“Workplace Loneliness, Crisis Self-Efficacy and Well- Being of Teachers: Analysis of Moderating Effect’’
Year: 2025
Type: article
Study design: Observational Study
Abstract: The primary aim of this research is to assess how workplace loneliness influences the relationship between crisis self-efficacy and the well-being of public elementary school teachers. This study employed a quantitative non-experimental design, specifically utilizing a correlational research approach and moderator role analysis to achieve its objectives. The participants were 338 public elementary school teachers from Matina and Piedad District in Davao City, selected through a stratified random sampling method. The researcher utilized adapted questionnaires that had undergone pilot testing and enhancement to evaluate the levels of crisis self-efficacy, well-being, and workplace loneliness among the public elementary school teachers, employing mean, standard deviation, Pearson moment-product correlation, and linear regression for data analysis. The findings indicated that crisis self-efficacy and well-being had varying mean scores, yet both were classified within very high descriptive levels, whereas workplace loneliness was found to be low. A significant relationship was identified between crisis self-efficacy and well-being. However, no significant relationship was found between crisis self-efficacy and workplace loneliness or between workplace loneliness and well-being. Additionally, the results suggested that workplace loneliness does not significantly moderate the relationship between crisis self-efficacy and well-being. This study suggests that despite the prevalence of workplace loneliness being low, it did not significantly impact the positive relationship between teachers’ confidence in handling crises and their overall well-being. Therefore, interventions and support systems should prioritize building teachers; crisis self-efficacy as the key strategy for enhancing their well-being, independent of addressing workplace loneliness. This implies that even if loneliness is present, a teacher’s belief in their ability to handle crises is a more powerful predictor of their well-being.
Authors: LAILA DY VERZOSA, ELLEINE ROSE OLIVA
Language: English
Subfield: Occupational Therapy
Field: Health Professions
Domain: Health Sciences
Open Access status: hybrid
OpenAlex ID: W4409194744