Workplace Environment Conditions and Administrative Productivity Indicators in the DepEd Schools Division Office of Bislig City: A Quantitative Descriptive Comparative Survey Design as Basis for an Enhancement Program
DOI:
https://doi.org/10.65339/ijggsd.V1.I1.44Keywords:
Administrative Productivity, Employee Training, Physical Comfort, Schools Division Office, Work Pressure, Workplace EnvironmentAbstract
This study assessed workplace environment conditions and administrative productivity indicators among personnel of the Office of the Schools Division Superintendent at the Department of Education Schools Division Office of Bislig City to inform a workplace enhancement program. Using a quantitative descriptive-comparative, cross-sectional survey and total enumeration, data from 36 consenting personnel were collected through researcher-developed workplace environment (30 items) and productivity (18 items) questionnaires. Descriptive statistics, Kruskal–Wallis tests, and Holm-adjusted pairwise comparisons were applied. Respondents reported very high involvement (M = 4.93) and supervisor support (M = 4.90), alongside very high work pressure (M = 4.76); physical comfort was the lowest-rated dimension (M = 3.44), particularly workstation suitability (M = 2.69). Task performance (M = 4.74) and contextual performance (M = 4.71) were consistently favorable, while counterproductive work behavior was rarely reported (M = 1.08). Training exposure significantly differentiated nine workplace dimensions and both task performance (p = .007) and contextual performance (p = .001), without establishing causation. Overall, strong self-reported productivity coexisted with substantial workload demands and less favorable physical working conditions. The proposed program prioritizes ergonomic improvements, workload management, equitable training, and documentation quality. Findings are limited by a single-office sample, small subgroups, and self-reported cross-sectional data. By identifying actionable administrative priorities, the study supports employee well-being, decent work, quality education, and effective public institutions, contributing to institutional and educational sustainability in alignment with Sustainable Development Goals 3, 4, 8, and 16.
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Copyright (c) 2026 Christianssen D. Trujillo, Anrey G. Antiquina, PhD (Author)
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