“Workplace Loneliness, Crisis Self-Efficacy and Well- Being of Teachers: Analysis of Moderating Effect’’

LAILA DY ORBITA VERZOSA; ELLEINE ROSE ARGILLO OLIVA

doi:10.36948/ijfmr.2025.v07i02.39949

“Workplace Loneliness, Crisis Self-Efficacy and Well- Being of Teachers: Analysis of Moderating Effect’’

Author(s)	Ms. LAILA DY ORBITA VERZOSA, Dr. Ms. ELLEINE ROSE ARGILLO OLIVA
Country	Philippines
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.
Keywords	Educational Management, Workplace Loneliness, Crisis Self-Efficacy, Well-Being of Teachers, Mediating Effect, Philippines
Field	Sociology > Education
Published In	Volume 7, Issue 2, March-April 2025
Published On	2025-04-01
DOI	https://doi.org/10.36948/ijfmr.2025.v07i02.39949
Short DOI	https://doi.org/g9dgqn

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“Workplace Loneliness, Crisis Self-Efficacy and Well- Being of Teachers: Analysis of Moderating Effect’’

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