Teachers’ Subjective

Wellbeing during the

COVID-19
Pandemic: Its
Relation to
Religiosity and Trust
in Science
PRINCESS Z. BALBUENA
Abstract
This study investigated the socio-demographic and affective
predictors of teachers’ subjective wellbeing during the COVID-19
pandemic. Specifically, it sought answers to the following questions:
(1) What is the socio-demographic profile of teachers involved in the
study as it relates to wellbeing? (2) Is the teacher’s perceived
wellbeing correlated with his/ her religiosity? (3) Is the teacher’s
perceived wellbeing correlated with his/her trust in science?
Abstract
Using a correlational research design, the data were gathered in a survey
involving 170 schoolteachers in Masbate province who responded to an
online questionnaire containing the Credibility of Science Scale (CoSS)
that measures “trust in science”, Centrality of Religiosity Scale (CRS-5)
that measures “religiosity”, and Positive Affect Negative Affect
Schedule (PANAS) that measures “subjective wellbeing”. The data were
analyzed using nonparametric tests of difference and correlation as well
as regression.
Abstract
Results of the study showed that all socio-demographic characteristics
identified except age were not related to wellbeing. Age had only a
marginal positive correlation with wellbeing. Religiosity and wellbeing
had a significant positive linear correlation. Religiosity was found to be
a significant predictor of wellbeing. Furthermore, distrust in science
and wellbeing had a significant negative relationship. Religiosity and
trust in science could significantly predict the teachers’ subjective
wellbeing.
Abstract
This study concludes that when teachers have higher levels of distrust
in science, their level of subjective wellbeing deteriorates. On the
other hand, when teachers’ level of religiosity (trust in God)
increases, their subjective wellbeing improves. These two traits of
trust may have helped the teachers cope with the emotional stress
experienced during the pandemic, which may have something to do
with the traditional Filipino character of resilience.
Abstract
It was recommended that school administrators through their
guidance and counselling services conduct seminars on religious
coping, combatting fake news, and coronavirus epidemiology, which
are facilitated by experts to promote mental wellbeing among
teachers and other school personnel during the health crisis.
Comment and Action Taken
• Comment: Include in the
significance of the study for
other agencies that may benefit
from your study.
• Action: Added Policymakers in the
Significance of the Study Section
on p. 6. Policymakers may come
from any organization or agency.
They can use this study as basis in
promoting mental wellbeing among
their constituents.
Comment and Action Taken
• Comment: Look for related
literature that could
affirm/support the result of
Problem No. 1.
• Action: Results for Problem No. 1
were supported with related
studies. See pp. 61-65.
Comment and Action Taken
• Comment: Include • Action: School-level programs to
recommendations in your promote mental wellbeing were
abstract. May add recommended on p. xii.
recommendations relevant to
the degree sought.
Comment and Action Taken
• Comment: Relate demographic • Action: Discussed in more detail
profile to the wellbeing of the on pp. 61-65.
teachers.
Comment and Action Taken
• Comment: Improve • Action: Results and discussion
presentation of results. Simplify section was improved. Additional
presentations. citations were included.
Comment and Action Taken
• Comment: Observe • Action: The researcher used
consistency in writing “wellbeing” (without a hyphen) all
wellbeing. throughout the manuscript.
Comment and Action Taken
• Comment: Include • Action: At the end of each result,
implications of the results. implications were included.
Comment and Action Taken
• Comment: Include source of • Action: Source of the map was
map. cited on p. 8.
Comment and Action Taken
• Comment: Include relevant • Action: Pargament’s theory of
theories on religiosity. religious coping included on p. 10.
Comment and Action Taken
• Comment: Provide additional
theories related to wellbeing
and resiliency (both local and
foreign).
• Action: Additional section
“Coping with COVID-related
Stress” on p. 41. Contains local
studies related to resilience.
Comment and Action Taken
• Comment: Use at least 3-4 • Action: Used 3 theories on p. 11.
theories. Lazarus and Folkman’s theory,
Pargament’s religious coping
theory, and Biopsychosocial
pathways model were added.
Comment and Action Taken
• Comment: Integrate the • Action: On p. 11, the dependent
variables of your study in your variable “wellbeing” was included
theoretical framework. in the framework.
Comment and Action Taken
• Comment: Frameworks should • Action: Complied. All figures in
appear in stand-alone page. the body were in stand-alone
pages.
Comment and Action Taken
• Comment: Improve the
graphical presentation of
conceptual framework.

• Action: Added colors to the

shapes. See p. 17.
Comment and Action Taken
• Comment: Include in • Action: Included the methodology
conceptual framework tools and concepts on p. 17.
procedures utilized in the study.
Comment and Action Taken
• Comment: Mention/state • Action: Framework was discussed
variables stated in the on p. 18-19.
paragraph in the framework.
Comment and Action Taken
• Comment: Provide the reader
ideas on improving their
religiosity and wellbeing.
• Action: Provided in the
recommendations on p. 84.
Recommendations were addressed
to the readers both as an
organization and as individual
persons.
Comment and Action Taken
• Comment: Omit gap bridged.
Incorporate gaps in the
introduction.
• Action: Gap bridged removed
from p. 43. Research gap formed
part of the statement of the
problem.
Comment and Action Taken
• Comment: Provide notes – • Action: Provided Notes on pp. 20,
authors arranged as they appear 44, 59, 76
in the manuscript.
Comment and Action Taken
• Comment: Present the number • Action: Respondents per
of respondents per municipality were presented in
municipality. paragraph on pp. 48-49.
Comment and Action Taken
• Comment: Include in the • Action: Discussed in detail on pp.
instrumentation the procedures 49-50.
in preparing the questionnaire.
Comment and Action Taken
• Comment: Include the formula • Action: Formulas shown on pp.
used under statistical tools. 54-58.
Comment and Action Taken
• Comment: Observe proper • Action: Used the format
format. prescribed by the GS.
Comment and Action Taken
• Comment: Enhance • Action: Chapter 4 was enhanced
presentation of Chapter 4 by by providing implications and
providing implications. related findings.
Comment and Action Taken
• Comment: Enhance • Action: Chapter 5 was enhanced.
presentation of Chapter 5.
Comment and Action Taken
• Comment: Refrain from using
“should” to avoid being
prescriptive.
• Action: The auxiliary verb
“should” was replaced with “may”
in the recommendations on pp. 83-
85.
Comment and Action Taken
• Comment: Provide • Action: The recommendations
recommendations based on were based on the conclusions.
conclusions.
Comment and Action Taken
• Comment: Include in the
definition of terms religiosity,
trust in science, and teachers’
subjective wellbeing.
• Action: Operational definitions of
religiosity, trust in science, and
subjective wellbeing were included
in pp. 18-19.
Comment and Action Taken
• Comment: Improve the • Action: Presentation of
presentation of appendices. appendices on pp. 97-111 was
improved.
Comment and Action Taken
• Comment: Include trainings in • Action: Trainings were included
your CV. in my CV.
Thank you!