WORKPLACE SPIRITUALITY AND GRATITUDE AT WORK AS CORRELATES OF TEACHERS’ SENSE OF EFFICACY IN A PUBLIC ELEMENTARY SCHOOL: A DESCRIPTIVE–CORRELATIONAL STUDY

Education

This study examined the levels of workplace spirituality and gratitude at work and their relationships with teachers’ sense of efficacy at Requina Central Elementary School, Schools Division of Bislig City, Philippines, for SY 2025–2026. Anchored on Social Cognitive Theory, the Broaden-and-Build Theory, and the Job Demands–Resources model, the study focused on whether workplace spirituality (meaningful work, sense of community, and inner life/value alignment) and gratitude at work were associated with teachers’ efficacy in student engagement, instructional strategies, and classroom management. A quantitative descriptive–correlational, cross-sectional design was employed using total enumeration of in-service classroom teachers (n = 26). Workplace spirituality was measured using a teacher-adapted 21-item scale based on Ashmos and Duchon’s framework, gratitude at work was assessed using the GQ-6, and teachers’ sense of efficacy was measured using the TSES–Short. Descriptive statistics (mean and standard deviation) summarized levels, while Pearson’s r tested relationships at α = .05. Results showed high workplace spirituality overall (M = 5.72, SD = 0.19), with meaningful work (M = 6.05) and sense of community (M = 5.96) rated very high and inner life/value alignment rated high (M = 5.16). Gratitude at work was very high (M = 5.97, SD = 0.38), and teachers’ sense of efficacy was very high (M = 7.61, SD = 0.34). However, workplace spirituality was not significantly related to teachers’ sense of efficacy (r = 0.10, p = .622), and gratitude at work was also not significantly related to teachers’ sense of efficacy (r = −0.01, p = .973). The findings suggest that although teachers reported strong personal and relational resources, their efficacy beliefs in this setting may be shaped more by other professional or contextual factors and by limited score variability in a small school-based census.

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