Workplace Stressor and their Impact on Mental Health: Strategies for promoting well-being among Non-teaching in Higher Education
DOI:
https://doi.org/10.48017/dj.v11i2.3953Keywords:
Employee well-being, workplace stressors, environmental education, intervention program, Higher education institutionAbstract
Non-teaching staff are essential in maintaining the operational and administrative functions of higher education institutions; however, their mental health experiences are often overlooked in educational research. This study investigated the prevalence of workplace stressors, their relationship with mental health outcomes, and the organizational interventions considered necessary to enhance well-being among non-teaching personnel at a higher education institution in Marikina, Philippines. Employing a descriptive-correlational research design, the study utilized a census sampling method with 91 permanent non-teaching employees. Data were gathered using a structured, self-administered questionnaire based on international frameworks for workplace mental health. Descriptive statistics, such as weighted means and standard deviations, were employed to analyze workplace stressors, mental health indicators, and preferences for organizational interventions. The findings showed that non-teaching staff faced moderate to high levels of workplace stress, primarily due to workload, role-related pressures, and limited opportunities for career advancement. In contrast, stressors stemming from work–life balance issues were viewed as less impactful. Reports of mental health symptoms linked to workplace stress occurred at a moderate rate, indicating early signs of psychological strain rather than severe or ongoing distress. Importantly, there was notable support for organizational interventions, including leadership development, inclusive workplace policies, wellness programs, and the implementation of a formal mental health policy. The findings underscore the importance of proactive, system-level strategies for workplace mental health that focus on organizational responsibility rather than solely on individual coping mechanisms. By emphasizing the experiences of non-teaching staff, this study enhances a more holistic understanding of employee well-being in higher education and provides evidence-based recommendations for creating sustainable mental health initiatives within academic institutions.
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