The Combined Influence of Job Stress, Perception on Organizational Politics, and Adversity on Quality of Work Life Among Public School Teachers: A Path Model Analysis

Abstract

Enhancing teachers’ quality of work life requires a clearer understanding of the personal and organizational conditions that shape their experiences in the workplace. This study aims to identify the best-fit path model of quality of working life among 440 public school teachers in Region XI, Philippines, using job stress, perception on organizational politics, and adversity as predictor variables. Respondents for a quantitative, non-experimental descriptive-correlational study design were chosen using stratified random sampling. Multiple regression analysis, path analysis, Pearson product-moment correlation, and descriptive statistics were applied to the data collected using modified and adapted survey instruments. The findings revealed high levels of job stress, perception on organizational politics, adversity, and quality of work life among the participating teachers. The interpretation of job stress was guided by the wording and direction of the questionnaire items, particularly because most indicators were positively worded. These indicators reflected teachers' capacity to cope with work demands, perform their assigned roles, sustain positive interpersonal relationships, access organizational support, engage in professional growth, and manage both work and family responsibilities. The analysis further established significant associations among the variables examined. Among the three models tested, the generated path model 3 showed the best fit and identified important predictive relationships regarding job stress, adversity, perceptions on organizational politics, and quality of working life. Notably, adversity made a greater predictive contribution to employees’ quality of work life than job stress. The findings highlight the importance of strengthening teachers’ capacity to manage work demands and respond constructively to challenging circumstances while maintaining supportive organizational conditions. The study provides empirical evidence that may contribute to initiatives addressing teacher well-being, quality education, and decent work, consistent with Sustainable Development Goals 3, 4, and 8.