Workstation Challenges and Occupation Flexibility of Public Elementary School Teachers

Abstract

This study aimed to investigate the significant relationship between workstation challenges and occupational flexibility among public elementary school teachers. A descriptive-correlational research design was employed, surveying 132 teachers with standardized questionnaires. Data were analyzed using mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses. The results revealed that teachers experience very high levels of workstation challenges and high levels of occupational flexibility. Correlation analysis indicated a moderate and significant positive relationship between workstation challenges and occupational flexibility (R=0.530; R²=0.280; p-value=0.000). Further analysis showed that the domains of workstation challenges, including planning, motivation, communication, and evaluation, significantly influenced occupational flexibility (R=0.949; R²=0.900; p-value=0.000). Based on these findings, it is recommended that school administrators may create environments that support teachers in addressing workstation challenges while enhancing their adaptability. Professional development programs focusing on improving planning skills, motivation, communication, and evaluation strategies can help teachers build the flexibility needed to navigate the changing demands of their work environment. Fostering a culture of adaptability and continuous learning will benefit both teachers and students by promoting a more dynamic and effective classroom setting.