by their profile factors but only by

their civil status (Palupit et. al., 2015).

Employees’ years of experience does not show any significance to all

self-efficacy factors. Female employees have greater workload stress,

greater work environment stress, and lower work management self-efficacy

(Klassen & Chiu, 2010).

 9

Abualrub and Al-Zaru (2008) suggested that there is a great

importance of recognizing the employees for their outstanding

performance and achievements to decrease their job stress and increase the

level of their intention to stay at work.

Nicdao (2016) found out that salary and promotion and job security

were the most motivating factors for the employees’ job satisfaction.

Regardless of demographics, employees were satisfied due to the annual

salary increase and working in a school setting, which gave them a sense of

security for their future and their family. However, rewards, promotions and

recognition, and participation in decision-making had an insignificant

relationship to job satisfaction of the employees.

Employees with low-quality performance appraisal experiences had

been more likely to be upset with their job, be less dedicated to the agency

and extra probable to be taking into account leaving the enterprise (Brown et

al., 2010).

Moral stress is considered as an important predictor of an increase in

employees’ fatigue, a decrease in job satisfaction, and an increase in

turnover inventions (DeTienne et al., 2012).

 10

According to Li and Lambert (2008), the most frequently referred to

as the workplace stressor is the workload of the employees, while the most

commonly used coping strategy for the employees is planning.

Psychological capital (consisting of hope, resilience, optimism, and

efficacy) also mediates the relationship between supportive climates.

Psychological capital also helps in improving the performance of the

employees (Luthans et al., 2008).

Yang et al. (2009) suggested that it is important to have adequate

coping resources, especially social support, in workplaces to improve the

quality of the performance of the employees. Moreover, psychological

interventions and counselling should be done to help the employees relieve

their stress and to enhance the quality of life.

Individual positive coping and workplace initiatives moderate the

relationship between relationships with others and job stress. However none

of the coping strategies moderated the work routines, role clarity, and

promotional opportunity (Wickramasinghe, 2010).

According to Lim et al. (2010), the job stressors may include work

overload, role conflicts and experiences of aggression. Coping strategies

 11

may include seeking support from family and friends, problem solving skills

and self control.

Golparvar and Abedini (2014) found out that there were significant

relationships between meaning and spirituality at work, job happiness,

positive affect and job satisfaction. They also stated that spirituality at work

is linked to job satisfaction and positive effect.

Lamug (2005) conducted a study about the types of rewards

employees receive. It resulted above average levels of intrinsic and extrinsic

motivation, self esteem, life, and workplace satisfaction.

An evaluation confirmed that intrinsically-influenced employees were

greater skeptical of the effectiveness of overall performance appraisal

system than to extrinsically prompted personnel who are demographically

similar, work in similar positions, and have similar beliefs about the fairness

of the system and the likelihood of being rewarded for ultimate overall

performance (Oh & Lewis, 2009).

According to Ali and Ahmed (2009), there was a positive relationship

between reward and satisfaction. Thus, the impacts of reward and

recognition program to the employees result to motivation and satisfaction.

 12

Tippet and Kluvers (2009) added that the findings of their study were

that t-test and p-values highlighted intrinsic rewards – specially, the

achievements of employees’ purchasers, work/life balance, and having fun at

work – as being vital employee motivators.

Obisi (2011) stated that the inability of an organization to put in a

good appraisal strategy has hindered them from accomplishing aggressive

gain that they need more currently than ever before.

In the study of Linz and Semykina (2012) found out a strong positive

link between job satisfaction and the reward variables often is observed,

even if the expected reward is not highly desired. While own earnings

typically are positively linked to job satisfaction, peers' earnings may be

positively or negatively linked to job satisfaction, but not always statistically

significant.

The statistical evaluation confirmed that different dimensions of labor

motivation and satisfaction are considerably related and reward and

recognition have a nice impact on the motivation of the workers (Danish &

Usman, 2012).

Aktar et al. (2012) suggested that both the intrinsic and extrinsic

rewards positively affect the employees’ work performance. This was

 13

further strengthened by the statement of Edirisooriyaa (2014) which states

that there is a positive relationship between extrinsic reward, intrinsic reward

and employee performance.

According to Manzoor (2012), there is an existence of a positive

relationship between employee motivation and organizational effectiveness.

The practice and observance of empowerment and employee recognition

will enhance the employees’ motivation which leads to organizational

effectiveness. The more that the employees are motivated to accomplish

their tasks, the higher will the organizational performance and success be.

Koffarnus et. al. (2013) showed that monetary incentives can increase

performance in a job‐skills training program, and indicate that payment in

adult education programs should be delivered contingent on performance in

the training program instead of simply on attendance.

Agwu (2013) conducted a study and it indicated that implementation

of truthful reward system within the company to an oversized extent

improved employees’ job performance (82.05% response rate) and reduced

rate of business action (80.77% response rate). It therefore recommended

among others: regular review of organizational reward system to ensure

 14

fairness, maintenance of competitive rates of pay, flexibility in reward

administration and rewarding people for the value they create.

Furthermore, Njanja et al. (2013) added that giving the employees

cash bonuses does not have an effect on the employees’ performance. On the

other hand, the companies should focus more on the intrinsic nature and the

content of the jobs of the employees. This will increase employee

motivation.

It was suggested that the motivation of employees has no significant

relationship with the way the organization changes. It was also noted that

institutions should focus on motivating their employees and sustaining their

motivation to continue performing well (Confesor& Pechora, 2013).

Positive relationships were found among typical measures of positive

thinking, positive organizational behavior, and positive employee

performance (Muogbo, 2013).

Wei and Yazdanifard (2014), stated in their study that results showed

that cash rewards led to higher performance via their effects on the

complexity of the plan of the workers selected.

 15

The working environment and the team and co-worker relationship

had a major impact on employee performance. Furthermore, employee

engagement had a significant impact on employee performance (Anitha,

2014).

Bayugo (2015) talked about the employees’ satisfaction about their

work environment. It resulted to the employees enjoying the working

environment given that the facilities of the company were great. It confirms

the positive relationship between intrinsic motivation, self esteem, life

satisfaction and workplace satisfaction. He also noted that the HR

Department motivated their employees through salary increase, promotion

and recognition; hence, the employees exerted extra effort to gain salary

increase.

Moreover, according to Akafo and Boateng (2015), the study that

they’ve made discovered that rewards had a positive impact on work

motivation. However, no vital relationship existed between reward and job

satisfaction.

According to Hoskin (2016), the study he conducted suggested that

job pleasure and performance typically elevated the most when each

financial and non-monetary incentive was used simultaneously. He added

 16

that Non-monetary incentives such as feedback, praise, and autonomy

regarded to be quite efficient when coupled with economic incentives with a

full benefits package that includes a competitive salary, healthcare benefits,

and job security. Employee who were appeases with their jobs were greater

probably to perform better at their jobs. Increased job satisfaction and job

overall performance additionally had been determined to result in higher

satisfactory care services presented to clients.

Utama (2017) confirmed that positive motivation has a direct effect on

the employee’s performance. It was also noted that Organizational

commitment and job satisfaction also affects the employee’s performance.

The cited theories and studies helped the researchers in knowing what

factors cause the stress in a workplace. These studies will guide the

researchers in identifying their indicators in order for them to properly

measure their variables. The theories cited will be used to strengthen the

claims in our studies. Moreover, these theories and studies will help in

adding credibility to this study.

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THE PROBLEM

Statement of the Problem

This study determines to know the Positive Reinforcement towards

the teachers’ stress of Toledo City Division for school year 2018-2019.

Findings of this study will serve as basis for a positive reinforcement-based

program.

Specifically, this study aims to answer the following sub-problems:

1. What is the profile of the teachers in terms of:

a. age;

b. gender;

c. civil status; and

d. length of service as a teacher?

2. What are the factors that contribute to teachers’ stress?

3. What are the coping strategies done by the teachers?

 18

4. What positive reinforcements are done to help the teachers cope

with stress?

5. Is there a significant relationship between the teachers’

a. profile and factors contributing to stress;

b. profile and coping strategies done by teachers;

c. profile and Positive Reinforcements done;

d. factors contributing to stress and coping strategies done by

teachers;

e. factors contributing to stress and Positive Reinforcements

done; and

f. coping strategies done by teachers and Positive

Reinforcements done?

6. What action plan may be developed based on the findings of the

study?
 19

Statement of the Null Hypotheses

The following hypotheses will be tested at 0.05 level of significance:

HO1: There is no significant relationship between the profile of the

respondents and the factors contributing to stress.

HO2: There is no significant relationship between the profile of the

respondents and the coping strategies done by teachers.

HO3: There is no significant relationship between the profile of the

respondents and the positive reinforcements they’ve done.

HO4: There is no significant relationship between the factors contributing to

stress and the coping strategies done by the teachers.

HO5: There is no significant relationship between the factors contributing to

stress and the positive reinforcements done.

 20

HO6: There is no significant relationship between the coping strategies done

by the teachers and the positive reinforcements done.

Significance of the Study

The study is significant to the field of education in that it builds upon

the available body of knowledge the improvement of the stress that the

employees are experiencing with the help of positive reinforcements.

Specifically, this study will focus on how the administration

strategically improves the teachers’ job satisfaction to address the concern of

increasing stress that the teachers are experiencing. This study is significant

to the following:

Teachers. The findings of this study will benefit the teachers because

the administrators would help the teachers cope up with their stress by

implementing programs that would somehow alleviate the stress that the

teachers are experiencing. With the programs implemented related on

improving the teachers’ stress, the teachers would then work in best quality

and would have fun in doing their work.

 21

DepEd Personnel. The findings of this study will help the Human

Resource Management in order for them to understand the several critical

roles they play in ensuring the emotional, mental, and physical health of the

teachers. They will develop effective programs that would help the teachers

cope up with their stress.

Administrators. The findings of this study will benefit them because

they will facilitate the implementation of the programs that will be

developed by the Human Resource Management. They will ensure that there

will be professional developments and opportunities relating to positive

reinforcements available to the schools’ teaching staff.

Future Teachers. The findings of this study will benefit these

aspirants because they will be made aware of the incentives that they would

receive once they get into the institution. They would also be able to choose

the best company that would provide them with good incentives.

Future Researchers. The future researchers will benefit from this

study because this study may serve as their reference and may use this for a

much more extensive investigation.

 22

RESEARCH METHODOLOGY

Research Design

The descriptive-correlational design is used in this study. The flow

will be shown in figure 2.

 Profile of the Descriptive-

respondents. Correlational
 Factors that Design
affect teachers’ Gathering of Data
stress.
 Coping Tabulation of Data
Proposed Action
strategies done Analysis of Data Plan
by teachers.
 Positive Interpretation of
Reinforcements Data
done by the
administration.

Figure 2.
 23

Research Flow of the Study

Research Respondents

The respondents of this study will be 152 teachers of the selected

public high schools of Toledo City Division.

Research Environment

The research will be conducted to 152 teachers of the high school

department in the following schools: (1) Don Andres Soriano National High

School which is located at DAS, Toledo City and was founded on 1970; (2)

Luray II National High School located at Luray II, Toledo City. It was

founded on 1995; (3) Toledo National Vocational School located at Ilihan,

Toledo City which was founded on 1984.

Research Instrument

The researchers have prepared questionnaires to be given to the

respondents. These questionnaires have four parts. The first part of the

questionnaire is administered to find out the profile of the respondents in

 24

terms of age, gender, civil status, number of years of teaching and average

teaching load.

The second part of the questionnaire aims to find out the factors that

contribute to the stress of the teachers.

The third part of the questionnaire is made to discover the coping

strategies done by the teachers to alleviate their stress.

The fourth part of the questionnaire is made to determine the positive

reinforcements done by the administration to help the teachers to alleviate

their stress.

This instrument will be pilot tested to the teachers of Magdugo

National High School.

Research Procedure

Preliminary Preparation. The following preliminary preparations

will be done to validate the data gathered by the researchers. First, the

researchers formulated a questionnaire for the respondents which are the

teachers of Toledo National Vocation School (TNVS), Don Andres Soriano

National High School (DAS NHS), and Luray II National High School, and

this questionnaire will be presented for approval. Second, the researchers

will prepare a letter of consent to the principal of the school for the approval
 25

to allow the study to be conducted. After the approval, researchers will also

prepare a letter to the school heads for the approval that the employees of

their school will be the respondents of the study.

Data-Gathering Procedure. When the approval will be granted, the

researchers will distribute the questionnaire to the different respondents

which are the employees of TNVS, DASNHS, and Luray II NHS. In

addition, the researchers will inform the respondents of the objectives of the

study and let the respondents answer the questionnaire. Lastly, the

researchers will collect, tabulate, analyze, and interpret the data that will be

gathered.

Statistical Treatment

These are the statistical tools that will be used to interpret the data

quantitatively and to minimize biases.

Proportion. This will be used in the presentation of the respondents’

profile.

Weighted Mean. This formula will be used to analyze the

relationship of the profile of the respondents, factors that affects employees’

stress, coping strategies done by the employees, and positive reinforcements

done by the management.

 26

Table 1 Scale on the factors that contribute to employees’ stress.

Range Categorical Response Verbal Description

This indicates that the factor that

Very Significant
3.25 - 4.00 affects employees’ stress is very
(VS)
significant.
This indicates that the factor that
Somewhat Significant
2.50 - 3.24 affects employees’ stress is
(SS)
somewhat significant.
This indicates that the factor that
Not Very Significant
1.75 - 2.49 affects employees’ stress is not
(NVS)
very significant.
This indicates that the factor that
Not at all Significant
1.00 - 1.74 affects employees’ stress is not at
(NS)
all significant.

Table 2 Scale on the coping strategies done by the employees to alleviate

their stress.

Range Categorical Response Verbal Description

Always This indicates that the coping

3.25 - 4.00 strategy is always used by the
(A)
employee.
Sometimes This indicates that the coping
2.50 - 3.24 strategy is sometimes used by the
(S)
employee.
 27

Rarely This indicates that the coping

1.75 - 2.49 strategy is rarely used by the
(R)
employee.
Never This indicates that the coping
1.00 - 1.74 strategy is never used by the
(N)
employee.

Table 3 Scale on the positive reinforcements done to help the

employees cope with stress.

Range Categorical Response Verbal Description

This indicates that the positive

3.25 - 4.00 Always reinforcement is always used by
the employer.
This indicates that the positive
2.50 - 3.24 Sometimes reinforcement is sometimes used
by the employer.
This indicates that the positive
1.75 - 2.49 Rarely reinforcement is rarely used by
the employer.
This indicates that the positive
1.00 - 1.74 Never reinforcement is never used by
the employer.

Chi-Square. The formula will be used to test the relationships of the

data.

ANOVA. This will be used to test if there is a significant relationship

of each specific profile to the factors that contribute to employees’ stress, the
 28

coping strategies done by the employees and the positive reinforcements

done by the management.

DEFINITION OF TERMS

The following are the operational definitions used in the study:

Action Plan. This refers to the activities that needs to be done based on

Coping Strategies. This refers to the action made by the employees to

minimize the stress.

Home-Based Stressors. This refers to factors from home and personal life

activities that contributed to teacher’s stress.

Positive Reinforcement. This is a form of motivation that involves

rewards, recognition, and appraisal to change the respondents’ stress levels.

Stress. This refers to physical strains experienced by doing the work.

Teachers. This refers to the respondents of the study.

the findings gathered.

 29

Work-Based Stressors. This refers to factors from work activities that

contributed to teacher’s stress.

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 35

APPENDIX A
Transmittal Letter
 36

APPENDIX B
Research Instrument
Dear Respondents,
Good Day!
These questionnaires are made to determine whether the positive
reinforcement that the administration is using is effective in alleviating the
stress of the employees.
Rest assured that your response will be kept in confidentiality and will
be used for the purpose of the study itself. Thank You!
Sincerely,
The Researchers
Part 1 Profile of the Respondents

Instruction: Kindly fill out this questionnaire on the blank provided.

Name:______________________________________________ (optional)
Age: ____
Gender: ____ Male
____ Female
Civil Status: ____ Married
____ Single
 37

____ Widowed
____ Annulled
Length of Service as a teacher: _______
Average Teaching Load: ____
 38

Part II Factors that Contribute to Employees’ stress

Instructions: Written below are the different factors that contributes to

employees’ stress, please put a check mark (/) on how often you experience
this. Please refer to the scale below for guidance.
CATEGORICAL RESPONSE VERBAL DESCRIPTION

This indicates that the factor that

4 Very Significant
affect employees’ stress is very
significant.
This indicates that the factor that
3 Somewhat Significant
affect employees’ stress is somewhat
significant.
This indicates that the factor that
2 Not very Significant
affect employees’ stress is not very
significant.
This indicates that the factor that
1 Not at all Significant affect employees’ stress is not at all
significant.
Source: This is an adaptation of work stressor questionnaires by American
Institute for Preventive Medicine and Workplace Survey by American
Psychological Association Harris Interactive.
Indicators 4 3 2 1

1. Long working hours

2. Too much work

3. Repetitive or monotonous work

4. Insufficient time to do one’s job

 39

5. Unrealistic targets

6. Too tight deadline

7. Work Overload

8. Little recognition of achievements from

head or employer.
9. Bullying, harassment, or unwanted
behaviour from colleagues
10. Lack of communication between
colleagues

11. Lack of Job Security

12. Introduction of new management

techniques

13. Conflicting responsibilities

14. Overcrowded or cramped work areas

15. Poor Facilities

16. Lack of opportunity for growth or

advancement.

17.Lack of experience

18. Unpleasant or dangerous physical

conditions

19. Problems with my superiors

 40

20. Work interfering during personal or

family time

Part III Coping Strategies done by the employees

Instructions: Written below are the different factors that contributes to
employees’ stress, please put a check mark (/) on how often you experience
this. Please refer to the scale below for guidance.

CATEGORICAL RESPONSE VERBAL DESCRIPTION

This indicates that the coping

4
Always strategy is always used by the
employee.
This indicates that the coping
3
Sometimes strategy is sometimes used by the
employee.
This indicates that the coping
2
Rarely strategy is rarely used by the
employee.
This indicates that the coping
1
Never strategy is never used by the
employee.
Source: This is an adaptation from the stress questionnaire by International
Stress Management Association UK and Workplace Survey by American
Psychological Association Harris Interactive.
 41

Indicators 4 3 2 1

1. I deny or ignore problems in the hope

that they will go away.
2. I find time for my interest and hobbies
outside of work.
3. I seek support from my friends, my
family, or my colleagues.

4. I keep a positive attitude.

5. I accept that there are events that I

cannot control.

6. I eat well-balanced meals.

7. I find time to rest and sleep.

8. I accept new tasks instead of saying

“no.”
9. I make the choice not to over-react to
stressors and deal with them.
10. I try my best to control and discipline
myself.

11. I avoid people who stress me out.

12. I take control of my environment.

13. I pare down a to-do list.

14. I express my feelings instead of bottling

them up.
 42

15.I am willing to compromise.

16. I view stressful situations from a more

positive perspective.

17. I adjust my standards.

18. I practice gratitude.

19. I listen to music and dance around.

20.I have lunch or coffee with a friend.

Part IV Positive Reinforcements done by the Management

Instructions: Written below are the different positive reinforcements, Please

put a check mark (/) on how often you experience this. Please refer to the
scale below for guidance.
CATEGORICAL RESPONSE VERBAL DESCRIPTION
 43

This indicates that the positive

4 Always
reinforcement is always used by the
employer.
This indicates that the positive
3 Sometimes
reinforcement is sometimes used by
the employer.
This indicates that the positive
2 Rarely
reinforcement is rarely used by the
employer.
This indicates that the positive
1 Never
reinforcement is never used by the
employer.
Source: This is an adaptation from the Management Standards Indicator
Tool produced by the Health and Safety Executive and Workplace Survey
by American Psychological Association Harris Interactive.
Indicators 4 3 2 1

1. My employer provides sufficient

opportunities for me to be involved in
decision making, problem solving, and goal-
setting at work.
2. My employer regularly let me participate in
activities designed to involve employees in
decision making, problem solving, and goal-
setting.
3. My employer let me regularly participate in
employee training and development
activities.
4. My employer provides sufficient
opportunities for internal career
advancement.
5. My employer provides adequate monetary
compensation for my achievements and
contributions at work.
 44

6. My employer awards me with certificates as

a token for my contributions at work.
7. My employer tells me that I am a valuable
company resource.
8. My employer lets me take control and make
decisions over a task.
9. My employer lets me choose a task that is
matched with my personal preferences and
areas of strength.
10. My employer promotes me to a higher level
when I do a good job in a task.
11. My employer recognizes me in front of the
whole school as a form of appreciation of
my contributions at work.
12. My employer conducts a team building
activity outside the school.
13. My employer tracks my progress regularly
in terms of my teaching ability in a chart
together with the other employees.
14. My employer rewards us with free lunch or
dinner sometimes to bond with each other.
15. My employer provides me with a clean and
comfortable working environment.
16. My employer prepares a year-end blowout
to socialize with other employees.
17. My employer checks my well-being from
time to time.
18. My employer ensures that the working
environment has enough resources for my
needs such as water, food , and air
conditioning.
19.My employer makes sure that my physical
health is at perfect condition.
 45

20.My employer provides us with working

materials such as laptops.
 46

APPENDIX C
Location Map
 47

APPENDIX G
Curriculum Vitae