Work from home, wellness, and well-being: The effects on the teachers’ individual work performance in the new normal

Abstract

The new normal brings changes and difficulties similar to teachers that affect their work from home and office routines, wellness, well-being, and productivity. We aim to determine the effects of work from home (WFH), wellness, and state of well-being of the teaching personnel on their individual work performance. We conducted an explanatory sequential mixed methods and the partial least squares- structural equations modeling to determine the relationship between the constructs of this research on 52 selected teachers at San Beda University, Manila, Philippines. We confirmed that wellness is more of the physical and mental dimensions of teachers’ well-being. The overall state of wellness of the respondents is at moderate to high level. Wellness does not directly improve individual work performance (pls path coef.=.122, t=.866, p=.193), but it positively affects the state of well-being (pls path coef.=.515, t=5.741, p=.000). Well-being, with the mental and social domains, improves individual work performance (pls path coef.=.286, t=1.954, p=.025). Acceptance of work from home also improves individual work performance (pls path coef.=.273, t=1.976, p=.024). The teachers measured wellness with the realization of thriving with own job, colleagues, and managers. The teachers have better wellness with the feeling of being meaningful, committed, compensated by the university, and appreciated by others. The expansion of the sample size, cases and settings are future research opportunities to create a model. We encourage future researchers to investigate the mediation