THE MEDIATING EFFECT OF ADAPTIVE BEHAVIOR ON THE RELATIONSHIP
BETWEEN INDIVIDUAL WORK PERFORMANCE AND ORGANIZATION
BASED-SELF-ESTEEM
_______________________________
A Thesis Title
Presented to the
Faculty of Professional Schools
University of Mindanao
Davao City
_______________________________
In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Education
Major in Educational Management
_______________________________
RICHIE S. MACASARTE
Chapter 1
INTRODUCTION
Rationale
Organization-Based Self-esteem also can have a marked effect on academic
performance. Low self-esteem can lessen teachers’ desire to teach effectively, his or her
ability to focus, and his or her willingness to take risks. Positive self-esteem, on the other
hand, is one of the building blocks of school success; it provides a firm foundation for
learning (Baumeister et.al, 2003). Confidence, sense of security, and self-efficacy are all
connected to well-being and are likely to be tested when taking on a new job with new
demands. It is common to hear people express a sense of insecurity in their work,
especially at the beginning of their career. In learning to do a job, it takes time, experience,
and knowledge to build a sense of security which increases well-being and certainty in
one’s standing in the workplace. However, those who live with continuing insecurity in
their work are unlikely to experience a sense of contentment. Rather, a sense of
uncertainty and inferiority, not conducive to well- being, is more likely to develop
(Aðalsteinsson, Frímannsdóttir, & Konráðsson, 2014).
Self-esteem can play a significant role in your motivation and success throughout
your life. Low self-esteem may hold you back from succeeding at school or work because
you don't believe yourself to be capable of success (Pierce& Gardner, 2004). Self-esteem
is important because it heavily influences people's choices and decisions. In other words,
self-esteem serves a motivational function by making it more or less likely that people will
take care of themselves and explore their full potential (Ferkany, 2008). Teachers' selfesteem is important for their success in teaching and that teachers' positive and high
esteem positively affects students' self-esteem and enhances students' learning (Mbuva,
2016).
Individual work performance was the first variable considered to be relevant. Work
performance is how well an individual performs a job, role, task or responsibility.
Performance is evaluated with respect to documented responsibilities, objectives, goals
and reasonable expectations associated with a role, profession and industry (Carmeli,
Gilat, & Waldman, 2007). Work performance uses task performance, contextual
performance and counterproductive work behavior as indicators (Koopmans et.al, 2014).
One of the most important factors in work performance is to achieve goals. Successful
employees meet deadlines, make sales and build the brand via positive customer
interactions. When employees do not perform effectively, consumers feel that the
company is apathetic to their needs, and will seek help elsewhere (Davenport, 2005).
Another variable caught the attention of the researcher is adaptive behavior.
Adaptive behavior is behavior that enables a person to get along in their environment with
greatest success and least conflict with others (Staddon, 2016). Adaptive behavior
reflects an individual's social and practical competence to meet the demands of everyday
living. It is important to assess adaptive behavior in order to determine how well an
individual functions in daily life: vocationally, socially and educationally (Ditterline, &
Oakland, 2009).
It is on the above context that the researcher took interest to examine if adaptive
behavior will mediate the relationship between the individual work performance and
organization-based self-esteem of public school teachers; hence making this study a
generation of new knowledge that can give specific contribution to the field of education.
Research Objectives
The main thrust of this study was to find out the mediating effect of adaptive
behavior on the relationship between individual work performance and organizationbased self-esteem among public elementary school teachers in Davao Region.
Specifically, the following objectives are formulated:
1. To describe the level of individual work performance in terms of:
1.1 task performance;
1.2 contextual performance and
1.3 counterproductive work behavior
2. To ascertain the level of organization-based self-esteem of public elementary
school teachers in terms of:
2.1 Organization-based self-respect and
2.2 Organization-based self-confidence
3. To measure the level of adaptive behavior;
4. To determine the significance of the relationship between:
4.1 individual work performance and organization-based self-esteem
4.2 individual work performance and adaptive behavior and
4.3 adaptive behavior and organization-based self-esteem.
5. To determine the significance of mediation of adaptive behavior on the
relationship between individual work performance and organization-based selfesteem.
Hypothesis
The following null hypothesis were formulated and tested at 0.05 level of
significance:
1.
There is no significant relationship individual work performance and
organization-based self-esteem of public school elementary teachers and adaptive
behavior.
2.
Adaptive behavior has no significant mediating effect on the relationship
between individual work performance and organization-based self-esteem of
public school elementary teachers.
Review of Related Literature
In this section, it offers substantive evidence to specifically support the research
objectives that are required for the manifestation of understanding in this report. Many
approaches, points of view, theories and findings from studies and publications, and
valuable insights from different authors relevant to related themes of the study are given.
The independent variable is individual work performance with the indicators task
performance, contextual performance and counterproductive work behavior (Koopmans
et.al, 2011). The dependent variable is organization-based self-esteem with the indicators
organization-based self-respect and organization-based self-confidence (Cenkci &
Ötken, 2014). The mediating variable is adaptive behavior (McCarney & Arthaud, 2006).
Individual Work Performance
Individual work performance is a relevant and often used outcome measure of
studies in the occupational setting. In the past decades, a great deal of research in fields
such as management, occupational health, and industrial-organizational psychology has
been devoted to discovering predictors and effects of Individual Work Performance.
However, only later attention has arisen for better conceptualizing and measuring
Individual Work Performance itself (Koopmans et.al, 2011). Individual Work Performance
can be defined as “behaviors or actions that are relevant to the goals of the organization”
Campbell & Wiernik, 2015). Thus, Individual Work Performance focuses on behaviors or
actions of employees, rather than the results of these actions. In addition, behaviors
should be under the control of the individual, thus excluding behaviors that are
constrained by the environment (Spector & Fox, 2002). Since long, Individual Work
Performance is considered to be a multidimensional construct (Howard & Crayne, 2019).
The first indicator is task performance. Task performance can be defined as the
effectiveness with which job incumbents carry out activities that contribute to the
organization's "technical core" either directly by executing a part of its technical process
or indirectly by providing it with needed materials or services (Kahya, 2009). Furthermore,
another definition of task performance is the ability to meet expectations and demonstrate
competency and expertise. Those expectations are directly associated with the
organization’s technical core achieved by conducting, servicing, and maintaining its
technical requirements (Harrison, Newman, & Roth, 2006). Viswesvaran and Ones (2000)
defined task performance as a behavior that is formally recognized as part of the job that
contributes to the organization’s technical core.
The second indicator is contextual performance. Contextual performance, which is
defined as activities that contribute to the social and psychological core of the
organization, is beginning to be viewed as equally important to task performance (LePine
& Van Dyne, 2001). Contextual performance is a measure of the effectiveness of an
individual’s relationship with other employees, which goes beyond just doing a job and
contributes to an organization’s effectiveness (Contextual performance boosts the
organizational climate through strengthening social networks (Yedgarian, 2021). When
employees engage in contextual performance this contributes to the culture and climate
of the organization (Pradhan & Pradhan, 2015).
The
third
and
last
indicator
is
counterproductive
work
behavior.
A
counterproductive work behavior is any employee behavior that undermines the goals
and interests of a business. Counterproductive work behaviors come in many different
forms, but can include tardiness, theft, fraud, sexual harassment, workplace bullying,
absenteeism, substance abuse, workplace aggression, or sabotage. These types of
behavior not only impact the quality of work produced by the employee engaging in
counterproductive work behavior but also can negatively affect the productivity of other
employees in the company and create undesirable risks for the employer (Folger &
Skarlicki, 2005).
Organization-Based Self-esteem
Self-esteem of individuals clearly influences their behavior and performance both
at work and in general life. Researchers have shown that self-esteem is too generic to be
used in an organizational context to measure the impact of organization towards
employee’s behavior and performance. Organization-Based-Self-Esteem (OBSE) was
introduced as a more accurate representation of self-esteem that other self-constructs
Hallsten, Josephson & Torgén, 2005). OBSE explains the level that employees believe
they can satisfy their needs by involving in organizational activities. Studies have shown
that high OBSE employees demonstrate a sense of capability as organizational citizens
who have satisfied the organizational needs in past. Employees with high OBSE can be
considered as effective, productive, and meaningful within the organizational context
(Mayer, Fraccastoro & McNary, 2007).
The first indicator is organization-based self-respect. Many employees desire far
more respect at work than they receive. When asked to rate characteristics employees
valued most in their job, respect—defined below as the “perceived worth accorded to one
person by one or more others” (Spears, Ellemers, Doosje, & Branscombe, 2006)—was
ranked among the highest, above income, career opportunities, and the amount of leisure
time afforded by the job (van Quaquebeke, Zenker, & Eckloff, 2009). Likewise, in a study
of what employees view as characteristics of excellent managers, “it was found that trust
and respect dominated all other categories of managerial behavior. Yet, despite the
reported importance of respect, van Quaquebeke and Eckloff (2010) found a disconnect
between employees’ desired respect and the respect they report actually receiving at
work.
The second and last indicator is organization-based self-confidence. Employees
who have a high level of self-confidence will trust their thinking and judgment and are
therefore likely to make better decisions. Having these qualities also enables us to create
more effective interpersonal and work relationships which mean that we can more
effectively contribute to the work environment around us. As leaders, high levels of self-
confidence mean we are able to focus more positively on other people and their
development, rather than spend time berating our own performance (Pierce & Gardner,
2004).
Adaptive Behavior
Brad Hill (2019) wrote that adaptive behaviors are everyday living skills such as
walking, talking, getting dressed, going to school, going to work, preparing a meal,
cleaning the house, etc. They are skills that a person learns in the process of adapting
to his/her surroundings. Since adaptive behaviors are for the most part developmental,
it is possible to describe a person's adaptive behavior as an age-equivalent score. An
average five-year-old, for example, would be expected to have adaptive behavior similar
to that of other five-year-olds.
Correlation between Variables
On numerous occasions it has been suggested that an individual’s self-esteem,
formed around work and organizational experiences, plays a significant role in
determining employee motivation, work-related attitudes and behaviors (Pierce &
Gardner, 2004). It was found that employees with high levels of organization based selfesteem were less responsive to the perception of organizational uncertainty Self‐esteem
level should only have main and moderating effects on job performance when one's self‐
esteem is not contingent upon workplace performance ((Lee & Peccei, 2007). Positive
self-esteem was associated with competence in both personality functions and in
adaptive skills. Both domains contributed to self-esteem to a similar degree (Penke &
Denissen, 2008). Work engagement has a significant positive relationship with adaptive
performance. Research studies investigating the relationship between adaptive
performance and job crafting have found that job-crafting activities, such as seeking
additional resources, improve performance in response to organizational changes (Park
et.al, 2020).
The above related literature pertains to the variables of the study which are the
individual work performance, organization-based self-esteem of public school teachers
and adaptive behavior. The findings, readings and studies included are very much related
to the study. According to the statements, individual work performance uses task
performance, contextual performance and counterproductive work behavior as indicators
while organization-based self-esteem encompasses organization-based self-respect and
organization-based self-confidence. To sum it up, the cited works were in excessive help
to unveil possible ways in which individual work performance of public school elementary
teachers, organization-based self-esteem of public school elementary teachers and
adaptive behavior were related with one another. These would also serve as a support to
the presentation, results and findings of the study.
Theoretical Framework
This study is anchored on the proposition by Griffin & Hesketh, (2003) that
employees are expected to have this adaptive orientation and skill set, as well as the
ability to effectively anticipate and handle these constant changes meanwhile maintaining
performance on the job.
To support the above proposition the following views are cited:
Organizational competition has led to the increased integration of contingent
workers, mergers and downsizing, and the rise globalism. Many of these changes have
led to a power shift to customers, and limitations on leadership and supervision within
organizations (Ployhart & Bliese, 2006). Due to these changes, employees are now
expected to be more adaptable, flexible, and be better able to handle uncertainty than
ever before (Pulakos, Arad, Donovan & Plamondon, 2000).
Conceptual Framework
The diagram in Figure 1 depicts the conceptual model of this research. The
independent variable is individual work performance which relates to how individuals
perform in their job duties. When it comes to training and natural ability, job performance
is impacted by workplace environment factors including physically demanding tasks,
employee morale, stress levels, and working extended hours (Badayai, 2012). On the
other hand, the dependent variable is organization-based self-esteem which is a rolespecific type of self-esteem that describes employees’ beliefs about their value and
competence as a member of an organization (Scott, Shaw & Duffy, 2008).).
Finally, the mediating variable is adaptive behavior which is also known as
adaptive functioning or practical life skills. These important skills enable us to live in a
safe and socially responsible manner and are categorized in three basic skill sets
according to Michael W. Adamowicz; namely, (1) conceptual which includes reading,
numbers, money, time, and communication skills; (2) social that helps us to get along well
with others and these skills include understanding and following social rules and customs;
obeying laws, and detecting the motivations of others in order to avoid victimization and
deception; and lastly, (3) practical life skills which are the skills needed to perform the
activities of daily living and this includes feeding, bathing, dressing, occupational skills,
and navigational skills.
Independent Variable
Individual Work
Performance
Dependent Variable
Path C
Organization-Based Selfesteem
Path A
Path B
Adaptive Behavior
Mediating Variable
Figure 1. The Conceptual Model of the Study Showing the Variables
Significance of the Study
Valuable and relevant information obtained from the study will become beneficial
to education. This will enable leaders to become capable of transforming a school
environment so that its students and teachers can flourish. It will provide understanding
how leaders can lay the groundwork successfully by setting a clear direction and tone,
investing in professional development, setting-up mentors, giving persons in authority to
make key decisions and elevating the importance of academic achievement.
The outcome of this study will serve as a guide on benchmarking about the school
programs, needs, and problems regarding the quality of school performance from
different public elementary schools in the region. The results of the study will provide
some insights and information in the course of carrying out functions of leaders as key
players in the operation of the school. It would help them understand the impact of
transcendental leadership and accountability climate to make the institution productive.
The data gathered in this study may serve as a basis in understanding the quality
of school head. The findings of the study can help motivate and challenge teachers as
medium to deliver classrooms instruction that facilitates collaborative and interactive
learning process of the learners to achieve high quality performance. In addition, facts
that would derive from this study will be useful for the students since they are the ultimate
recipients of any educational endeavor and the center of educational changes. They will
directly benefit to the leadership skills and quality of school authorities as tools for learning
and improving their academic achievement.
Moreover, the findings of the study are beneficial because it would strengthen the
relationship between the schools and the community, where the community supports the
challenges of the schools. This will motivate everyone to participate actively in the efforts
of giving high morale for an institutional productivity.
Finally, the outcome of this study may serve as reference for deeper and wider
research to explore variables not included in this study.
Definition of Terms
In order for the reader to thoroughly discern this research, some key terms are
herein defined:
Individual Work Performance. In this study, it refers to the individual work
performance among public school teachers in terms of task performance, contextual
performance and counterproductive work behaviour.
Organization-based Self-esteem. In this study, it refers to the self-esteem
among public school teachers in terms of organization-based self-respect and
organization-based self-confidence.
Adaptive Behavior . It refers to the behavior that enables a person to get along in
their environment with greatest success and least conflict with others.
Chapter 2
METHOD
This chapter presents the different methods of the study including research design,
research locale, population and sample, research instruments, data collection
procedures, and statistical tools.
Research Design
This study will employ non-experimental quantitative design utilizing the
descriptive correlation technique of research which is designed to gather data, ideas,
facts and information related to the study. In non-experimental research, researchers
collect data without making changes or introducing treatments (Gehle, 2013). In this
study, the variables will not be manipulated and the setting will not be controlled.
Descriptive-correlation research design describes and interprets what is, and reveals
conditions and relationships that exist and do not exist (Calderon, 2006; Calmorin, 2007).
Further it is a fact finding study that will allow the researcher to examine characteristics,
behaviors, and experiences of study participants (Calmorin, 2007). The
study
is
descriptive in nature since it will assess the levels of individual work performance and
organization-based self-esteem, and adaptive behavior of public elementary school
teachers in Region XI .This is correlational since it investigated the relationship between
variables such as individual work performance, organization-based self-esteem, and
adaptive behavior, with the use of the survey questionnaire as a tool in gathering the
primary data. The interest of the study is to investigate the relationship between individual
work performance and
organization-based self-esteem; the relationship between
individual work performance and adaptive behavior; the relationship between adaptive
behavior and organization-based self-esteem; and the mediating effect of adaptive
behavior on the relationship between individual work performance of teachers and
organization-based self-esteem in public elementary schools in Kiblawan District.
Medgraph will be employed in determining the mediation.
Research Locale
This study was conducted in public elementary schools in Kiblawan North and
South District. The Municipality of Kiblawan is a 2 nd class municipality in the province of
Davao del Sur, Philippines. According to the 2015 census, it has a population of 48,897
people. It is one of the provinces in Region XI. As shown in Figure 2, it is located on the
southern portion of Mindanao, and consists of thirty (30) barangays, namely: Abnate,
Bagong Negros, Bagong Silang, Bagumbayan, Balasiao, Bonifacio, Bulol-Salo, Bunot,
Cogon Bacaca, Dapok, Ihan, Kibongbong, Kimlawis, Kisulan, Lati-an, Manual, Maragaa, Molopolo, New Sibonga, Panaglib, Pasig, Poblacion, Pocaleel, San Isidro, San Jose,
San Pedro, Santo Niño, Tacub, Tacul and Waterfall.
Figure 2. Map of the Philippines
Kiblawan North District covered 15 schools which include Bagong Silang PS, Benito
Peres ES, Domino ES, Ihan ES, Jose T. Arranguez Sr. ES, Kiblawan Central ES,
Kibongbong PS, Manual ES, Maraga-a ES, Molopolo ES, New Sibonga ES, San Isidro
ES, San Jose ES, Sto. Niño ES, and Waterfall ES while Kiblawan South District also
covered 15 schools which include Bagong Negros ES, Bunot ES, Cogon Bacaca ES,
Emilio Jose ES, Idea ES, Isabelo Calma ES, Kimlawis ES, Kisulan ES, Latian ES, Nodilla
PS, Pasig ES, Pocaleel ES, San Pedro ES, Tacub ES, and Tacul ES wherein the study
was conducted. The schools that participated are rural school and were fairly represented
by public elementary schools.
Population and Sample
The respondents of the study were the public elementary school teachers of
Kiblawan North and South District. In a desire to give everyone a chance to be included
in the study, stratified random sampling procedure with proportional allocation were used
to obtain a sampling frame as shown in the summary of distribution of respondents. There
were 295 total number of public elementary school teachers. The Slovin’s Formula was
used to determine the appropriate number of samples selected at random. The area
covered in this study was Kiblawan Municipality.
Research Instrument
There are three sets of questionnaires adopted from different authors, which were
validated by experts on questionnaire construction. The comments of the experts were
properly taken and incorporated in the finalization of the said instrument. The adopted
standardized questionnaire is valid in contents for they were already tested and proven
by the author as it underwent modification to classify the questions. The questionnaire
was designed in a very comprehensive form with the help of the expert validators to
provide the respondents with ease and comfort in answering each question and in
understanding the objective of the study.
The five-point Likert scale was used for the research variables. According to
Santos (2007), the Likert Scale requires individuals to tick on a box/blank in response to
a large number of items concerning an attitude, object and stimulus. It is common to treat
the number obtained from a rating scale directly as measurements by calculating
averages or more generally any arithmetic operations.
The five orderable gradations with their respective range of means and
descriptions are as follows: Independent Variable (Individual Work Performance) Individual Work Performance Questionnaire by Koopmans et.al (2011). Dependent
Variable (Organization-Based Self-Esteem) – Employee Dissent Scale by Ötken and
Cenkci’s (2013). Mediating Variable (Adaptive Behavior) by McCarney & Arthaud (2006).
Range of Means
Descriptive Level
Interpretation
4.20 – 5.00
Very High
This means that individual work
performance is manifested at all times.
3.40 – 4.19
High
This means that resilience is manifested
most of the time. individual work
performance
2.60 – 3.39
Moderate
This means that individual work
performance is manifested occasionally.
1.80 – 2.59
Low
This means that individual work
performance is manifested in few
instances.
1.00 – 1.79
Very Low
This means that individual work
performance is not manifested at all.
In evaluating the level of organization-based self-esteem, the following scale was
used.
Range of Means
4.20 – 5.00
Descriptive Level
Very High
Interpretation
This means that organization-based selfesteem is evident at all times.
3.40 – 4.19
High
This means that organization-based selfesteem is evident most of the time.
2.60 – 3.39
Moderate
This means that organization-based selfesteem is evident occasionally.
1.80 – 2.59
Low
This means that organization-based selfesteem is evident in few instances.
1.00 – 1.79
Very Low
This means that organization-based selfesteem is not evident at all.
In determining the level of adaptive behavior, the means were interpreted using
the scale below.
Range of Means Descriptive Level
Interpretation
4.20 – 5.00
Very High
This means that adaptive behavior is
manifested or felt at all times.
3.40 – 4.19
High
This means that adaptive behavior is
manifested or felt most of the time.
2.60 – 3.39
Moderate
This means that adaptive behavior is
manifested or felt occasionally.
1.80 – 2.59
Low
This means that adaptive behavior is
manifested or felt on few occasions.
1.00 – 1.79
Very Low
This means that adaptive behavior is not
manifested or felt at all.
Data Collection
The necessary data were gathered in a systematic procedure. Firstly, the
researcher will send a letter of permission to conduct the study to the Department of
Education Schools Division Superintendent of Division of Davao del Sur- Dr. Nelson C.
Lopez, CESO V. Moreover, the researcher will make another letter addressed to the
district supervisors covered in this study to allow the researcher to conduct the study to
the teachers in their respective divisions. Upon approval, survey questionnaires will be
administered to the public elementary school teachers in Kiblawan North and South
Districts. The researcher went personally to the different public elementary schools to
distribute questionnaires to the respondents.
The researcher personally gathered the questionnaires one week after the
distribution so the respondents would have enough time to answer the questions. One
hundred percent of the distributed questionnaires were retrieved successfully. The
accomplished results were then checked and tallied. Finally, after all the results were
tallied, these were analyzed and interpreted based on the purpose of the study.
Statistical Tools
For more comprehensive interpretation and analysis of the data, the following
statistical tools will be utilized.
Mean will be used to determine the level of adaptive behavior individual work
performance and organization based-self-esteem.
Pearson r will be utilized to determine if the relationship between adaptive
behavior individual work performance and organization based-self-esteem is really
significant.
Medgraph using Sobel z-test will be employed to prove the mediation and to
strengthen the obtained result.
Ethical Considerations
In the conduct of this study especially before the data will be gathered, ethical
issues and considerations will be dealt. The researcher will undergo evaluation conducted
by the members of ethics review committee. After several review process, this study will
be marked as passed and approved by the UM Ethics Review Committtee (UMERC). In
complying this policy, the researcher will ensure the appropriateness of identified
recruiting parties and conducted a review of level of risks and measures to mitigate these
risks (including physical, psychological and social economic. Likewise, with the result of
this study, the researcher will be able to yield generalizable knowledge about the
resilience, job performance and adaptive behavior.
In terms of the avoidance of plagiarism, the researcher will undergo the turn-it-in
software to ensure that no trace/evidence of misrepresentation of someone else’s work
as his own. In the same manner, fabrication will be also considered by the researcher
wherein no trace/evidence of intentional misrepresentation of what has been done. No
making up of data and/or results, or purposefully putting forward conclusions that are not
accurate. No inconsistency with the existing literature among the information included in
manuscript. In the same, falsification will be also taken into consideration in which no
trace of purposefully misrepresenting the work to fit a model or theoretical expectation.
No evidence of over claiming or exaggerations. Next will be the conflict of interest (COI)
wherein no trace of COI, wherein there will be no set of conditions in which a professional
judgment concerning primary interest such as the participants’ welfare or the validity of
the research tends to be influenced by a secondary interest such as financial or academic
gains or recognitions. Moreover, deceit will be also avoided in which evidence that the
benefit of misleading the respondents outweigh any potential harm to them.
Further, the permission from organization/location will be ensured by the
researcher. The researcher will express getting a written permission from the organization
in which the research will be undertaken or the location in which the data will be collected.
When getting written permission, the researcher will talk to the School Division
Superintendent, District Supervisor, and concerned School Heads to give the permission
to be sought and that the activities will be organized well in advance. Moreover, the
researcher will explain to the teachers that their responses to the survey is confidential or
anonymous. Also, the teachers will be ensured that their participation is completely
voluntary and that they may withdraw at any time.
Lastly, this study will consider authorship qualifications in the conduct of the study.
The researcher together with the help and guidance of the research adviser will have
substantially contribute to the conception and design, or acquisition of data, or analysis
and interpretation of data. The researcher and adviser will collaboratively draft the article
and revised it critically for important intellectual content. Both will have contribution to the
study leading to the publication of the research.
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