Author Information
Maria Cecilia Laganson, Bicol State College of Applied Sciences and Technology, PhilippinesDelie Jean N. Martinez, Bicol State College of Applied Sciences and Technology, Philippines
Maria Luisa Archivido, University of Nueva Caceres, Philippines
Abstract
Non-teaching personnel (NTP) are vital to educational systems, yet an internal report from the Philippine Department of Education (DepEd) revealed they experience burnout rates 68% higher than teaching staff. Despite this, localized wellness interventions remain scarce. This study developed and evaluated the P.E.A.C.E. Program, a contextualized framework addressing psychosocial challenges, career stagnation, and institutional invisibility among NTPs.
Grounded in Self-Determination Theory and the Job Demands–Resources model, the program integrates five core pillars: Psychological Support, Engagement and Recognition, Adaptability and Resilience, Connection and Relationships, and Empowerment and Career Growth. Methodologically, the study employed a three-phase design: a PRISMA-guided systematic literature review (n=16 eligible studies), program development, and acceptability testing among 30 purposively selected stakeholders from DepEd Camarines Sur.
Quantitative results indicated "Very High" overall acceptability (M = 4.78, SD = 0.31), with specific enthusiasm for flexible work arrangements and recognition systems. Thematic analysis of qualitative feedback revealed transformative shifts in visibility and professional agency, with participants reporting a renewed sense of institutional value. While limited by sample size, the findings align with Republic Act No. 12080, establishing a legal and empirical foundation for scalable workforce resilience programs. This research contributes a culturally responsive model for educational leaders and counselors seeking to foster inclusive, future-ready workplace environments.
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