Understanding Workplace Well-Being and Struggles among School Administrative Staff in Mobo North District

ABSTRACT

School administrative staff sustain documentation, reporting, coordination, and compliance processes that allow instruction and school governance to function. This study examined their workplace well-being and struggles in Mobo North District, focusing on workload management, institutional support, stress and fatigue, and motivation, satisfaction, and coping. A descriptive quantitative design was used. Seventeen of twenty-one administrative personnel completed a structured questionnaire, producing an 81 percent response rate. Items were rated on a five-point Likert scale and summarized through weighted means. Respondents reported high workload capability (composite mean = 4.00), high institutional support and resources (3.78), moderate stress and workplace struggles (3.22), and high motivation, satisfaction, and coping (3.99). The strongest capability indicators were performing tasks appropriate to one’s position (4.29) and handling duties beyond the formal job description (4.24). However, staffing adequacy received only a moderate rating (3.47), while the effect of work on sleep or health was rated high (3.57). The findings portray a resilient workforce whose commitment and coping capacity coexist with structural pressure. District action should therefore prioritize staffing review, clearer task delegation, improved communication, regular well-being monitoring, and accessible organizational and mental-health supports.

Keywords: administrative staff, coping, school personnel, stress, workload, workplace well-being