MENTAL WORKLOAD, PSYCHOSOCIAL NEEDS

AND MENTAL WELFARE OF PUBLIC SCHOOLS

GRADE VI ADVISERS IN SANTA ROSA CITY,
LAGUNA

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2022
Volume: 5
Issue: 9
Pages: 660-677
Document ID: 2022PEMJ361
DOI: 10.5281/zenodo.7338609
Manuscript Accepted: 2022-11-20 05:05:28
Psych Educ, 2022, 5(9): 660-677, Document ID: 2022PEMJ361, doi:10.5281/zenodo.7338609, ISSN 2822-4353
Research Article

Mental Workload, Psychosocial Needs and Mental Welfare of Public Schools Grade VI
Advisers in Santa Rosa City, Laguna
Deryk Mayano*
For affiliations and correspondence, see the last page.

Abstract

The researcher wanted to solve the factors of an arising problem in the future, practicing to be preventive than reactive, and
looking at possible things to arrange that affect the next generation. This research focused on the Mental Workload that
includes the different demands classified as Cognitive, Temporal, Emotional, and Performance. Psychosocial Needs have three
(3) identified factors categorized as Autonomy, Relatedness, and Competence. Lastly, the level of Mental Welfare is
compartmented in two (2) as Teaching Efficacy and School Connectedness. The purpose of this study is to know the exigency
of our public primary-level teachers moreover the assigned and tasked as the adviser of our pupils. As the mentioned idea, they
are in charge and involved personalities in taking care of our learners– our future proofs. This study is anchored on the well-
being theory of Seligman, the Cognitive Load Theory of Sweller et al., and the Self-Determination Theory. The action plan
was made and managed to recommend taking the first step in resolving the identified issues presented and result by the
scientific investigation. This research used a purposive sampling technique which is the total population in accordance with of
usage the Carmen- Q, Basic Need Satisfaction Work scale, and Teacher Subjective Wellbeing Questionnaire by Renshaw.
Teachers in our academic institutions are expected to help the students in acquiring knowledge, train the learners to be globally
competitive and educate them to increase their level of readiness in facing life’s dilemmas and be able to impact the aspect of
real situations in the field which has something to do with what we call as survival. In line with this, this study found that there
was a strong relationship established with the variables selected which were classified as Mental Workload, Psychosocial
Needs, and Mental Welfare of Grade VI advisers in the seaside cluster of DepEd Division Schools of Santa Rosa City, Laguna.

Keywords: Philippines, Mental Workload, Public-School Teachers, Psychosocial Needs, Mental

Welfare

Introduction management system, approaches and methods

challenges (García et al., 2016).

According to a basic resolution made by the As a consequence, teachers have enormous workloads,
International Labor Organization (ILO) in 1975, execute according to their boring routines, and show
employers should include not just the protection of little initiative or enthusiasm in innovating in their
their employees' lives and holistic health, but also profession. Then the result of the foregoing, academics
provide opportunities for them to contribute to society put teachers under a great deal of job pressure, causing
and achieve self-realization via the development of them to experience high levels of occupational stress.
their skills (Vega-Muñoz & Estrada-Muñoz, 2020). This had a substantial impact on their enjoyment,
Mental Workload is an establish entity existing in the performance level, productivity rate, and health aspect,
workplace and used by the organizations in setting up resulting in psychosomatic symptoms and diseases that
the decisions they will make (Soria-Oliver et al., grew and accumulated over time, eventually leading to
2018). However, there was no study yet that fatigue or what we call the burnout syndrome in the
investigates the said variable in the academic workplace (Molina-Sabando & Garca-Lucas, 2018).
institution setting to know the level experienced by the
teachers that has an impact to the psychological needs One among of the most popular essential variables in
moreover to psychosocial requirements of an psychology, function design, and factors of human for
individual that has something to do with the practices understanding performance is mental burden, often
involving the mental welfare. In recent decades, known as cognitive workload. Since the 1980s, the
employment conditions and nature have altered number of research articles on mental burden has
dramatically. As a result, present's workplaces are nearly tripled. (Wilson, 2019). The amount of working
characterized and marked by visible development in memory resources employed is referred to as cognitive
terms of learnings to the venture that are driven by load in cognitive psychology. Cognitive load has its
information and values-based, as well as a growing three (3) types which are the; one is the inherent or
faith in modernized electrical knowledge, taking place innate level of difficulty work focused in a specific
in new needs for new teachers, as well as generation of material; second discussed the irrelevant or immaterial
a up to date teaching principles, classroom part of the topic given to the students; last is the level

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Research Article

of effort placed into developing a permanent store of and supported by agency attached on DepEd had the
knowledge, pertain to as a schematic plan. project to teachers and non- teaching professionals to
receive psychosocial assistance and wellness training
Moving forward, it behooves the administrators of as part of mental health address. The training and
school in accordance to avoid emotionally psychosocial aid programs regarding to wellness
uncomfortable teachers in the future, school managers promoting the wellbeing of oneself had started last
should be kind and employ a friendly leadership style year, month of September 2020, and was able to cover
when instructing and supervising them. Exactly the topics such as self-focused care, mindfulness in terms
same, Nzokurum (2018) found that in the secondary of financial handling, surrounding awareness, societal
schools in Imo State, Nigeria, it was discovered that based and industrial programs to sustain the hard
proper management of teachers' emotional needs is times, and had a chance to discussed other aspects of
strongly linked to their job performance.; that might be wellbeing in everyday way of living, all of which led
applicable to Philippine academic setting specifically by psychosocial support practitioners as well as by
in primary level. In July 2020, as we are facing the professionals in the field. In the midst of the
beginning of the S.Y. 2020-2021, unique to us the COVID-19 pandemic, prioritizing their mental health’s
education system national based department which is promotion and protection moreover the well-being that
the DepEd managed to have a platform of PST or the is not bounded, that has an end date and no platform
“Psychosocial Support and Training” for guardians in for continuous monitoring and implementing the post
charge to the students, educators both teacher or programs activities for the involved personalities. In
adviser, and heads of the academic institutions, as well the present time of Global Health Crisis, the pandemic
as to the recognized and suggested department’s has resulted in public health emergencies, with
regions and divisions of the support system staffs, for Filipinos across the country suffering from loneliness,
the furtherance and strengthening the roles played by anxiety, despair, and even post-traumatic stress
the identified guardians and educators in field as they disorder as a result of extended social isolation (Leite
are tagged people in the frontline of global health et al., 2020). The Filipinos lifestyle has changed.
crisis. On August 3-6, 2020, Remote Psychosocial Given the present global health crisis that we are all in,
Support (PSS) intercession using Play for Elementary a kind of worldwide issue dealing with, and had
Learners was taught to educators, school leaders, and impact on the everyone’s life that needs to address and
non- teaching DepEd division administrators. The able to adjust to (Pan, 2020). Teachers are one of the
focus of the training was on how to use the Unilab professions whose affected by the pandemic
Foundation Inc's HeadsUp Project's Educator's vulnerabilities because they have to stop their
Implementation Guidelines on Psychosocial Aid upskilling aspect in the workplace immediately the
through the said activity of the instructional platform. announcement and implementation of the national
Since 2017, Unilab Foundation Inc has been a DepEd government which is the lockdown. They have to do it
partner in delivering PSS intervention to primary and leaving them with no choice, that is why they need
students who have been affected by catastrophes. On to have exploration for ways to contact with their
the note, there is lacking Psychosocial Needs and family members, co-educators, and finds means to
support to the Primary Teachers moreover advisers relay the information for their students online in social
which have a higher workload and that had been media sites that time. According to World Health
neglected, set aside to give priorities to learners. As we Organization, teachers must understand everyday
have discussed the obverse learners’ situation, that routines such as physical exercises in order to avoid
attaining the basic psychological needs of students boredom and develop strategies to reinforce positive
may lead to a better performance in school (Carmona- experiences in others. Keeping in touch with loved
Halty et al., 2019) as to the same manner of teachers in ones on a regular basis via phone, social media, and
achieving the higher level of psychological capital in social networks, as well as developing new interests
the workplace. There are lots of supporting researches and thinking optimistically, might assist to ease
and published documents about the students’ aspect, anxiety during the global crisis (Talidong & Toquero,
that is why the researcher focused on the lacking side 2020).
which is the educators moreover the advisers who are
the first handed experience of the relatable issues Thus, this study was conducted particularly to lead
mentioned. control in determining the factors accordingly to
mental workload as identified key facet in the
On the other hand, the Employee Welfare Division workplaces, the psychosocial needs thru the aspect of
(EWD) particularly in School-Based Disaster Risk what motivates the person and the positive human
Reduction System together with the HROD Bureau tendency to achieve a good path of development and

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Research Article

advancement. Mainly the purpose is to know and current study. They were inherited to thematize
address the overriding information that can be found research issues, research design, and technology for
out of this manuscript. Lastly, the level of mental research. In addition, this served only as a guide in
welfare to check, balance and get to have focusing on the strong assertions about the variables
consideration to the programs in accordance to the presented to give researchers a better understanding of
results representation in this journey of scientific the background and gain deeper insight into the study.
investigation.
Mental Health
Research Questions
According to the American Journal of Qualitative
The study aimed at determining the mental workload, Research, teachers lacked particular mental balance
psychosocial needs and mental welfare of public expertise, and there was really a request for efficacy of
schools Grade VI advisers of the Seaside Cluster teachers’ workshops to get more mental health
Elementary Schools of the DepEd Schools Division of knowledge and skills (Kratt, 2018). Teachers
Santa Rosa City, Laguna with the end in view of frequently have mental health issues (Schonert-Reichl,
formulating an action plan that would address issues
2017). Teachers are exposed to job stresses on a
about mental health of public schools Grade VI
regular basis (e.g., student disruption) that have been
advisers. Specifically, it sought answers to the
related to negative mental health outcomes. Teachers,
following sub-problems:
as compared to members of other groups, have greater
1. What is the level of mental workload of selected incidence of mental illness, according to
public schools Grade VI advisers in terms of; epidemiologic research, while some studies cast doubt
1.1. cognitive demands; on this claim. Teachers, when compared to members
1.2. temporal demands; of other occupational groups, are at a higher risk of
1.3. emotional demands; and being exposed to workplace violence, which can have
1.4. performance demands? negative mental health repercussions (Schonfeld,
2. What are the psychosocial needs of selected public Bianchi, & Luehring-Jones, 2017). Filipinosin general
schools Grade VI advisers along; around the world have the unwillingness and hesitancy
2.1. autonomy; to seek help with regards to their mental health due to
2.2. relatedness; and unavailability of psychological services (Martinez et
2.3. competence? al. , 2020), moreover as the mental health's stigma
3. What is the level of mental welfare of selected attached and experienced by the country (Rivera &
public schools Grade VI advisers in connection with; Antonio, 2017).
3.1. teaching efficacy; and
3.2. school connectedness? Teachers’ Engagements
4. Is there a relationship between the respondents’
mental workload and their psychosocial needs? Teachers have an important portrayal not only just in
5. Is there a relationship between the respondents’ academically inclined activities, but also in the overall
psychosocial needs and level of mental welfare? development of pupils both in emotional and social
6. Is there a relationship between the respondents’ skills, through their daily contacts with them (Weyns
mental workload and their level of mental welfare? et al., 2017; Yigit & Tatch, 2017). Mental health
concerns are progressively being portrayed as
children’s matter to focus on (Howard, Burton,
Literature Review Levermore, & Barrell, 2017).

This section commentaries the set of literature on Teacher is expected to have an important character in
teachers’ mental engagements, psychosocial recognizing children who are in mental health
requirements, and mental health in the workplace. It difficulties, directing them to competent experts in
also contains a summary of the examined literature and terms of mental hygiene, and delivering suitable
the discoursed of ascertained gap(s) that the permeated therapies, according to a study published in the
current study is subjected to be filled in. Qualitative Research American-Journal in June 2018.
Because they are constantly assessing students'
State of the Art intellectual, social, and emotional requirements, they
are essential players in the identification process
The literature evaluated was found to be relevant to the (Arslan & Yigit, 2016).

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Research Article

For example, in a published paper pertaining K-12 established as an indicator in gauging students'
educators in Norway, researchers discovered that academic success and teachers' instructional
teachers frequently recognized and pin pointed a set of performance, based on empirical findings. The study
health’s difficulties and challenges about mental shows that teachers are overworked because school
stability of learners but did not have ample time and administrators frequently combine courses, resulting in
special attention to give assistance due to their daily class sizes of over 60 pupils per class instead of 40,
commitments (Ekornes, 2017). To make matters which violates national teacher workload regulations
worse, instructors have little access to in-service (Ayeni & Amanekwe, 2018). This has perhaps been
training for dealing with mental-health issues in the responsible for the poor implementation of curriculum
classroom (Ersoy & Deniz, 2016). There is actually and low academic performance of students applicable
only one complete and available paradigm in not only in secondary schools but moreover to the
addressing the issues about mental health in terms of elementary learners.
how the teacher prepares and or of developing their
professionalism. However, there were gaps, there was According to Gatens (2016), there are some things that
diversity throughout the states, and the majority of the instructors offering a piece of them because they
competencies were focused on the domains in choose to, and a part of which is rendering long hours
academics, and giving attention to a more important for work. The study went on to say and states
aspects which are being socially and emotionally outstanding educators labor is out of the ordinary day
independent ready individual (Ball et al., 2016). on things like giving grades to students’ submissions
and planning lessons for tomorrow’s discussion. It also
Mental Workload stated that great teachers take additional time to
accomplish things correctly.
Among the sphere of education and teaching, a meta-
analysis (Garcia-Arroyo, Osca, & Peiro, 2019) According to studies in the Philippines, teachers are
discovered a link between work overload and burnout stressed out due to their workload. Overworked
in teachers from 36 nations. teachers have been a source of worry for teacher
organizations. The TDC and ACT also known as the
It has been mentioned by the researches that, work- Teachers’ Dignity Coalition and Alliance of
related stress relates to the content of the work itself as Concerned Teachers respectively in our country issued
well as the duties performed in the workplace. It shows different terms of declaration urging the Department of
up in both quantitative and qualitative terms, Education to evaluate teacher workloads in order to
particularly in work overload circumstances linked to ensure their physical and mental health. ACT went on
quality-improvement systems, increased demand for to say that over time, teachers' workloads had become
training, and increased use of information and increasingly difficult and demanding due to the
communication technologies in work duties. Work establishment of rules that required a lot of effort and
overload is linked to physical and psychological health the "non-application of those that provide enough rest"
concerns in the literature reviewed for this study (Hernando-Malipot, 2018).
(Nguyen & Ermasova, 2018).
It is really needed to make some considerations in
In the research paper published by Tancinco and transformed factors affecting the changes in the loads
Wakoli (2016) which states that the term "workload" of work set that a worker should handles, resulting in
has been used in study to characterize a situation in the widespread over loads that is amplified in their
which job- related issues are thought to be causing psychological, psychosocial, cognition and demands
poor employee health and wellbeing, as well as mentally processes, with a straight effects on the
reducing instructors' overall efficiency. health statuses pertaining to the biological aspect,
mental state, and socially inclined activities that is an
In a journal published states that the challenges influence by the intra and out of work situations they
experienced by the teachers talk about the level of are in (Osorio & Cárdenas 2017).
workloads which does not compensate the figures of
teaching personnel supply and gives the carrying out It is also critical for educational policymakers to
of the excessive loads in workplace. It has been develop strategies to better support and compensate
established through empirical findings that teachers’ teachers who are faced with workload intensification
workload is an indicator in measuring students' triggers in order to help teachers achieve a proper
academic success and teachers' instructional balance between work input and output in order to
performance. Instructors' workload has been prevent teachers from leaving the profession and to

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ensure that students receive the best possible In light of the fact that the correct working settings
education. In addition to the aforementioned evidence, enable individuals to build capacities of invention,
public schools have less support and administrative adaptations to environment, and sense of increased
staff than private schools, which is related to teachers' loads and competencies in their work requirements,
increased workloads, which affects their teaching particularly when complying with assigned tasks in
ability (as cited by Pacaol, 2021). surroundings enabling being autonomous. These are
circumstances gives them ability to uncover their
Psychosocial Needs strengths and potential, activate their thoughts and
life’s involvement, and serve as a tool for the
In the study of Marshik, Ashton and Algina, (2016), formation of senses and establishing identification. It
Teacher might see the picture difficult to assist the was also discovered that education is one of the sectors
learners' psychological needs if they have their with the most psychosocial effects due to a variety of
personal psychological requirements that are not yet factors in its work’s atmosphere, including: stipulation
addressed well, resulting and impacting to the for continuous updates, work pooling requirements,
students' gratification with their needs and, modifications of structural and strategical aspect,
ultimately, the learners’ achievement. curricular changes, institutions based, careers, and
evaluation to their profession, and all of these
Teacher moreover the assigned advisers who increases in necessary and qualifications for teaching
reported to have a low-level of autonomous with personnel who is expected to undergo in the absence
those stated of not having the quality of self- of adequate capabilities; stating variables that focused
governance pertaining to the policies in school- on the changed the work places of professors in
based arrangements, loads distribution, and other universities, and they might apply to any other
tasks assigned by the administrators are to take effects educational institution (Garcia et al., 2016).
to his or her ability in handling and supporting the
learners’ needs for the specifications identified like In the educational field, the mentioned factors about
autonomous than the educators were used to have an the psychosocial risks are part of the more interesting
elevated level of working autonomous. Basic body of management system in terms of the general
Psychological Need Theory, posits that the fulfillment health conditions and welfare of workers in the
of basic requirements is necessary for human well- workplace. The European Union considers them as
being and thriving, according to this theory. People are part of its workplace strategic framework, analyzing
more likely to experience intrinsic motivation rather the employees on a more situational perspective of
than extrinsic drive when they are in social contexts medical management and its straight link to the level
that meet these fundamental demands. They also enjoy of absences committed, performance rating, work
personal development, wellness, energy, and the capacities, and satisfactions (Rosario et al., 2017).
realization of their full potential. People are more
likely to experience unfavorable psychosocial The attainment of psychosocial needs of people in
outcomes and psychopathology when they are in social general will impact the level and quality of life
circumstances that frustrate their demands (Ryan & towards everyday interactions (Snowden et al., 2020).
Deci, 2017). In consequence of the findings, satisfaction of
psychosocial needs has a positive collision to the
According to Arriagada (2017) and Pujol (2017), it has individual’s psychological as being well (Avci et al.,
abled modified stating the factors about the 2017).
psychosocial risks influences and tap the ideas are as
follows: What motivates a person, emotional stability, Mental Welfare
sense of feeling, kinds of attitude, and affects the
generation of a higher rating of burdens in emotions The psychological well-being of childhood instructors
specifically the stresses, depressive moods, and has an impact on the developing and swotting
exhaustion (Unda et al., 2016). These are the identified classroom’s atmosphere in first hand management and
risk affecting factors in heath that originate on academics, as well as learner's growth and success
workplaces organization of workload and generates (Jeon, Buettner & Grant, 2018).
physiological challenges which explains the neuro-
endocrines, emotions stability issues, cognition According to the findings of Harding et al., (2019)
processes and perceptual level pertaining to what we study in terms of the teachers’ mental health and
call concentration both positive and negative kinds of wellness has a connection with the learners’ mental
constructions to the environment. health and wellbeing has stronger relativity with the

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betterment of students’ overall wellness and allows terms of mathematical maneuver.

lowering their both psychological and psychosocial
discomfort. The quality of the teacher-student Research Design
interaction, as well as teacher absenteeism, looked to
be on the path of these partnerships. Student wellbeing The descriptive-correlational research design was used
and psychological distress were linked to higher levels in this study. Through this approach, the researcher
of instructor depression symptoms. This link did not was able to determine the mental workload,
hold up after accounting for teacher absenteeism. psychosocial needs and mental welfare of selected
public schools Grade VI advisers in Santa Rosa City,
The number of tenured teachers accepting early Laguna. According to Bermudo, et al. (2013), the
retirement because of sickness has steadily decreased descriptive research design endeavors to describe
from over 60% in 2001 to 19% today, with an average systematically, factually, accurately and objectively a
age of 58 years. According to a journal published situation, problem or phenomenon. It seeks to describe
about the teachers’ health and level of stress, anxiety ‘’what is’’. Gunn and Faire (2012) explained that
attacks, and depressive moods at the start of the school Correlational study design evaluates a link between
year during the Corona Virus epidemic," mental and two variables without the researcher manipulating
psychosomatic illnesses contribute for 32–50 percent either of them, according to the researcher. Its goal is
of early retirement cases (Santamaria, 2021). to determine if there is a positive correlation (both
variables change in the same direction), a negative
According to Assunço and Abreu (2019), the health of correlation (variables change in opposite directions),
Basic Education (preschool-12) teachers in Brazil is a or no correlation (variables do not change in the same
significant issue, not just socially and politically, but direction).
also as an inter-sector challenge. Teaching is one of
the professions where absences from work are most This study specifically described the variables such as
common due to voice difficulties and mental illnesses. mental workload, psychosocial needs and mental
Schoolteachers may be limiting their time for self-care, welfare. Further, the study probed the relationships,
leisure, and cultural activities, as well as relationships through correlation, between mental workload and
with friends and family, due to the strain of psychosocial needs; between mental and mental
innumerable school responsibilities and time for welfare and mental welfare; and psychosocial needs
activities in their life outside of work. and mental welfare.

It has been found out that the loads of work and its Sources of Data
level in academic institution are in a higher stage
affecting the production mechanisms of stress and will The study utilized the Grade VI advisers from the
have effects in characterization of psychological Seaside Cluster Elementary Schools of the DepEd
disorders other than in any field of general working Schools Division of Santa Rosa City, Laguna, who
environments’ culture accordingly to its conditions and constituted the respondents in this research material, as
situation (Guthrie et al., 2018). In relation to this, an the primary sources of data. Only the empirical data
encouraging and reassuring school institution as generated from the Grade VI advisers were statistically
workplace advocates the satisfactory mental health and treated and analyzed in this study.
generating a conducive space for academic staffs in
helping them to practice and attain their mental Population of the Study
welfare towards to the employees’ different kinds of
engagements and interactions (Kaluzeviciute et al., The respondents of this research were the Grade VI
2021). advisers from the Seaside Cluster Elementary Schools
of the DepEd Schools Division of Santa Rosa City,
Laguna that was 34. The researcher utilized probability
Methodology
sampling technique so every member of the population
has an equal chance of being selected as the sample.
This section spells out the methodology of research Specifically, the researcher employed the cluster
used in the study. The coverage discourses the sampling technique to identify the respondents. Cluster
research design, sources of data, and population of the sampling technique as defined by Etikan and
study. It also covers the instrumentation and Bala (2017) that from the entire population size it
validation, data gathering procedure as well as the needs to divide into a smaller part to easily choose the
statistical treatment utilized for the analysis of data in desired conglomeration. In this case, there were 34

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members for the identified cluster who answered the inception of the study underwent mathematical
given questionnaire. By the mentioned ideas, this treatment. These are presented in tables as the
would eliminate any potential bias occurring through sequence of the research problems regarding the
the sampling technique. This covers the academic year mental workload, psychosocial needs, and mental
2021-2022. welfare of the selected respondents.

Instrumentation and Validation Level of Mental Workload of Selected Public

School Grade VI Advisers
The study utilized a questionnaire consisting of 3
distinct parts that were adopted from studies conducted Table 1. Level of Mental Workload of Selected Public
by foreign authors but modified to suit local School Grade VI Advisers: Cognitive Demands
conditions. The modified questionnaire was subjected
to validity and reliability tests. The validator used the
Cronbach Alpha to test the reliability level of each part
and was presented the results below. Part I, which
focused on respondents’ mental workload, used the
CarMen-Q Questionnaire for the level of mental
workload variable assessment by Rubio-Valdehita,
López-Núñez, López-Higes, and Díaz- Ramiro, 2017.
Part II, which dealt with the respondents’
psychological needs, utilized the Basic Need
Satisfaction at Work Scale (Deci, Olafsen, & Ryan,
2017). Part III, which covered the respondents’ mental
welfare employed the Teacher Subjective Wellbeing Figure 1. .
Questionnaire of Renshaw (2020). The study had the
following Cronbach Alpha reliability test results: for As presented in Table 1, the respondents’ level of
mental work load: 0.930, for psychosocial needs: mental workload in terms of cognitive demands was
0.925 and for mental welfare: 0.865.
‘’very high’’ with an average weighted mean of 3.32.
This means that the Grade 6 advisers in public schools
Data Gathering Procedure
inordinately experienced great mental strain as they
use their mental resources in performing their tasks.
The researcher expressed the highest interest and
Specifically, their level of mental workload (cognitive
coordination by writing a formal letter of intent to the
demands) was ‘’very high’’ with weighted means
DepEd Division of Schools Superintendent of Santa
ranging from 3.28 to 3.72 along the following
Rosa city, Laguna, Supervisors, and Principals of the
indicators: indicator #3 – ‘’my job requires a lot of
selected public elementary schools to request
information’’ and indicator #4 – ‘’my job requires
permission to conduct the study and administer the
thinking between different alternatives” (Rank 1.5);
questionnaire. Similarly, a letter was sent to the Grade
indicator #5 – ‘’my job requires handling a lot of
VI advisers requesting their cooperation and support in
knowledge’’ (Rank 3); indicator #1 – ‘’I have to do a
the conduct of the study by participating as willing
great search and information gathering to carry out my
respondents. The researcher went personally to
tasks’’ (Rank 4); indicator #6 – ‘’my work involves
administer the questionnaires to the teacher-advisers
the processing of complex information’’ and indicator
and retrieved them after accomplishing them to ensure
#8 – ‘’my job requires dealing with information that is
the completeness of the retrieval status. Following
perceived with difficulty’’ (Rank 5.5). Further, their
that, the data underwent coding and encoding in
level of mental workload (cognitive demands) was
Microsoft Excel presentation before they were sent to
‘’high’’ with weighted means ranging from 2.97 to
a statistician for statistical treatment.
3.06 as shown in indicator #9 – ‘’I have to deal with
information that is not easily understood’’ (Rank 7);
Result indicator #7 – ‘’my job requires memorizing a high
amount of data’’ and indicator #10 – ‘’my work is
mentally intense’’ (Rank 8.5); and indicator # - ‘’I
This section includes the salient data that have been have to make difficult decisions’’ (Rank 10).
gathered by the researcher to analyze and use in
interpreting the figures needed. The general and sub- Chizhik and Chizhik (2018) explained that the
problems that were identified and declared at the strategies and planning skills of teachers are connected

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to the demands of experience specific to the cognition school heads and administrators affect the level of
processes and exercises. As experienced by the mental workload according to Maas et al., (2021). In
academic institutions’ leaders in Malaysia, cognitive accordance to the results that temporal demands would
job demands pertaining to the level of lead to distribution of patterns in the environment such
mental workload have been found out relatable to as, uniform, random and clumped population due to of
inner personal constancy by Graizi et al., (2021). In task demands by Piero & Francesco, (2021).
line with this, it has been found that due to the
fluctuations experienced by people pertaining to the Table 3. Level of Mental Workload of Selected Public
cognitive workload, there is a higher chance of School Grade VI Advisers: Emotional Demands
overload and neglection of other activities Boehm et
al., (2021). Teachers’ analysis competence falls under
also the cognitive demands in academic institutions
that state guidelines for utilizing cognition in the
workplace (König et al., 2021).

Table 2. Level of Mental Workload of Selected Public

School Grade VI Advisers: Temporal Demands

Figure 3. .

As depicted in Table 3, the respondents’ level of

mental workload in terms of emotional demands was
“low” with an average weighted mean of 2.45. This
means that the Grade VI advisers in public schools
have not that affected to the aspect of emotions and
their feelings in the workplace. Particularly, their level
Figure 2. .
of mental workload (emotional demands) was “low”
with weighted means ranging from 2.28 to 2.81 as
even if “the work affects them emotionally” (Rank 1),
As shown in Table 2, the respondents’ level of mental and “their work affects their health in general” (Rank
workload in terms of temporal demands was ‘’high’’ 2), that “upon accomplishing the assigned task they
with an average weighted mean of 2.77. This means feel mind exhaustion” (Rank 3), “feeling drained and
that the Grade 6 advisers in public schools highly felt instability of emotions” (Rank 4), “work affecting the
the pressure of time in performing their functions and personal relationships” (Rank 5), “incapacitation to
specific tasks assigned to them. In particular, their forget the work-related problems” (Rank 6), “the work
level of mental workload (temporal demands) was makes them nervous” (Rank 7).
‘’high’’ with weighted means ranging from 2.50 to
3.08 as ‘’it is easy for them to accumulate the tasks Emotional demands are part of the work requirements
within the set time table’’ (Rank 1), ‘’the and unavoidable features when it comes to services
accomplishment of their tasks demands a lot of speed’’ offered and rendered according to Martin, (2019). As
(Rank 2), ‘’they cannot stop their work when they reported by Werang (2017), primary school teachers
need it’’ (Rank 3), ‘’the rapidity of work is imposing are facing different challenges in terms of the tasks
us to adjust’’ (Rank 4), ‘’the pace of work is excessive, given particularly of their emotional stability and
difficult to reach even by an experienced worker’’ balance scheme aspect. As mentioned by Ozoemena et
(Rank 5), ‘’they cannot take breaks due to work al., (2021), Psychological distress and burnout are
requirement and strict regulations’’ (Rank 6), and things to consider when teachers speak about the
‘’they often work with annoying interruptions’’ (Rank emotional demands that they are progressively feeling
7). towards of their work in school. In line with this
arrangement, Han (2021) describes the labor matter in
Temporal demands have properties to take part in the accordance to the emotional demands experienced by
field of academia pertaining to the process of teachers as vital factor to productivity and efficiency
knowledge and its application to work arrangements level.
(Martins & Nunes, 2016). Teachers experiencing the
presence of time-pressured tasks assigned by the Table 4. Level of Mental Workload of Selected Public

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School Grade VI Advisers: Performance Demands with an overall weighted mean of 2.94. This means
that the advisers sustained high mental workload that
could cause mental fatigue and decreased performance
which could be detrimental to one’s health if left
unabated. Specifically, the level of mental workload as
to cognitive demands was very high with a weighted
mean of 3.32 (Rank 1), followed by performance
demands with a weighted mean of 3.11 (Rank 2),
temporal demands with a weighted mean of 2.77
(Rank 3), and emotional demands with a weighted
mean of 2.45 (Rank 4).
Figure 4. .
According to Vandiya and Hidayat (2018) discussed
about the relationship of job demands specifically to
As represented in Table 4, the respondents’ level of the emotional stability demands of workplace in the
mental workload in terms of the performance demands contrary of results of the composite table, there is
was “high” with an average weighted mean of 3.11. mentioned parallel connection. The set of variables
This means that Grade VI advisers in public schools discussed in terms of the mental workload of an
highly felt the heaviness of performance needed as part academic employee are intercorrelated to each other
of their work requirement. Specifically, their level of due to impact of one another that affects the
mental workload (performance demands) was “high” productivity rate and efficiency level by Prabaswari et
with weighted average ranging from 2.50 to 3.53 as al. (2019). Eren (2020), stated that diverse and
“the job requires sustained high “level of attention to different traditions of teachers are the basis of their
perform it well” (Rank 1), “the job involves a lot of ways and procedures in terms to handle autonomy that
responsibility” (Rank 2), “the work requires very affects students. According to Wijaya and Prastuti,
(2021), the effects of demands in workload along with
precise responses” (Rank 4), “that the mistakes can
the mental processes may have effects to the
lead to serious consequences” (Rank 5).
probability count of stress in the workplace.
As carried out by the published paper of Girls (2016),
Psychosocial Needs of Selected Public Schools
there is an existence of linkage bonded to the level
mental workload of teachers to their performance in Grade VI Advisers
the workplace. Teachers’ level of satisfaction at work
and their performance are correlated and an entity for Table 6. Psychosocial Needs of Selected Public
job retention (Baluyos et al., 2019). The level of Schools Grade VI Advisers: Autonomy
performance exerted by the employees in academic
institution in relation to the demands of work differ
from the commitment and job satisfaction by Janib,
(2021). In the primary level of school, it has been
mentioned that the level of job performance and
teachers’ satisfaction was established its association
(Ismail & Meran, 2021).
Figure 6. .
Table 5. Composite Table for the Level of Mental
Workload of Selected Public School Grade VI Advisers
As reflected in Table 6, the respondents’ level of
psychological need for autonomy was ‘’very high’’
with an average weighted mean of 3.33. This means
that the Grade 6 advisers very strongly manifested
their need to be more independent and self-propelled
in the performance of their functions and duties.
Figure 5. .
Specifically, the respondents’ level of psychological
need for autonomy was ‘very high’’ with weighted
means ranging from 3.25 to 3.44 as they felt the need
As reflected in Table 5, the level of mental workload to ‘’decide freely on how to live my life and ‘’work
of the public schools Grade 6 advisers was ‘’high’’ independently’’ (Rank 1.5); ‘’do things based on my

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own choice’’ (Rank 3); ‘’be myself in whatever Nir (2017). As explained by Martela and Riekki
circumstance’’ (Rank 4); ‘’express my ideas and (2018), supporting that the sense of relatedness in the
opinions freely’’ (Rank 5); and ‘’be taken seriously by workplace is one of the key elements to obtain the
other people’’ (Rank 6). However, their level of positive and highest functioning level of an individual.
psychological need for autonomy as to wanting to ‘’to Gan (2021) manifested that the teachers’ ability to
do what I have to do without being told’’ was ‘’high’’ relate themselves to people at work generally to
with a weighted mean of 3.03 (Rank 7). students is a role that gives more learning and
attachment opportunity.
As explained by self-determination theory, the
anchorage of autonomy to the teachers as part of Table 8. Psychosocial Needs of Selected Public
psychological needs and have an impact to the Schools Grade VI Advisers: Competence
workplace when did not attain by Li et al. (2017). This
supports the ideas made by Johannsen and Zak (2020)
that autonomy is an integral element to boost the
effectiveness of a human being. There is a positive
correspondence of inspiration and commitment to the
field of learning as teachers establish their autonomy at
work (Silva & Molsrad, 2020).

Table 7. Psychosocial Needs of Selected Public

Schools Grade VI Advisers: Relatedness Figure 8. .

As presented in Table 8, the respondents’ level of

psychological need for competence was ‘’very high’’
with an average weighted mean of 3.66. This means
that the Grade 6 advisers very highly recognized their
need to develop their skill and ability in their job and
to experience effectance in their performance.
Specifically, the respondents’ level of psychological
need for competence was ‘very high’’ with weighted
means ranging from 3.22 to 3.47 as they revealed the
need to ‘’be given more opportunities to show people
what I am capable of’’ (Rank 1); ‘’learn new and
Figure 7. .
interesting skills’’ (Rank 2); ‘’experience a sense of
accomplishment in what I do’’ (Rank 3); ‘’be more
As indicated in Table 7, the respondents’ level of competent in work’’ (Rank 4); ‘’be acknowledged by
psychological need for relatedness was ‘’very high’’ my colleagues’’ (Rank 5); and ‘’exert more effort to be
with an average weighted mean of 4.44. This means knowledgeable and qualified’’ (Rank 6).
that the Grade 6 advisers very deeply expressed their
need for a supportive workplace setting in which The mentioned idea, supports the study in which the
closeness with others and social actions are valued. In psychosocial needs pertaining to the competence of
particular, the respondents’ level of psychological teachers are integrated stated by Gallegos et al. (2019).
need for relatedness was ‘very high’’ with weighted In the same manner, Martela and Riekki (2018),
means ranging from 3.28 to 3.61 as they intimated the supports that competence or being competent in the
need to ‘’be appreciated by people I interact with” workplace is an important component to attain the
(Rank 1); ‘’get along with people I come in contact completeness of the psychological requirement of
with’’ (Rank 2); ‘’establish close connections with individual. According to Cadiz (2020), dynamics of
people from different walks of life’’ (Rank 3); and information, ways to apply it and qualities of teachers
‘’feel being cared for by significant people in my life’’ are key to make a more competent employee in the
(Rank 4). workplace and gives the institutional value. As
discussed by, institution is also responsible in
Relationships and connectivity as well as engagements improvements particularly to train educators to be
through behavior moreover showing affection and more competitive and well-developed as they need it
manifestations of teachers as stated by Haya and (Saini & Lughu, 2020).

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Table 9. Composite Table for the Psychosocial Needs

of Selected Public Schools Grade VI Advisers

Figure 9. .

As shown in Table 9, the Grade 6 advisers’ level of

psychological needs for autonomy, relatedness and
competence was ‘’very high’’ with an overall
weighted mean of 3.38. This means that the advisers
very deeply felt the need for self- determination, for a
supportive workplace where there is camaraderie and
Figure 10. .
cooperation and for a continuous self-improvement to
be effective in their work. As indicated, the level of
psychological need for relatedness was ‘very high’’ As shown in Table 10, the respondents’ level of mental
with a weighted mean of 3.44 (Rank 1), followed by welfare as to teaching efficacy was ‘very high’’ with
the need for competence with a weighted mean of 3.36 an average weighted mean of 3.36. This means that the
(Rank 2), and the need for autonomy with a weighted Grade 6 advisers had very positive mental well-being
mean of 3.33 (Rank 3). as they exuded confidence in their ability to teach and
guide their students. In particular, their level of mental
This discussed that to foster the highest quality level of welfare along teaching efficacy was ‘’very high’’ with
motivation in engaging to activities of an individual weighted means ranging from 3.31 to 3.44 as they
includes the attaining three psychological needs claimed that ‘’I am good at helping students learn new
identified by Vansteenkiste et al. (2020). A strong things’’ (Rank 1); ‘’I am a successful teacher’’ (Rank
support stated by Lespito and Pratt (2017), found that 2); ‘’I feel like my teaching is effective and helpful’’
being competent is a product of psychological (Rank 3); and ‘’I have accomplished a lot as a
processes satisfaction produce of the stimulus exposed teacher’’ and ‘’I am able to utilize and apply different
in the environment. Drexler et al., (2020), delivered kinds of pedagogy’’ (Rank 4.5)
results of various demands in school happened to be
crucial in terms of the psychosocial aspects of an Further, the respondents’ level of mental welfare as to
individual working in the institution, factors related to school connectedness was ‘very high’’ with an average
psychosocial risks. weighted mean of 3.55. This means that the Grade 6
advisers had very positive mental well-being as they
Level of Mental Welfare of Selected Public Schools felt being accepted, valued, and supported in their
Grade VI Advisers school environment. Evidently, their level of mental
welfare along school connectedness was ‘’very high’’
Table 10. Level of Mental Welfare of Selected Public with weighted means ranging from 3.44 to 3.67 as they
Schools Grade VI Advisers declared that ‘’ I feel like I belong to this school’’
(Rank 1); ‘’I am treated with respect in this school’’
(Rank 2); ‘’I can really be myself in this school’’
(Rank 3); ‘’I feel like people in this school care about
me’’ (Rank 4); and ‘’I am free to suggest any
advantageous ideas’’ (Rank 5). Generally, the level of
level of mental welfare of the public schools Grade 6
advisers was ‘’very high’’ with an overall weighted
mean of 3.46.

As discussed by Kim et al. (2020), primary teachers

are in needs of the policies and implementations of
standardized programs to support the mental wellbeing

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necessities of the participants of this exploration. The results were in support of the explanation
Lever et al. (2017), discussed and expressed support expounded by Smith, (2018), which posits the
explaining that mental health in school is not just for experiences of employees in terms of the workloads
the learners but moreover to the teachers and staffs associated to the psychological requirements specified
focusing on the wellbeing state of the recognized set of in obtaining and or to have gain; states that mental
samples. According to Fenwick-Smith et al. (2018), workload and psychosocial needs are intercorrelated to
not only students needing the mental health support the part of oneself in attaining the self-actualization.
but they require teachers to be more equipped in
delivering programs enhancing the mental welfare The relationship between psychological need
implementation in primary level academic institution. satisfaction and demands was established through the
considerations experienced by the employees in the
In line with the subparts of mental welfare in terms of
workplace that they are in specifically in academic
Teaching Efficacy and School Connectedness, this two
institution platform have found out a moderator entity
constitutes in promoting the mental health welfare of
to stay, be tenured in the identified working
the teachers in academic institution by Cavioni (2020).
environment and increasing the productive rate level
by Boudrias (2020). As summarized by the study
Relationship between the Level of Mental
concluded accordingly to the scientific exploration of
Workload and Psychosocial Needs of Selected Ibrahim et al. (2021) responded to the discussion of
Public School Grade VI Advisers job demands level in association to the psychosocial
needs pertaining to personal, societal and moreover in
Table 11. Relationship between the Level of Mental teachers’ environment which points to the school they
Workload and Psychosocial Needs of Selected Public belong of service.
School Grade VI Advisers
Relationship between the Level of Mental
Workload and Level of Mental Welfare of Selected
Public School Grade VI Advisers

Table 12. Relationship between the Level of Mental

Workload and Level of Mental Welfare of Selected
Public School Grade VI Advisers

Figure 11. .

As shown in the Table 11, there was a relationship

between the respondents’ level of mental workload
and their level of psychosocial needs with positive
correlations as shown by the computed Pearson values
ranging from ‘’very low correlation’’ (r=.042) to ‘’low
correlation’’ (r=0.347). This means that the higher is
the respondents’ the level of mental workload along
cognitive demands, temporal demands, emotional
demands and performance demands, the higher is their
level of psychological needs for autonomy, relatedness
and competence. In particular, among the variables
with ‘’low correlations’’, it was noted that 12%
(coefficient of determination) each of the need for
Figure 12. .
autonomy is attributable to the cognitive demands and
temporal demands, respectively. The rest (88%) may
be explained by other factors. Further, 11% of the need As reflected in Table 12, there was a relationship
for relatedness could be attributable to temporal between the respondents’ level of mental workload
demands. The rest (89%) may be explained by other and level of mental welfare along teaching efficacy
factors. All other variables had negligible or very low and school connectedness with positive correlations as
correlations. shown by the computed Pearson values ranging from

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‘’very low correlation’’ (r=.058) to ‘’low correlation’’

(r=0.388). This means that the higher is the
respondents’ the level of mental workload along
cognitive demands, temporal demands, emotional
demands and performance demands, the higher is their
level of mental welfare along teaching efficacy and
school connectedness. Ironically, despite the very high
level of mental workload of the respondents, their
level of mental welfare or wellbeing was still
very high. This contradicts to the results of Naiara,
(2021), that the perceived activities of teachers affect
the level of mental welfare.
Figure 13. .

This could be explained by the computed coefficient of

determination (r2) wherein only 4.9%, 13%, 2% and As presented in Table 13, there was a relationship
15% of teaching efficacy were impacted by cognitive between the respondents’ level of psychological needs
demands, temporal demands, emotional demands and and level of mental welfare along with teaching
performance demands, respectively; hence, the very efficacy and school connectedness with positive
high level of teaching efficacy as an indicator of correlations as shown by the computed Pearson values
mental welfare. The rest of the respondents’ teaching ranging from ‘’low correlation’’ (r=0.318) to ‘’high
efficacy – 95.1%, 87%, 98% and 85% - may be correlation’’ (r=0.698). The results also anchored to
attributable to other factors. Likewise, only 12%, 12%, the study published state that the mental welfare
.33% and .57% of school connectedness were affected provides skill in terms of communication and
by cognitive demands, temporal demands, emotional intellectual needed in the workplace upon hitting the
demands and performance demands, respectively; basic psychological needs of an individual, Bazooband
hence, the very high level of school connectedness as et al., (2017). This means that the higher the
an indicator of mental welfare. The rest of the respondents’ the level of psychological needs, the
respondents’ school connectedness – 88%, 88%, higher is their level of mental welfare along teaching
99.67% and 99.43% - may be attributable to other efficacy and school connectedness. Paradoxically,
factors. This reinforces the outcome made by despite the respondents’ very high level of
Upadyaya (2016) appearing that the workloads psychological needs, their level of mental welfare or
specifically the mental workload of an employee have well-being was still very high.
an impact to their mental welfare aspect such as,
burnout, life satisfaction, symptoms of depression, and This could be explained by the computed coefficient of
occupational health issues. Leiter & Maslach (2017), determination (r2) wherein only 29%, 21% and 49% of
also established the different work engagements teaching efficacy were impacted by the psychological
affecting the mental health stability and functionality needs for autonomy, relatedness and competence,
of an employee in the work environment pertaining to respectively; hence, the very high level of teaching
daily work demands as contributory factor. efficacy as an indicator of mental welfare. The rest of
the respondents’ teaching efficacy – 71%, 79% and
Relationship between the Psychosocial Needs and 51% - may be attributable to other factors. Likewise,
Level of Mental Welfare of Selected Public School only 10%, 29% and 17% of school connectedness
Grade VI Advisers were affected by the psychological needs for
autonomy, relatedness and competence, respectively;
Table 13. Relationship between the Psychosocial hence, the very high level of school connectedness as
Needs and Level of Mental Welfare of Selected Public an indicator of mental welfare. The rest of the
School Grade VI Advisers respondents’ school connectedness – 90%, 71% and
83% - may be attributable to other factors. In the
matter of the results by Corbin et al., (2019), as we are
facing the global health crisis, teachers’
accomplishment has some pointers to the level of the
relationship built to the students. The strong
relationship was also established and made
systematized by Sakan et al., (2020), that scrutinized
the underpinning roles of basic psychosocial needs

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attainment relatable to the mental welfare of an Moreover, the following recommendations are offered
individual in the sense of self-determination theory as based on the study’s findings and conclusions: (1) The
also stated and mentioned in the theoretical and respondents may practice to primary look after on their
conceptual framework of this scientific investigation mental health and wellbeing than physical health. It is
explaining that it is really important to have look the main and central processor of our body system.
always the achievement of the psychological When the mental health is being affected, functionality
requirement of people to protect, persuade and prevent of an individual will be struck. (2) School-based
any of the serious mental health issues that may administrators may have a systemic procedure in terms
encounter of an individual accordingly to their of the process of schedule, workloads, and building
everyday way of life interactions. rapport to the workplace at its best in attaining the
highest level of mental welfare. (3) The local
government unit may have to implement academic
Discussion institutional based programs that are needed to address
the predicament and complications involving the
Based on the findings of the study, the following respondents of this research. (4) The fast and swift
conclusions were drawn: (1) The level of mental application of the Philippine Republic Act 11036 also
workload specifically the cognitive and temporal known as the Mental Health Act, a policy purposely
demands are factors that have effects on the autonomy for the enhancement of the integrative delivery system,
of the public elementary school grade VI advisers. promotion and protection of mental health and
This denotes that the demands mentioned increases the psychosocial services. (5) Acting with celerity in terms
psychosocial needs of the respondents in terms of the of the hiring process and deployment procedure of the
level of independency and self-governance. In relation mental health professionals in the workplace,
to the workplace, the more of the processes involving specifically in the academic institutions moreover to
the cognition procedures along with the limited time to the public elementary schools. This will be part of the
accomplish a task, this will promote an autonomous. advantageous response pertaining to the identified
(2) In the case of relatedness of psychosocial needs issues. (6) The continuous development of the
that must be attained by the identified individuals; proposed intervention action plan made by the
Temporal demands are the primary affecting factor to researcher to have a more inclusive and suitable to the
consider. This only means that the more pressure present needs of the users. (7) For the hereafter
pertaining to submissions they feel in workplace, researchers that would want to carry on with the
adding to the psychosocial needs of being a part of the variables used and results of this paper can utilize
system enabling themselves to help each other. modifications for the advancement of the study.
(3) Temporal and performance demands specified as
the factors of mental workload that affects the level of
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Tran, K. T., Nguyen, P. V., Dang, T., & Ton, T. (2018). The Impacts Corresponding: Deryk Mayano
of the High- Quality Workplace Relationships on Job Performance: Email: [email protected]
A Perspective on Staff Nurses in Vietnam. Behavioral sciences Phone:
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Unda, S., Uribe, F., Jurado,S., García, M., Tovalín, H. & Juárez, A. Deryk Mayano:
(2016). Elaboración de una escala para valorar los factores de St. Paul University of the Philippines
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