INTRODUCTION

People have different kinds or types of spiritual well-being and it also have

different ways that can affect in our daily life or in the study that helps us in many ways. But

what is spiritual well-being? Spiritual well-being is having faith or knowing more about God also

about knowing yourselves and living our lives. All knew that Sto. Tomas de Villanueva

Parochial school is a Catholic school a Religious school that helps students not just in academics

or in the study but also in knowing more about God.

This study will help teachers not just by nurturing faith but also will help them realize that even

though they have issues or challenges they are not defined by these circumstances. They gain

higher self-esteem to fight and continue to work. Teachers at STVPS have different kind of

spiritual well-being that they apply or can affect to work.

Everyone know that some teachers in STVPS were once a student here for a long time. Some of

them need to travel for many long hours all the way to STVPS to work every day. Some teachers

work here because of the good environment and healthy relationships with other teachers. They

work here because it offers a good salary and because of their own personal reasons. Their

spiritual well-being can also affect their personal reasons not just in continuing to serve the

school but especially in their lives. This study they can also get to know their selves and the level

of their spiritual well-being, how they it in their life or in their work, and particularly the reasons

or purposes of keeping on teaching the students to serve the school until now.
BACKGROUND OF THE STUDY

This study is made because the researchers want to know the spiritual well-being

of the teachers and also their purposes why they are still continuing to serve the school. The

researchers want to know their spiritual scale as a catholic teacher of a catholic school related

to their tenure of employment. This explores not just the spiritual well-being by faith of the

teachers but knowing also to help them to realize that even though they have too many

problems they think that they can make it and the reasons why they are still continuing to serve

the school until now.

The researchers want to pursue this study because it has great impact for the teachers not just

in their daily lives but also to their work.

THEORETRICAL FRAME WORK

The researcher’ foundation of the study is about” the spiritual well-being of

teachers of Sto. Tomas de Villanueva Parochial School in relation to their retention to serve the

school” a casual theory of spiritual leadership is developed within an intrinsic motivation model

that incorporates vision, hope, faith, and altruistic love theories of work place spirituality, and

spiritual survival (citeseerx.ist.psu.edu,2017). The purpose of spiritual leadership is to create

vision and value congruence across the strategic, empowered team, individual levels as well as

ultimately to foster higher levels of organizational commitment and productivity. The

researchers use a two headed arrow paradigm to signify the equivalence of spiritual well being

to tenure of service.
 CONCEPTUAL FRAME WORK

Spiritual well-being Tenure of service

6-10
Spiritual well-being
11-15
16-20
20-25
26-30

STATEMENT OF THE PROBLEM

I. These factors are the specific problem that are hoped to be answered in the study.

Central research question:

1.) Is there a significant relationship with the teacher’s well-being with their length of

service?
 Correlational research question:

1.) How long have the teachers been serving in the school?

2.) What are the reasons why teachers continue to serve in the school?

3.) What is the level of spiritual well-being of teachers?

ASSUMPTION AND HYPOTHESIS

Null: there is a null significant relationship between the spiritual well-being of the teachers in

STVPS and in relation to their tenure of service in STVPS SY 2018-2019

Alternative: there is a significant relationship between the spiritual well-being of the teachers in

STVPS and in relation to their tenure of service in STVPS SY 2018-2019

SCOPE AND LIMITATION

This study focused on what may be the scale of the spiritual well being of the teachers that also

affects in their lives and the reasons in continuing to serve the school. The researchers limited the

study to 2 preschool teachers, 12 elementary teachers and 12 high school teachers have in

STVPS.

SIGNIFICANCE OF THE STUDY

The school (STVPS). The findings of the study will help the school to know the spiritual well-

being of the teachers and the reasons in serving the school.

STVPS Teachers. In this study it will involve the teachers because they will be asked and

surveyed on their spiritual well-being so that they can recognize their scale of spiritual well-

being and how can it influence in their life, also they can think the importance of why they are

still continuing to serve the school until now.

STVPS students- through the findings of this study the students will comprehend the importance

of the having well spiritual well-being and how it can affect not just in the life of the teachers but

also to them. In this findings they can also know the teachers vpurposes in working the school.

The study can open up their minds that teachers are not just working for nothing and that they

have their own purposes and the student should be reminded of this.

DEFINITION OF TERMS

Altruistic- it means showing a disinterested and selfless concern for the well-being of others or

unselfish

Congruence- it means agreement or compatibility

Intrinsic- it means essential

Tenure- It means give (someone) a permanent post, especially as a teacher or professor

Well-being- it is the state of being comfortable, healthy or happy

STATEMENT OF THE PROBLEM:

I. These factors are the specific problems that are hoped to be answered in the study:

Central Research Question:

1) Is there a significant relationship with the teacher’s well-being with their

length of services?
Associated Research Question:

2) How have the teachers been serving in the school?

3) What are the reasons why teachers continue to serve the school?
 4) What is the level of spiritual well-being of teachers?

ASSUMPTION AND HYPOTHESIS

Null: there is a null significant relationship between the spiritual wellbeing of the teachers in

STVPS and their retention on employment.

Alternative: there is a alternative significant relationship between the spiritual wellbeing of the

teachers in STVPS and their retention on employment.

SCOPE AND LIMITATION

This study focused only on what may be the scale of the spiritual well-being of the teachers that

also affects in their lives and the reasons in continuing to serve the school. The researchers

limited the study to 24 subject teachers of Sto. Tomas de Villanueva Parochial School.

SIGNIFICANCE OF THE STUDY

The school (STVPS)- the findings of this study help the school to know the spiritual well-

being of the teachers and the reasons in serving the school.

STVPS Teachers- in this study it will involve the teachers because they will be asked and

surveyed on their spiritual well-being so that they can recognized their scale of spiritual well-

being and how can it influence in their life, also they can think the importance of why they are

still continuing to serve the school until now.

STVPS students – through the findings of this study the students will comprehend the

importance of having a good spiritual well-being and how it can affect not just in the life of the

teachers but also to them.

-in this findings they can also know the teachers purposes in working the school. The study can

open up their minds that teachers are not just working for nothing and that they have their own

purposes and the student should be reminded of this.

DEFINITION OF TERMS

Intrinsic- belonging naturally; essential

Retention: continued possession, use, or control of something

Congruence-agreement or harmony; compatibility

Altruistic-showing a disinterested and selfless concern for the well-being of others; unselfish
 CHAPTER 2

RESEARCH RELATED LITERATURE AND STUDIES

This chapter presents the related literature and the study that came from different

websites or internet, research that explains our topic and helps you to know more about it. This

chapter also shows the synthesis of this study.

J.W Fisher states that spiritual well-being (SWB) is reflected in the quality of

relationship that people have with themselves and others like environment and/or God.

Casa Palmera Staff (2012) states that “Spiritual well-being can be associated with a

specific religion but does not have to be. This practice is merely one’s own journey to discover

things of importance in life as well as one’s place among them. It can be practiced in numerous

ways, with its main purpose being to find purpose and meaning in life. It is a state is which the

positive aspects of spirituality are shown. How the effects of spiritual well-being impact you is

greatly determined by each individual it give you or make you feel content with your life’s

situation, taking your time to reflect and resolve life’s issues, maintaining balance and control of

life, building relationships, feeling purpose and meaning in life, accepting and growing from the

challenges of life and finding satisfaction in a job well done”.

Loius says that in the need among teachers to know more of their own spiritual well‐

being to the extent that spiritual well‐being of their pupils. He also said that this is an important

part of the work carried out by teachers in the delivery of a curriculum that prepares learners to

fulfill their potential in life and work.

 According to Robert, Young & Kelly (2006), spiritual well-being was a stronger

predictor of job satisfaction than was religious well-being. Likewise they showed that spiritual

well-being is one to be positively related to job satisfaction.

Beery et al (2002) Fernsler, Klemm, & Miller (1999), Tracey, Young, &

Kelley, (2006) said that Spiritual well-being correlates positively and two of them are social

adjustment, and resiliency in times of stress and personal crisis.

Nerv Ment Dis (2007) says that spiritual well-being (SWB) or to "existential" aspects

that primarily reflect a sense of satisfaction or purpose in life.

Roberts (2016) stated that Spiritual Well Being is one dimension contributing to

your holistic health; you cannot achieve overall well being without having balance in each of the

dimensions. Many factors contribute to spiritual well being, including adequate sleep and healthy

eating, mindfulness, meditation, prayer or taking time to be silent to focus on inner

exploration.“Spirituality is not about religion. Rather it is an acknowledgement of our spiritual

essence by exploring our desire for purpose, meaning and an interconnection with others.

Journal of Student Well-being (2010) states that “ Spiritual well being (SWB) Is

Promoting self-awareness of wellbeing in beginning teachers will contribute to their longevity

and productivity. As the profession ages we are faced with the fact that many teachers are

retiring, creating some shortages; increased numbers are leaving the profession prematurely;

fewer applicants are entering teacher training; and some argue that the current workforce of

teachers cannot relate to current students’ life worlds. For beginning teachers, this raises issues

related to their wellbeing and ability to transition and cope, and also justifiably provides

challenges and opportunities for school reform, leadership and curriculum renewal. Additionally,
teachers must be able to ‘connect’ with children and young people if they are to make a

difference in their learning, health and wellbeing.

A handbook for teachers and leaders in Seminaries and Institutes of Religion (2012)

states that Is “Teaching is a complex and multifaceted task. A list of methods or techniques for

teaching would include many ideas and examples, and a full discussion of them would fill

volumes. It is possible, however, to cluster them into some general areas of teaching methods,

skills, or approaches that are essential to effective teaching. When deciding which methods to

use in teaching, it is important to remember that methods and skills are only means to an end, not

an end in and of themselves. Keeping in mind the purpose for using a specific skill or technique

will help teachers implement it in a more meaningful way.

SYNTHESIS

According to Casa Palmera Staff (2012) sates that “Spiritual wellbeing can be

associated with a specific religion but does not have to be”. J.W Fisher (2008) states that spiritual

well-being (SWB) is reflected in the quality of relationships that people have with themselves and

others like environment and/or God. He further proposes that when problems occur between these

relationships, it can impact on the health on the individuals. Long says that spiritual well-being is

an important part of the work carried out by the teachers in the delivery of a curriculum that

prepares learners to fulfill their potential in life and work. According to Robert, Young & Kelley

(20006), and spiritual well-being was a stronger predictor of job satisfaction than was religion

wellbeing. Beer et al (2002) Fernsler, Klemm & Miller (1999) Trcey, Yooung & Kelley, (2006)

said that Spiritual well-being correlates positively and two of them are social adjustment, and

resiliency in times of stress and personal crisis. Nerv Ment Dis (2007) says that spiritual well-

being (SWB) or to “existential” aspects that primarily reflect a sense of satisfaction or purpose in
life. Roberts (2016) stated that spiritual well-being is not about religion rather it is an

acknowledgement of our spiritual essence by exploring our desire for purpose, meaning and an

interconnection with others. Journal of Student Well-being (2010) states that spiritual well-being

(SWB) is promoting self-awareness of well-being in beginning teachers will contribute to their

longevity and productivity.

The researchers think that Spiritual well-being can be reflected in life that

involves in the relationship in people, surroundings, and also to God. The respondents are affected

by it in many ways like in communicating with others, having hope in many things, helping them

in doing the specific tasks that was given to them and developing their work.

Having a good spiritual well-being relationship can impact our health because it affects the way

people think, move or act as an individual. Teachers need to know more about their spiritual well-

being because it affects the way they teach, work and also can improve their own selves. It is not

only affected the lives of the teachers but also the life of the students especially in their studies.

Students will be more productive and knowledgeable. Students will become more passionate in to

their work and become a better person by mirroring their teachers that they can see in school.

Spiritual well-being includes the teacher’s outlook on the students and their

type of job. Teacher who actively listens to the student, having a good understanding and listening

to the students are saying, checking them continuously and making sure they have understand the

lesson properly. This makes their job better and having a bond with their students.

Spiritual well-being help teachers to think more and it affect also in their job

satisfaction. The spiritual well-being affect the teachers in the way they think and it can affect in

their work by making decisions like if they will still continuing to serve or will find a better work.
As their work ages they are faced in many situations in their life or work that leads them to find a

new one that can content.by having a good spiritual well-being it help them to choose the right

thing that was better for them.

CHAPTER 3

The chapter presents and describe the research method, the population, sample size and sampling

technique, description of the respondents, instrumentation, data gathering procedure, and

statistical treatment that were utilize by the researcher.

Method of research

In this chapter, the researcher’s used descripted method. In descriptive methods it helps

the researchers to know the facts in the study together with the accurate results or interpretation

of the findings that get in the method used. According to Sanchez (1980) cited the process of

descriptive research as going beyond mere gathering and tabulation of data. It involves the

element of interpretation with the meaning or significance of what is described. Thus, description

is often combined with comparison and contrast involving measurement, classification,

interpretation and evaluation. This study aimed to know the spiritual well-being of the

respondents in tenure of their employment.

This research, especially a correlation research, focused on studying the spiritual well-

being of the teachers in Sto. Tomas de Villanueva Parochial School in relation to their tenure of

employment. Correlation research, according Kowalcyk (2003) is simply defined as a

relationship between two variables. The whole purpose of using correlations in research is to

figure out two or more variables are connected. Numerical data is also used to compare the

relationship between two or more variables. The research uses quantitative approach, a formal,

objective, systematic process in which numerical data are used to obtain information about the

world (Burns, 2005). This process in which numerical data is used to obtain information about

the world. This research is quantitative because the data to be used are gathered from the

respondents’ answers gathered from the questionnaire that was used by the researchers.

Statistical treatment of data

This study will use the following statistical tool to achieve its goal. In order to identify the

spiritual well-being of the respondents, the mean was used to determine the level of spiritual

well-being of the respondents, while the demographic profile of the teachers the percentage will

be used. The mean will be used in conjunction with the 6 point Likert scale

The formula for the weighted mean is:

X= weighted mean

∑fx= the sum of all the products of f and x, f being the frequentlyof and x as the weight factor.

n= total number of respondents

on the other hand, the formula for the percentage is:

𝑓
%= 𝑥 100
𝑛

Where x= percentage

f = frequency

n= number of respondents

The Pearson Product Moment Correlation was used to determine the significant

relationship of teacher’s spirituality with their length of service. It often shortened to Pearson

correlation or Pearson's correlation, is a measure of the strength and direction of association that

exists between two continuous variables. The Pearson correlation generates a coefficient called

the Pearson correlation coefficient, denoted as r. The Pearson correlation coefficient, r, indicates

how far away all these data points are to this line of best fit. Its value can range from -1 for a

perfect negative linear relationship to +1 for a perfect positive linear relationship. A value of 0

(zero) indicates no relationship between two variables (statistics.laerd.com).

The formula is
 Pearson’s R Correlation was used to know the relationship of the two variable: spiritual

well-being and tenure of service.

Data Gathering Procedure

The data gathering procedure that is used by the researcher is through surveying. A survey

is a research methods for collection information from a selected group of people using

standardized questionnaires or interviews (Innovation Insight, n.d). The research distribute

questionnaires where the respondents will write the necessary responds in the study.

Sampling technique

The population of Sto. Tomas de Villanueva Parochial School teachers that the researchers will

get are 24 teachers. There are 3 types of teachers. Some of the said respondents are preschool,

elementary and high school teachers. The researcher’s used a validated questionnaire for the

survey.

Description of Respondents

The teachers in STVPS has family members and teaching personnel but the researchers

will more focus on preschool, elementary and high school teachers.

Research Instrument

The instrument used in the study was a survey form. The answers of the respondents will

depend on the questionnaires given by the researchers. This type of research instrument is

quantitative because the researcher used a survey type form. Inside the survey, the researchers

have twenty questions in knowing the level of the spiritual wellbeing of the teachers that can be

answered by rate this are:

SD- Strongly Disagree MA- Moderately Agree

MD- Moderately Disagree SA- Strongly Agree

D- Disagree A-agree

This are the questions:

1. I believe that every problem has a reason.

2. God is always there and never will leave me.

3. Life is all about problems.

4. I don’t care about future.

5. I am not satisfied with my life that God given me.

6. I treasure my relationship with God.

7. I am happy whatever my future is that God wants me to be.

8. God is not there for me especially in times of problems.

9. I believe that God loves me.

10. I think that life is a great adventure.

11. My relation to God makes me a better me.

12. I have a meaningful relationship with God.

13. I don’t know myself.

14. I feel strong always because I believe that God has strengthen me in many ways.

15. I am satisfied every time I had a private prayer with God.

16. I believe that God has favoritism in his creations.

17. I want my future to be what I think it is rather than what’s God wants me to be.

18. Life is nothing.

19. I don’t care about my life.

20. I can’t feel much presence of God in me.

 CHAPTER 4
Presentation, Analysis and Interpretation of Data

This chapter presents the data gathered, the analysis from the data and the interpretation of

the data.

Table 1 Number of female and male:

Gender f %
Female 18 75
Male 6 25
Total 24 100

Table 1 shows the number of male and female. 18 or 75% are female and 6 or 25% are

male.

This shows that there are more female teachers than males employed at the Sto.

Tomas de Villanueva Parochial School.

Table 2 Subject taught

Subjects f %
CL 2 8.33
MAPEH 3 12.5
Science 2 8.33
Filipino 2 8.33
A.P 3 12.5
English 4 16.67
Math 3 12.5
Computer 0 0
TLE 1 4.17
Computer and TLE 2 8.33
AP and Science 1 4.17
CL and ESP 1 4.17
 Total 24 100

Table 2 shows the subjects taught by the teachers or the respondents. 4 teachers

teaching in the subject English. 3 or 12.5% teaching in the subjects of MAPEH, A.P, and

Math. Second to the highest answered 2 or 8.33% are teaching in the subjects of Science,

Filipino, Computer and TLE and CL . On the other hand 1 or 4.17% respondent is teaching

in AP and Science, CL and ESP and TLE.

This means that most of the subject are taught by 4 teachers followed by 3 and 2.

The least is teaching AP and Science, CL and ESP and TLE altogether which is answered

by 1 respondent only.

Table 3 How long the teachers serving the school?

Years of serving the school f %

1-3 10 41.67
4-10 8 33.33
11-15 2 8.33
16-20 3 12.5
21-25 0 0
26-30 0 0
31 above 1 4.17
Total 24 100

Table 3 shows the length of service of teachers employed in school. 10 or 41.67%

answered 1-3 years, 8 or 33.33% answered 4-10, 11-15 answered 2 or 8.33%, 3 or 12.5%

answered 16-20 and lastly 1 or 4.17 answered 31 above.

This shows that 14 respondents are tenured teachers. On the other hand 10

respondents are not tenured teachers in STVPS.

 Table 4 What are the reasons of the teachers to continue in serving the school?

Reasons in continuing to serve the school f %

Your home is near the school 3 12.5
Have enough salary 1 4.17
To share knowledge to the students 15 62.5
Good environment/facilities 0 0
To have closer relationship with God 5 20.83
Total 24 100

Table 4 shows the reasons in continuing to serve the school. The percentage and

the reasons why they are continuing to serve the school are: 3 or 12.5% answered that

because their home is near in it, 1 or 4.17% answered because it has enough salary for

them and 15 or 62.5% answered because they want to have closer relationship with God.

This means that teachers who are employed at the Sto. Tomas de Villanueva

Parochial School desires to share their knowledge to students. This further means that

the hired teachers are equipped and ready to teach the subjects they are assigned to teach.

This also means that the main priority of the teachers was to teach their students beside

their own reason like to have a good salary.

Table 5 What is the level of spiritual well-being of the teachers included in the study?

1. Belief that every problem has a reason. f %

Strongly Agree 18 75
Agree 6 25
Moderately Agree 0 0
Moderately Disagree 0 0
Disagree 0 0
Strongly Disagree 0 0
Total 24 100
 Table 5 shows the belief of respondents that every problem has a reason. 18 or

75% strongly agree that every problem has a reason and none moderately agree or

disagree that in every problem there is a reason. On the other hand, 6 or 25% of the

respondents agree that having problems has no reasons at all.

This means that problems experienced by teachers have reasons and means that

there is a little need to reflect and learn from these problems. Teachers further believe

that God gave them problems they can very well solve and He also has reasons why He

gave problems to them.

Table 6

2. God is always there and never will leave me. f %

Strongly Agree 24 100
Agree 0 0
Moderately Agree 0 0
Moderately Disagree 0 0
Disagree 0 0
Strongly Disagree 0 0
Total 24 100

Table 6 shows that the respondents believed God will never leave them in times

of problems with 24 or 100% strongly agree.

This goes to show that all the teachers believed that they can feel the presence of

God during problems. The response also proves that God empowers them in times of

trouble and will always be there to guide and help them.

 Table 7

3. Life is all about problems f %

Strongly Agree 0 0
Agree 0 0
Moderately Agree 0 0
Moderately Disagree 0 0
Disagree 6 25
Strongly Disagree 18 75
Total 24 100

Table 7 shows the views of teachers in life. 18 or 75% still believes that life is not

all about problems while 6 or 25% disagree that in life is full of problems.

This means that majority of the teachers believe that life is full of surprises rather

than problems. It further shows that despite irregularities or difference from their normal

domestic and professional life, teachers believe that life is still a beautiful state to

experience and enjoy.

Table 8
4. I don’t care about the future f %
Strongly Agree 0 0
Agree 1 4.17
Moderately Agree 0 0
Moderately Disagree 0 0
Disagree 2 8.3
Strongly Disagree 21 87.5
Total 24 100

Table 8 the concern of teachers as regards their future. 21 or 87.5% strongly

disagree that they are not concerned about their future, 2 or 24% disagree and 1 or 4.17%

agree that they don’t care about their future.

 This goes to show that teachers of Sto. Tomas de Villanueva Parochial School

works hard because they care what their future holds except for one that doesn’t have a

care for the future. This could also be inferred that more of the teachers are working for

their future while one would live the best of what his life could bring one day at a time.

Table 9

5. I am not satisfied with the life God has given me f %

Strongly Agree 0 0
Agree 0 0
Moderately Agree 0 0
Moderately Disagree 0 0
Disagree 2 8.33
Strongly Disagree 22 91.67
Total 24 100

Table 9 shows that 22 or 91.67% of teachers strongly disagree that they are not

satisfied with their life while 2 or 8.33% disagree.

This means that all teacher-respondents of the Sto. Tomas de Villanueva Parochial

School are satisfied with the life God has given them. This could also be interpreted that

these teachers have the potential to maximize their God-given gifts and talents given the

right opportunity.

Table 10

6. I treasure my relationship with God f %

Strongly Agree 22 91.67
Agree 2 8.33
Moderately Agree 0 0
Moderately Disagree 0 0
Disagree 0 0
Strongly Disagree 0 0
Total 24 100
 Table 10 shows that 22 or 91.67% strongly agree that they treasure their

relationship with God while 2 or 8.33% agree.

This goes to show that all the teachers of Sto. Tomas de Villanueva Parochial

School establishes a healthy relationship with their creator. This special relationship may

emanate to the way they deal with their students and their peers in the workplace.

Table 11

7. I am happy whatever my future is that God wants me to be f %

Strongly Agree 19 79.17
Agree 3 12.5
Moderately Agree 1 4.17
Moderately Disagree 0 0
Disagree 1 4.17
Strongly Disagree 0 0
Total 25 100

Table 11 shows that the respondents are happy for what their future holds as what

God wants them to be with 19 or 79.17% strongly agree and 3 or 12.5% agree. However,

1 or 4% moderately disagree and disagree that he is not happy with what his future holds

and what God wants him to be.

This means that most of the teachers or Sto. Tomas de Villanueva Parochial School

is happy of their life now and happy of what they make of their life. It also proves that

these teachers believe that they are God’s gift and what they become of their life is their

gift to him.
 Table 12

8. God is not there for me in times of problems f %

Strongly Agree 0 0
Agree 0 0
Moderately Agree 1 4.17
Moderately Disagree 0 0
Disagree 1 4.17
Strongly Disagree 23 95.83
Total 24 100

Table 12 shows that teachers believe God is with them in times of problems with

23 or 95.83% strongly disagree and 1 or 4.17% disagree. 1 or 4% moderately agree that

God is not with him when he has problems.

This goes to show that teachers believe the presence of God more strongly during

the times of problems. This helps them face their problems with confidence no matter

how difficult the problems are.

Table 13

9. I believe that God loves me f %

Strongly Agree 23 95.83
Agree 1 4.17
Moderately Agree 0 0
Moderately Disagree 0 0
Disagree 0 0
 Strongly Disagree 0 0
Total 24 100

Table 13 shows that 23 or 95.83% and 1 or 4.17% agree of teachers believe that God

loves them.

This goes to show that all teachers of Sto. Tomas de Villanueva Parochial School

believes that God loves them. The love of God that these teachers experience is also the

same love they could share to their students.

Table 14

10. I believe that life is a great adventure f %

Strongly Agree 16 66.67
Agree 8 33.33
Moderately Agree 0 0
Moderately Disagree 0 0
Disagree 0 0
Strongly Disagree 0 0
Total 24 100

Table 14 shows that 16 or 66.67% of respondents strongly agree that life is a great

adventure and 8 or 33.33% also agree.

This goes to show that all of the teachers consider life a great adventure and full

of surprises for them to explore and enjoy. This also affirms that God is present in their

life.

Table 15

11. My relationship with God makes me a better person. f %

Strongly Agree 21 87.5
Agree 3 12.5
 Moderately Agree 0 0
Moderately Disagree 0 0
Disagree 0 0
Strongly Disagree 0 0
Total 24 100

Table 15 shows that 21 or 87.5% strongly agree and 3 or 12.5% agree that their

relationship makes them a better person.

This goes to show that all of the teachers are able to establish a healthy relationship

with God and this relationship helps them to be a better person. Being a better person

that they can be could also reflect on how they could make a better person out of their

students.

Table 16

12. I have a meaningful relationship with God f %

Strongly Agree 21 91.67
Agree 2 8.33
Moderately Agree 1 4.17
Moderately Disagree 0 0
Disagree 0 0
Strongly Disagree 0 0
Total 24 100

Table 16 shows that 21 or 91.67% strongly agree and 2 or 8.33% agree that they

have a meaningful relationship with God. On the other hand 1 or 4.17%moderatley agree

that they have a meaningful relationship with God.

This goes to show that teachers have a meaningful relationship with God as the

source of their inspiration to persevere against atrocities of life. Most of the time, these
teachers find inspiration to go on and face their problems with strength that challenges

could be conquered with true faith.

Table 17

13. I don’t know myself. f %

Strongly Agree 0 0
Agree 0 0
Moderately Agree 0 0
Moderately Disagree 0 0
Disagree 6 25
Strongly Disagree 18 75
Total 24 100

Table 17 shows that 18 or 72% strongly disagree and 6 or 25% 28isagree that they

don’t know their selves well.

This goes to show that all of the teachers in Sto. Tomas de Villanueva Parochial

School know their selves well. They are aware of how they think, how they react and

how they feel. It could also be ensued that as educators, these teachers could transfer the

art of how to know oneself of their students.

Table 18

14. I feel strong always because I believe that God has f %

strengthened me.
Strongly Agree 23 95.83
Agree 1 4.17
Moderately Agree 0 0
Moderately Disagree 0 0
Disagree 0 0
 Strongly Disagree 0 0
Total 24 100

Table 18 shows that 23 or 95.83% strongly agree and 1 or 4.17% of the respondents

draw strengths from God.

This goes to show that all of the teachers are resilient because they draw strengths

from God. God is the source of their strength to continue making meaning in their lives.

Teachers who finds meaning and believe that God strengthen them, are teachers who

could empower and strengthen their students.

Table 19

15. I am satisfied every time I have a private prayer with God. f %

Strongly Agree 20 83.33
Agree 4 16.67
Moderately Agree 0 0
Moderately Disagree 0 0
Disagree 0 0
Strongly Disagree 0 0
Total 24 100

Table 19 shows that 20 or 83.33% of the teachers strongly agree and 4 or 16.67%

agree that they are satisfied every time they have a private prayer with God.

This goes to show that all of the teachers are happy of spending their time with

God. Prayer is the most important tool to refresh the spirit, thus, students could very

well see how teachers develop of sense of reflection and good decision from deep prayers.

Table 20
 16. I believe that God has favoritism in his creation f %
Strongly Agree 0 0
Agree 0 0
Moderately Agree 0 0
Moderately Disagree 0 0
Disagree 3 12.5
Strongly Disagree 21 87.5
Total 24 100

Table 20 shows that 21 or 87.5% strongly disagree and 3 or 12.5% disagree that

God has favoritism over his creation.

This goes to show that all of the teachers in Sto. Tomas de Villanueva Parochial

School believes that God treats all His creations equally. They also believe that God treats

everyone of us, whether students, or people below or above them as equals in the eyes of

God. Teachers who believe that God sees them equally are teachers who could also see

the equal presence of God in each of his students.

Table 21

17. I want my future to be what I think rather than what God f %

wants it to be
Strongly Agree 0 0
Agree 0 0
Moderately Agree 1 4.17
Moderately Disagree 0 0
 Disagree 8 33.33
Strongly Disagree 15 62.5
Total 24 100

Table 21 shows that 15 or 62.5% strongly disagree and 8 or 33.33% disagree that

they follow the future God wants them to have while 1 or 4.17% moderately agree that

their future is what they think it would be.

This goes to show that majority of the teachers follow they future God has made

for them. These teachers believe that God plans for their future. What they should do is

to make the most of it. As the saying goes, “What we are is God’s gift to us and what we

become is our gift to God” proves that when God created man, they are created with a

purpose.

Table 22

18. Life is nothing f %

Strongly Agree 0 0
Agree 0 0
Moderately Agree 0 0
Moderately Disagree 0 0
Disagree 2 8.33
Strongly Disagree 22 91.67
Total 24 100

Table 22 shows that 22 or 91.67% of the respondents strongly disagree and 2 or

8.33% disagree that life is no meaning at all.

 This goes to show that teachers of Sto. Tomas de Villanueva Parochial School

believes that their life is meaningful. It is also notable that all respondents agree to this

item and no one deviates from a different belief.

Table 23

19. I don’t care about my life. f %

Strongly Agree 0 0
Agree 0 0
Moderately Agree 0 0
Moderately Disagree 0 0
Disagree 2 8.33
Strongly Disagree 22 91.67
Total 24 100

Table 23 shows that 22 or 91.67% strongly agree that they care about their life while

2 or 8.33% disagree.

This goes to show that all teachers treasure their life and they take all their courage

and efforts to uphold it. This item is also notable as all teachers seem to agree

synonymously.

Table 24

20. I can’t feel much presence of God in me. f %

Strongly Agree 0 0
Agree 0 0
Moderately Agree 0 0
Moderately Disagree 0 0
Disagree 2 8.33
Strongly Disagree 22 91.67
Total 24 100

Table 24 shows a variety of answers as 22 or 91.67% strongly disagree and 2 or

8.33% disagree that they cannot feel much presence of God in them.

This means that all of the respondents believe in the presence of God in them.

Table 25

The total of positive questions answered by the respondents

respondents SA A MA MD D SD total

24 75 25 100

24 100 100

24 91.67 8.33 100

24 79.17 12.5 4.17 4.17 100

24 95.83 4.17 100

24 66.67 33.33 100

24 87.5 12.5 100

24 91.67 8.33 4.17 100

24 95.83 4.17 100

 24 83.33 16.67 100

Table 25 shows all the answers of the teachers that answered the 10

positive questions that was given by the researchers. It also shows that the majority of the

teachers agreed with the particular positive questions.

This means that the teachers have a positive outlook in their life and in

their relationship to God. By this it can affect in their way of teachings that will inspire

many students.

Table 26

the total of negative questions answered by the respondents

respondents SA A MA MD D SD total

24 25 75 100

24 4.17 8.3 87.5 100

24 8.33 91.67 100

24 4.17 4.17 95.83 100

24 25 75 100

24 12.5 87.5 100

24 4.17 33.33 62.5 100

24 8.33 91.67 100

24 8.33 91.67 100

24 8.33 91.67 100

 Table 26 shows all the answers of the teachers that answered the 10

negative questions that was given by the researchers. It also shows that the majority of

the teachers disagreed with the particular negative questions.

This means that the teachers have a good perception in their life and in

their relationship to God. This also can affect in their way of teachings that also will

inspire many students and make them realize to always have a positive mindset in life.

Table 27

The level of spiritual well-being of the respondents

respondents level of spiritual well respondents level of spiritual

being well-being

1 87.5 13 100

2 100 14 98.33

3 96.67 15 87.5

4 100 16 92.5

5 97.5 17 95.83

6 100 18 100

7 98.33 19 99.17

8 98.33 20 99.17
 9 91.67 21 87.5

10 100 22 100

11 99.17 23 99.17

12 100 24 100

level of spiritualwell being and the number of

years of employment
102
100
98
96
94
92
90
88
86
84
82
80 11-15
1-3

1-3
1-3
1-3
1-3

4-10

31 +
1-3
1-3

1-3
1-3
1-3
4-10
4-10
4-10
4-10
4-10
4-10
4-10

4-10

16-20
16- 20
16-20

Table 27 shows the level of spiritual well-being of respondents. 9 got the

highest level which is the 100%. 4 got the second the level which is 99.17%. 3 got the third

level which is 98.33. 1 got the fourth to eight level which is 97.5%, 96.67%, 95.83%, 92.5%

and 91.67%. 3 got the lowest level which is 87.55%.

This shows that the majority of the respondents have a great spiritual well-being.

This also shows that the level of spiritual well-being does not matter about the tenure of

service. By this the teachers can inspire students and other co teachers that they knew to
have a closer relationship with God and a positive outlook in their life that will not just

affect their life but also with their relationship to others.

Table 28 Is there a significant relationship with the teacher’s well-being with their

length of service?

Table 28.1

Respondents answer percentage

spiritual well being

86 to 90 12.50%
90 to 95 12.50%
95 to 99 37.50%
100 37.50%

tenure of service
1 to 3 41.67%
4 to 10 33.33%
11 to 15 8.33%
16-20 12.50%
31 above 4.17%

Total: -0.971625524

Table 28 shows the respondent’s answers are being converted to percentage.

that is used in knowing the relationship between spiritual well-being and the tenure of

service using the Pearson’s pear moment correlation coefficient.

Table 28.2
 Significance relationship of the following variables.

Variables p-value Description

Spiritual well being -0.971625524 Reject H0
&
Tenure of service
p-value<0.5 Positive correlation

In this table, it shows that the significant relationship of spiritual well-being

and tenure of service of the said respondents. Using the Pearson’s R Correlation formula, the

results is -0.971625524 , which means that spiritual well-being has a negative relationship with

the tenure of service of the teachers . And the null hypothesis is accepted.
 CHAPTER 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter discusses the summary, findings, conclusions and recommendations of the

study.

Summary

The study was conducted to determine “The Relationship between Spiritual well-

being and Tenure of Service of the Teachers in Sto. Tomas de Villanueva Parochial School, S.Y.

2018-2019”. Specifically, these were the questions that answered by the respondents: 1.) How

long the teachers serving the school? 2.) What are the reasons of the teachers to continue in

serving the school? 3.) What is the level of spiritual well-being of the teachers included in the

study? 4.) Is there a significant relationship with the teacher’s well-being with their length of

service? The descriptive correlation research method was used. The respondents were 24

teachers which were 18 female and 6 male who teach subjects like CL, MAPEH, TLE, ESP,

Math and Computer.

Conclusion

The researchers distribute the questionnaires to the respondents and gathered all the

information from it. The researchers tallied all the surveys and had proven that there is a relation

between Spiritual well-being and Tenure of Service of the Teachers in Sto. Tomas de Villanueva

Parochial School SY. 2018-2019.

The researcher’s respondents are all the subject teachers in school. By the data that

has been gathered the researchers knew that there is more tenured teachers working in the school,

the main reason of the teachers in continuing to serve the school is because they want to share
their knowledge in their students and in regarding the level of spiritual wellbeing of the teachers

the answers of the respondents are rounding on SA, SD, A and D depends on the questions given

in the survey. This means that most of the teachers have high spiritual well-being. On the other

the researchers also found out that the teacher’s well-being has no relationship with their tenure

of service. The researchers also recommend for the future researchers to study and investigate

more about this research using different types of approach.

Recommendations

1. More programs and activities that develop teacher’s spiritual well-being and enhances

their comradery and relationship with other teachers.

2. Having an inspirational quotes and bible verses every day that can help the teachers in

making decisions and feelings.

3. Creating a good working environment that can also help to reduce the stress and make the

teachers feel relaxed while doing their work.

4. Continuing the practice of first Friday with segment on building ecclesial communities to

strengthen more their faith and to have more time with God.

5. Invite/involve teachers in parish ministries and organizations to get to know their selves

and other people. Also to gain more knowledge and time with God.
6. Encourage teachers to pursue graduate students in values education so that the graduate

students will know more about values and education and the teacher and the student can help or

share each other with their knowledge and experiences.