Organizational Support, Psychological Safety and Well-Being Among Teaching and Non-Teaching Personnel in a Philippine Local College
DOI:
https://doi.org/10.69569/jip.2026.462Keywords:
College personnel, Organizational support, Philippine higher education, Psychological safety, Psychological well-beingAbstract
This cross-sectional study examined perceived organizational support (POS), workplace psychological safety (WPS), and psychological well-being (PWB) among all 121 personnel of a local college in Cavite, Philippines (94 teaching and 27 non-teaching). Philippine evidence seldom examines both personnel groups within the same institution while jointly considering organizational and interpersonal resources. Respondents completed the eight-item Survey of Perceived Organizational Support, seven-item Psychological Safety Scale, and 18-item Ryff Psychological Well-Being Scale. Internal consistency was low for POS (Cronbach’s α = .49), acceptable for exploratory use for WPS (α = .71), and marginal for PWB (α = .64). POS was not significantly associated with WPS, r = .02, p = .868, or PWB, r = .08, p = .399; WPS was likewise not significantly associated with PWB, r = −.06, p = .542. The two-predictor regression was nonsignificant, F(2, 118) = 0.55, p = .578, R² = .01. Non-teaching personnel reported higher PWB than teaching personnel, Welch’s t(34.80) = −3.09, p = .004, Hedges’ g = −0.79. An exploratory covariate-adjusted model also indicated lower PWB among teaching personnel, B = −0.70, robust SE = 0.21, 95% CI [−1.11, −0.30], p = .001. Sparse employment categories and limited demographic overlap, however, prevented interpretation of this coefficient as an isolated occupational-role effect. The findings identify teaching personnel as a priority group for role-specific assessment and support a differentiated, evidence-informed approach to employee well-being in local higher education.
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