Non-teaching Personnel Research Articles

The mediation of disputes within schools is a critical responsibility of principals, particularly in addressing and managing conflicts among faculty and staff to sustain a positive and productive educational environment. This study sought to examine and illustrate how principals in private institutions perform their mediating roles in resolving interpersonal and professional disputes among their teaching and non-teaching personnel. A qualitative research design was employed, involving three private schools chosen through purposive sampling to ensure diverse yet relevant perspectives. Data were gathered using in-depth interview questions, and responses were analyzed using Braun and Clarke’s thematic analysis framework. The analysis revealed four major themes: understanding root causes and implementing effective problem-solving strategies; fostering proactive communication and active listening; demonstrating impartiality, assertiveness, and adaptability in decision-making; and developing collaboration and mediation competencies among school leaders. The findings emphasize that conflict mediation is not merely a managerial task but a vital leadership skill that shapes the overall school climate. The study concludes that effective school leadership requires a comprehensive, multifaceted approach to conflict resolution—one that integrates empathy, fairness, and strategic communication to manage differing attitudes, strengthen professional relationships, and promote a harmonious and peaceful school atmosphere conducive to learning and growth.

This study aimed to evaluate and analyze the awareness and implementation of gender mainstreaming in State Universities and Colleges (SUCs) in Region I, with the goal of informing a three-year strategic plan. Specifically, it assessed the extent to which SUCs integrate gender-sensitive curricula, gender-responsive research programs, and gender-responsive extension initiatives, while identifying challenges encountered in their implementation. Employing a sequential explanatory mixed methods design, the researcher utilized a validated, researcher-developed questionnaire complemented by one-on-one interviews. The study engaged 382 respondents, comprising school administrators, faculty, non-teaching personnel, and students, for the quantitative phase, and four GAD focal persons for the qualitative phase during the 2022–2023 academic year. Statistical tools such as frequencies and means were used to interpret the data. Findings revealed that respondents were highly aware of gender-responsive academic and institutional programs, and that these were very highly implemented across SUCs. The study culminated in the development of a thematic model and a validated strategic plan to enhance gender mainstreaming efforts. Framed within the broader historical context, the research underscores how contemporary gender initiatives in Region I’s SUCs serve as a progressive response to deeply rooted cultural norms and colonial legacies that once shaped educational and gender structures.

In 2023, the Philippine Congress introduced House Bills 6728 and 7758, collectively known as the Menstrual Leave Bill, which seeks to grant paid leave for female employees experiencing menstrual discomfort. This legislation aims to address workplace inequalities and enhance the well-being of female employees, reflecting the increasing recognition of women's health issues in professional settings. However, concerns about potential gender discrimination, misuse of leave, and increased menstrual stigma have been raised (Prieto, 2024). This study examines female employees' awareness and knowledge of the bill and how these shape their attitudes and perceptions toward its support, based on data from a state university in the Philippines. Results indicated that job roles significantly influenced awareness of the bill, with non-teaching personnel demonstrating higher levels of knowledge compared to teaching staff. While general awareness of the bill did not significantly influence attitudes, perceptions of its benefits for workplace culture and its alignment with diversity initiatives showed a strong positive correlation with support for its implementation. Respondents who perceived the bill as beneficial to employee morale and promoting inclusive workplace practices were more likely to express support for its implementation. These findings highlight the need for targeted awareness campaigns and engagement strategies to foster a supportive, gender-sensitive workplace environment. The Menstrual Leave Bill reflects a broader societal effort to normalize discussions around menstruation and raise awareness of menstrual health. Such legislative measures not only promote women's health and well-being in the workplace but also serve as a critical step toward advancing gender equity and inclusivity.

This study aimed to explore and understand the lived experiences of non-teaching personnel transitioning to teaching position in Carmen District, Division of Davao del Norte. A qualitative phenomenological research design was used in the study. Twelve teachers, who were non-teaching personnel s in their previous work, were chosen purposively had undergone in-depth interviews regarding their challenges, strategies and motivation, and insights on their transition to teaching roles. There were three research questions with five probing questions for each main question had been asked to the participants regarding their challenges, strategies and motivations, and insights. Data were collected through in-depth semi-structured interviews, guided by three main research questions with five probing sub-questions each. To ensure validity, the interview guide was reviewed by qualitative research experts and pilot-tested prior to actual data collection. Results on the responses of the participants on experiences include adjustment challenges, professional growth, and commitment and passion. For strategies and motivation, responses from participants include personal motivation and financial reasons, mentorship and peer support, and adaptation and skill application. For the insights, results from the participants include realization of teaching purpose, discovery of personal strengths, and adaptation to professional expectations. Future studies may concentrate on information regarding the transition experiences, challenges, and support mechanisms not only for non-teaching personnel but also for other career shifter s and other professionals entering the education sector.

This study sought to assess the relationship between public school personnel’s motivation and competence and their performance. Particularly, it aimed determine the level of the level of the public school personnel’s performance; the level of the public school personnel’s motivation in performing their tasks in terms of intrinsic and extrinsic motivation; the level of the public school personnel’s competence in performing their tasks in terms of technical, communication, organizational, problem-solving, teamwork, and professionalism; and find out the significant relationship between public school personnel's level of motivation and competence and their performance. This study utilized a descriptive-correlational research design and employed mean, standard deviation, and Pearson’s correlation for its statistical analysis. A total of sixty-nine non-teaching personnel from all the schools in the division of Valencia City were included. To collect the relevant data to answer the problem statement of the study, the researcher developed a motivation and competence assessment survey questionnaire and utilized their latest performance rating. Results revealed that performance of the public-school personnel was generally "outstanding." They have a very high level of intrinsic and extrinsic motivation and also showed very high level of competence. More importantly, the study has shown a positive association between motivation and the performance of public-school personnel. Moreover, the relationship between public school personnel's level of competence and their performance have shown a strong positive association. It is important to note that schools can continue to nurture internal motivation by providing opportunities for personnel to engage in meaningful tasks and roles that align with their values and passions. To support ongoing growth and high performance, regular training programs may be implemented to enhance skills and build competence. Additionally, encouraging personnel to reflect on their performance and identify areas for improvement can further strengthen their professional development. Emphasizing the importance of ethics, confidentiality, and respectful behavior remains essential, and school leaders play a crucial role in ensuring that staff clearly understand performance expectations and how their individual contributions support the school’s overall success.

The study examined the extent of implementation of solid waste management awareness and practices. It focused on the 114 teaching and non-teaching personnel from 11 different Primary and Elementary Schools in the School Year 2024-2025 of Poonapiagapo District, Division of Lanao del Norte. It employed descriptive - correlational method of design. The study aimed to identify the extent of awareness and implementation practices in terms of segregation, reduction, reuse, recycling, and disposal of teaching and non-teaching personnel. The findings revealed that respondents demonstrated a thorough understanding of Solid Waste Management Practices in terms of segregation, reduction, reuse, recycling, and disposal of waste. However, there was a significant gap in terms of its implementation practices. The findings revealed a predominantly early-to-mid-career female teaching population with strong waste segregation understanding, although improvements were needed in reuse, recycling, and advanced disposal. Awareness, significantly influenced by demographic factors like age and tenure, was key to successful waste management practice implementation. While certain demographics impact implementation, a high level of institutional commitment to waste management was evident. An action plan was designed as the output of the study.

In the digital era, non-teaching personnel in higher education institutions (HEIs) play a crucial role in institutional effectiveness and advancing sustainable development goals (SDGs), yet their performance remains underexplored. This study investigates the interplay of digital technology adoption, digital competencies, and organizational culture in shaping the performance of non-teaching personnel in Philippine higher education institutions (HEIs). Utilizing a quantitative research approach, data were collected from 319 non-teaching personnel across public HEIs in Bukidnon, Misamis Oriental, and Lanao del Norte through stratified and purposive sampling. This study utilized Structural Equation Modeling (SEM) to analyze the relationships among variables and identify the best-fit model that explains personnel performance. The SEM analysis revealed that organizational culture (p<0.05, beta=0.312) and digital competencies (p<0.05, beta=0.533) have a significant influence on non-teaching personnel performance. On the other hand, organizational culture exerts the strongest influence on innovation (beta=0.922), digital competencies exerts the strongest influence on communication and collaboration (beta=0.843), and non-teaching personnel performance exerts the strongest influence on professional development engagement (beta=0.865). Although adopting digital technology was not directly significant, it indirectly influences personnel's performance by facilitating compatibility and ease of use through user-friendly digital tools. Also, data revealed that structural model-3 is the best fit model of public higher education institutions non-teaching personnel performance since the obtained value of the seven model fit indices used in this study are within the standard/good fit value range. The study reaffirms the resource-based view theory, emphasizing the strategic role of internal resources such as digital competencies and organizational culture. Based on the findings, SIGOD Personnel Performance Framework was developed, which emphasizes skills in the digital era, innovation in organizational culture, growth in professional development, optimization of performance metrics, and data-driven decision-making. Thus, the findings provide a valuable foundation for higher education institutions to implement strategic frameworks for workforce efficiency, adaptability, and sustainability.

This study investigates the implementation of holistic human resource management (HRM) practices in selected private higher education institutions (HEIs) in Bulacan. Guided by the Human Capital Theory and Resource-Based View, the study employs a quantitative-descriptive research design to assess perceptions of teaching and nonteaching personnel on holistic HRM practices and their influence on perceived organizational performance. Using a validated questionnaire with excellent reliability (Cronbach’s Alpha = 0.99), data were gathered from 252 respondents selected through stratified sampling. Statistical tools such as frequency, percentage, weighted mean, Pearson r, Mann‒Whitney U, and Kruskal‒Wallis tests were utilized. The results revealed that holistic HRM practices are generally implemented and are positively correlated with organizational performance. Significant differences emerged across institution size and employee classification, with medium-sized institutions and nonteaching personnel reporting higher perceptions of implementation. The findings emphasize the importance of comprehensive HRM strategies tailored to institutional characteristics and employee roles, contributing valuable insights to the underexplored context of HRM in Philippine private HEIs.

This study aimed to determine the level of compliance with health and safety standards among food service establishments operating within the University of Eastern Philippines, as perceived by selected respondents. Specifically, the study assessed compliance in three key areas: physical controls, administrative controls, and additional safety protocols. The study employed a descriptive research design. It is descriptive as it documents the various types of food services operating in the university. Additionally, it describes respondents’ perceptions of the level of compliance of food service centers in the university with health and safety standards. Data were gathered using validated survey questionnaires administered to three key sectors of the UEP academic community—students, faculty members, and non-teaching personnel. The findings of the study revealed the UEP academic community, composed of students, faculty members, and non-teaching employees, were very much aware and would patronize street-vended foods, school-operated canteens/food services, school-managed food courts, and privately owned carenderias or eateries. As to the compliance with health and safety standards, the respondents perceived that food establishments were highly compliant in terms of physical controls, administrative controls, and additional protocols. This implies a critical need for the institutionalization and strict enforcement of food safety and nutrition standards across all types of food providers—including street vendors, school-operated canteens, and privately-owned eateries.

ABSTRACT Research on teachers’ stress and burnout has emphasised the importance of supporting resilience and well-being in school workplace environments. This study assesses the efficacy of a positive psychology intervention aimed at improving well-being and resilience of 245 teachers and non-teaching personnel working in basic education schools in Finland. Intervention efficacy is assessed according to long- and short-term changes in resilience-related psychological resources. The resources assessed are coping self-efficacy and self-compassion collected with questionnaires at pre- and post-intervention, and on a narrower scope at a six-month follow-up. The results showed a positive long- and short-term effect in the intervention group’s general coping self-efficacy, self-efficacious problem-focused coping, and self-efficacious emotion-focused coping. The results further showed a post-intervention increase in the intervention group’s self-compassion, in terms of self-kindness. This study shows that positive psychology interventions promoting psychological resilience can be efficacious in building both momentary and lasting change in psychological resources.

This study examines the vital behavioral competencies and how they align with key result areas (KRAs) to enhance job performance. The primary issue addressed is the necessity to evaluate and enhance the core behavioral competencies of non-teaching staff for the purpose of ensuring efficient service delivery and organizational effectiveness. The specific issues involve reviewing the respondents' profile regarding age, years of service, civil status, and eligibility; measuring the level of core behavioral competencies, including self-management, professionalism and ethics, result orientation, teamwork, service orientation, innovation, oral and written communication, and ICT; and investigating the connection between these competencies and the key result areas of administrative services, finance, curriculum and learning management, field technical assistance, policy planning and research, education support services, quality assurance, human resource development, and the Office of the Regional Director. The sample consisted of 170 non-teaching personnel from the DepEd Regional Office X and two schools' division offices. The research utilized a descriptive-correlational method, employing a universal sampling technique. Information was collected through standardized questionnaires derived from DepEd Order and Compendiums. Various statistical tools, including mean, percentage, standard deviation, and Pearson r correlation, were employed for data analysis. Key findings indicated that in the core behavioral competency skills, teamwork got the highest mean among the competencies, which was interpreted as consistently demonstrates while self-management got the lowest mean, which was also interpreted as consistently demonstrates. In the key result areas among the non-teaching, human resource development got the highest mean, interpreted as very well observed while education support services got the lowest mean, interpreted as well observed, reflecting a significant emphasis on capacity building. Notable correlations were identified between the respondents' profiles such as age, number of years in service, and eligibility, while civil status did not show significant relationships to the competencies and key result areas. The research concludes that enhancing self-management skills and education support services is essential for boosting overall performance. The theory on competency-performance alignment suggests that when competency levels are high, key result areas also demonstrate strong performance. Therefore, it is recommended that the interventions must be focused on professional development programs, improved resource distribution, and technology-driven solutions to address the gaps.

This study aimed to investigate the factors influencing the job performance of non-teaching personnel at Liceo de Cagayan University. Non-teaching staff plays a critical role in the smooth functioning of educational institutions, contributing to administrative tasks, student support services, and overall institutional operations. However, their job performance often receives less attention than that of teaching personnel. This study examines both personal factors (e.g., health and well-being, motivation and attitude, personality traits, skills and competencies) and organizational factors (e.g., communication, compensation and benefits, job design and role clarity, leadership and management, organizational structure, professional development, work environment) that affect job performance. Utilizing a quantitative research design, data will be collected through a structured questionnaire distributed to approximately 143 non-teaching personnel across 43 departments at the university's three campuses: Liceo Main Campus, Liceo RNP Campus, and Liceo Paseo del Rio Campus. The findings are expected to provide valuable insights into the key determinants of job performance among non-teaching personnel, offering evidence-based recommendations for enhancing work efficiency and employee satisfaction within higher education institutions.

This study examined the onboarding experience of newly appointed non-teaching personnel at Sultan Kudarat State University (SKSU), emphasizing deficiencies in support throughout their probationary phase. Understanding that employee assimilation during probation significantly impacts organizational success, the research aimed to identify deficiencies in orientation, training, mentoring, monitoring, and performance evaluation systems. Employing a descriptive quantitative approach, 61 purposively selected participants completed a validated questionnaire (reliability index: 0.90). Statistical study utilizing frequency counts, mean scores, and ANOVA indicated pervasive discontent across all domains, with mean ratings ranging from 2.04 to 2.15. No notable variations were seen among demographic categories (p > 0.05), indicating a common experience of insufficient onboarding support. Primary difficulties encompassed inadequate orientations, incongruous training programs, sporadic feedback, and inadequately organized mentorship. The study suggests for a comprehensive evaluation and reconfiguration of onboarding tactics to improve employee satisfaction, engagement, performance, and long-term retention.

This study examined the onboarding experience of newly appointed non-teaching personnel at Sultan Kudarat State University (SKSU), emphasizing deficiencies in support throughout their probationary phase. Understanding that employee assimilation during probation significantly impacts organizational success, the research aimed to identify deficiencies in orientation, training, mentoring, monitoring, and performance evaluation systems. Employing a descriptive quantitative approach, 61 purposively selected participants completed a validated questionnaire (reliability index: 0.90). Statistical study utilizing frequency counts, mean scores, and ANOVA indicated pervasive discontent across all domains, with mean ratings ranging from 2.04 to 2.15. No notable variations were seen among demographic categories (p > 0.05), indicating a common experience of insufficient onboarding support. Primary difficulties encompassed inadequate orientations, incongruous training programs, sporadic feedback, and inadequately organized mentorship. The study suggests for a comprehensive evaluation and reconfiguration of onboarding tactics to improve employee satisfaction, engagement, performance, and long-term retention.

Balancing work and personal life are increasingly important in today’s fast-paced world, enhancing health, happiness, and job satisfaction. This study evaluates work-life balance among teaching and non-teaching staff at Makilala Secondary Schools using a non-experimental, cross-sectional design with surveys for data collection. The findings reveal a solid work-life balance, high happiness levels, work satisfaction, and a positive work environment. However, challenges like moderate stress, difficulty de-stressing, and a tendency to bring work home suggest areas for improvement to enhance staff well-being further.

This study examined the implementation, effectiveness, and challenges of electronic Human Resource Management (e-HRM) in Higher Education Institutions (HEIs) in Aklan, Philippines, during the 2024-2025 academic year. Utilizing a descriptive-correlational design, the research involved teaching and non-teaching personnel from selected HEIs, with convenience sampling employed to gather data. A researcher-made survey instrument was used to assess e-HRM implementation, effectiveness, and challenges. Data analysis included descriptive statistics, the Mann-Whitney U test, the Kruskal-Wallis test, and Spearman’s rho correlation, with hypotheses tested at a 0.05 significance level. Findings revealed that e-HRM implementation was rated as "Very High" across operational, relational, and transformational dimensions, indicating strong integration within HEIs. The system effectively enhanced HR processes, communication, and strategic alignment, with teaching personnel, public HEI employees, and supervisory staff reporting slightly higher perceptions of effectiveness. Despite its strengths, e-HRM posed significant challenges, particularly in navigation difficulties, technical support limitations, and communication barriers, with public HEIs facing greater obstacles. Statistical analyses showed no significant differences in implementation perceptions based on demographic factors, while effectiveness varied by job position. Additionally, a weak positive correlation was found between implementation and effectiveness, but challenges remained independent of these variables. The study concluded that while e-HRM significantly improved HR operations, persistent challenges necessitated targeted interventions. Recommendations included enhanced user training, technical support, policy development, and infrastructure improvements to optimize e-HRM utilization. Future research could explore AI-driven HR systems and public HEI-specific challenges to further refine institutional HR management.

This study explored the administration of Tiwi Community College for the academic year 2024-2025. It specifically answered the following sub-problems: 1. What are the areas in educational administration that are being managed in Tiwi Community College? 2. What is the level of administration along instruction, research, student affairs and services, community extension and linkages, and physical facilities? 3. What is the extent of effectiveness of the educational administration along curriculum, students, and faculty? 4. What are the challenges met in the administration of Tiwi Community College; and 5. What administrative plan may be proposed to address the challenges met? It utilized the descriptive-survey method. The respondents to this study are the teaching and non-teaching personnel of Tiwi Community College. There are sixty (60) total respondents to this study. Out of this number, forty-two (42) are teaching personnel who are regular and full-time instructors in the college and eighteen (18) are non-teaching personnel. Total enumeration was applied in this study. A questionnaire is the main tool of this thesis. The statistical measures used in the quantification of the data are frequency count, percentage, weighted mean, and ranking.

Organizational Commitment, Job Satisfaction, and Performance of Non-teaching Personnel in the Division of Tacurong City and Sultan Kudarat Amidst MATATAG Curriculum Implementation

In today’s dynamic academic environment, the ability of institutions to remain adaptive and competitive increasingly depends on fostering innovative work behavior (IWB) among employees, including non-teaching staff. Staff training has emerged as a pivotal human resource practice for enhancing employee innovation, yet its role in shaping IWB among non-teaching personnel in Kenyan public universities remains underexplored. The problem is compounded by limited structured training opportunities and underdeveloped HR strategies targeting this vital employee segment, which restricts their innovative potential and contribution to institutional development. The purpose of this study was to examine the effect of staff training on innovative work behavior among non-teaching staff in public universities in Western Kenya. Specifically, the study sought to assess the relationship between staff training and the ability of employees to generate, promote, and implement novel ideas in their work contexts. A descriptive survey research design was adopted, and data were collected using structured questionnaires from a sample of 196 non-teaching staff at managerial and supervisory levels across six public universities. The data were analyzed using both descriptive and inferential statistics. A t-test conducted on the regression coefficient for staff training revealed a statistically significant positive effect on innovative work behavior (β = 0.788, t = 14.142, p < 0.001). These findings underscore the strategic role of targeted and well-structured training programs in enhancing creative thinking, proactive problem-solving, and adaptability among non-teaching staff. The study contributes to policy by advocating for the integration of continuous professional development into HR frameworks within public universities. For practice, it highlights the need to institutionalize employee training as a lever for organizational innovation. Academically, it adds to the growing discourse on human resource development by empirically linking staff training to innovative outcomes in the public education sector.

Effective staff retention strategies are essential in the workplace to address employee turnover, improve work-life balance, and promote employee commitment to the organization. This study examined the impact of work overload on staff retention in public elementary schools in the Philippines, focusing on 148 non-teaching personnel. Employing a descriptive-quantitative research design, data were gathered through a researcher-structured questionnaire formatted in Google Forms and distribution was made online via the personal email addresses of non-teaching personnel. The data were analyzed using frequency, percentage, weighted mean, standard deviation, and Pearson correlation coefficient as statistical tools. The findings revealed that work overload is prevalent, with task demands, time pressure, and role ambiguity identified as critical stressors. However, despite the workload experienced by the non-teaching personnel they are still committed to stay with the organization. Time pressure, work hours, and role ambiguity showed significant correlations with job satisfaction and organizational commitment, while resource availability and task demand exhibited no direct influence on staff retention. These findings suggest that external factors and personal resilience may mitigate the impact of work overload. Based on the findings of the study, a strategy roadmap for improving staff retention is proposed. This study is essential for an organization seeking to improve staff retention and the long-term success created through workload distribution and clarifying roles in the workplace.