METHOD

Research Design
The descriptive-correlational and comparative design will be used in this study. Dulock (2013)
defined descriptive research as a design used to systematically and accurately describe the facts
and characteristics of a given population. It could portray the characteristics of persons, situations, or
groups and the frequency with which the phenomenon occurs. It could be used to discover
associations or relationships between and among selected variables. For Kalla (2011), a correlation
design determines whether two variables are correlated—whether an increase or decrease in one
variable results in an increase or decrease in the other variable.
On the other hand, Tilly (1984) described variation-finding comparison to create a concept of
difference in the essence of a phenomenon or its severity, examining systemic differences among
instances. In the context of this study, the level of stress and anxiety will be described and correlated.
Moreover, these two variables will be compared based on the profile of the participants.
Research Locale
This investigation will be conducted in five sectarian schools in Southern Mindanao and one
in Zamboanga City. The researchers believe that this study is timely due to the world-wide
phenomenon, the COVID-19. They envisage that the effect of this epidemic, which forced people to
adjust to the new normal, may have caused unbearable stress and anxiety levels to them. Since
these academic institutions are managed by a religious congregation, their workforce has a
homogeneous character.
Research Respondents
The researchers will cover the administrators, regular employees (including the support
service staff and maintenance) and full-time faculty members in basic education and higher
education. A complete enumeration technique will be used; hence all employees who will qualify
based on the inclusion criteria will be invited to participate in the survey. The criteria include—the
employee is a regular or a full-time faculty/educational consultant and must be willing to participate in
the study. The prospective participants for the study are 900.
Research Instruments
The survey questionnaires are composed of two separate assessment tools. The first one is
the COVID Stress Scale adopted from Taylor et al. (2020). It is composed of five domains—danger
and contamination fears (12 items; Cronbach Alpha, CA=.95), fears of socio-economic
consequences (6 items; CA=.91), Xenophobia (6 items, CA=.93), compulsive checking and
reassurance seeking (6 items; CA=.86) and traumatic stress symptoms (6 items; CA=.93). The
second tool is the Corona Virus Anxiety Scale adopted from Lee (2020), which is composed of five
items (Cronbach alpha>.90). Both questionnaires utilize a five-point type Likert scale. These
questionnaires will be validated by three experts.

1
 The levels of stress and anxiety will be interpreted using the matrix that follows, respectively.
Range of Means Description Interpretation

4.20 – 5.00 Very High The stress level is extremely serious.

3.40 – 4.19 High The stress level is very serious.
2.60 – 3.39 Moderate The stress level is serious.
1.80 – 2.59 Low The stress level is quite serious.
1.00 – 1.79 Very low The stress level is not serious at all.

4.20 – 5.00 Very High The anxiety is experienced nearly everyday.

3.40 – 4.19 High The anxiety is experienced more than 7 days.
2.60 – 3.39 Moderate The anxiety is experienced several days.
1.80 – 2.59 Low The anxiety is experienced rare, less than a day or two.
1.00 – 1.79 Very low The anxiety is not experienced at all.

The prevalence of stress will be assessed using the range that follows.
Score Range Description
144 – 180 Severe
108 – 143 Moderately Severe
73 – 107 Moderate
37 – 72 Mild
1 – 36 Minimal
The prevalence of anxiety will be assessed using the range that follows.
Level Total Score
Severe 21-25
Moderately Severe 16-20
Moderate 11-15
Mild 6-10
Minimal 1- 5

Data Collection
The survey among the teaching personnel will be administered with the use of the google
form. The researchers will tap the researchers-in-charge in the higher education department in
forwarding the google form questionnaires with the informed consent form (ICF) to the prospective
participants. While, for basic education, the academic coordinators will be requested to administer
the online survey. The support service staffs inclusive of the maintenance crew who are reporting to
the school will be asked to accomplish the printed questionnaires. The distribution of the tool will be
facilitated by the guidance office staff. The enumerators are expected to observe the health and
safety protocols. The survey is expected to be completed in one month.

2
Data Analysis
The survey results will be analyzed using the following tools: frequency counts, percentages,
mean, standard deviation, Pearson r, analysis of variance (ANOVA), and t-Test. The frequency
counts and percentages will be used to describe the profile and the prevalence rates, while the mean
will be used to describe the level of stress and anxiety. The standard deviation is intended to assess
the homogeneity or heterogeneity of the responses. The Pearson r will determine whether the stress
level is significantly correlated with anxiety. On the other hand, ANOVA and t-Test will determine
whether the stress and anxiety levels differ when the participants are grouped according to profile.
Ethical Considerations
This research protocol will be submitted to the UIC-Research Ethics Committee (REC) for
full-board review. The researchers will observe the 10 dimensions of research ethics such as social
value, informed consent, vulnerability issues, risk-benefit ratio, privacy and confidentiality of
information, justice, transparency, qualification of the researcher, adequacy of facilities, and
community involvement.
Social value. The concrete contribution of this research undertaking is the proposed
intervention program that may be implemented by the Human Resource heads with the aid of the
university guidance center director and staff. The researchers hope that before the workers reaches
the burnout condition, there is a program that may deter its occurrence.
Informed Consent. The researchers ensure that the involvement of the participants is
voluntary. Hence, each participant will be asked to signify their voluntary participation in the ICF.
Before the participant is asked to accomplish the survey tool, he/she will be required to read and
understand the content of the ICF (form 0057). Through the ICF, the prospective participant will be
informed about the purpose of the study, the voluntariness of one’s participation, and one’s right to
withdraw anytime he/she wants due to a possible conflict of interest, discomfort, and inconvenience.
The researchers also guarantee the welfare of the participants, and to immediately address their
queries about the research. Further, the qualitative participants will be asked to accomplish a
different set of ICF.
Vulnerability of Research Participants. The prospective participants of this research who are
composed of university/college personnel (teaching and non-teaching) are not vulnerable as they are
capable of deciding whether to participate or not. Moreover, they are not forced to participate in this
study.
Risks, Benefits and Safety. The researchers have not identified any risk associated with the
involvement of the participants in this research. Although, they recognize the possible inconvenience
that the participants might feel in accomplishing the survey tool considering that they are very busy in
the fulfillment of their obligations amidst the “new normal.” Hence, each of them is requested to
accomplish the survey tool during one’s free time. In the conduct of the FGD and IDIs, the
researchers make sure to set schedule during the convenient time of the participant. On the other
hand, the proponents hope that the proposed intervention program will benefit the academic
community.

3
 Privacy and Confidentiality. The researchers will observe some provisions of the Data
Privacy Act 2012 to protect the privacy of the participants. Moreover, only the researcher has access
to the raw data generated for the study. The quantitative data will be analyzed in aggregate, and
there will be no qualitative information associated with any individual participant to protect their
identity. Also, the names mentioned during the conduct of the FGD and IDIs will be concealed in the
transcript, and these will be replaced with pseudonyms and codes.
Justice. The researchers warrant the appropriateness of the study participants. They will be
asked to be honest and sincere in the accomplishment of the survey tool and in sharing their
experiences that may cause stress and anxiety.
Transparency. The collaborators discussed the technical merit of the research through a
virtual meeting on October 5, 2020. The researchers will also address the suggestions of the
technical panel and the REC for the enhancement of this research undertaking. They guarantee that
the participants are informed about the study's findings through a research forum and the publication
of the research article.
Qualification of the Researchers. Two of the researchers have sufficient exposure and
experience in studies utilizing the mixed methods design. Two proponents are research directors in
their institutions who usually serve as chairs or members in the technical panel for research
defenses. Two researchers are registered guidance counselors. Also, the majority of these
researchers have published research articles in refereed journals. Hence, the research team is
competent in conducting a study related to stress and anxiety.
Adequacy of Facilities. The resources such as books, research journals both in print and
online sources, computer and printing equipment, recording equipment, and other facilities necessary
in the implementation and completion of this research endeavor are available in the university.
Moreover, available research experts will be tapped by the proponents when needed. The operating
expenses of this research endeavor will be subsidized by the collaborating institutions.
Community Involvement. Some faculty members of the originating school are involved in the
formulation of the research questions of this study. Also, selected faculty members will be requested
to validate the guide questions that will be used in the qualitative strand. Moreover, the prospective
implementers of the intervention program, as well as some administrators and peers, will be
consulted in the conceptualization of the intervention program.

4
 References
Alhasrallah, M. and Alshehab, I. (2020). Geographic Disparities in Stress Levels during the COVID-
19 Pandemic in Kuwait. Papers in Applied Geography. Retrieved on September 1, 2020 from
https://www.tandfonline.com/doi/pdf/10.1080/23754931.2020.1807396?needAccess=true
Antunes, R., Frontini, R., Amaro, N., Salvador, R., Matos, R. (2020). Exploring Lifestyle Habits,
Physical Activity, Anxiety and Basic Psychological Needs in a Sample of Portuguese Adults
during COVID-19. International Journal of Environmental Research and Public Health; Basel
Vol. 17, Iss. 12, (2020): 4360. DOI:10.3390/ijerph17124360
Barzilay, R., Moore, T., Greenberg, D., Didomenilo, G., Brown, L. White, L., Gur, R. and Gur R.,
(2020). Resilience, COVID-19-related stress, anxiety and depression during the pandemic in a
large population enriched for healthcare providers. Translational Psychiatry. Retrieved on
September 1, 2020 from https://www.nature.com/articles/s41398-020-00982-4.
Cherney, K. (2020). Effects of Anxiety on the Body. Retrieved on September 3, 2020 from
https://www.healthline.com/health/anxiety/effects-on-body#1.
Creswell, W. and Creswell, J. (2018) Research Design Qualitative, Quantitative, and Mixed Methods
Approaches. Los Angeles: SAGE Publication, Inc.
Creswell, J. and Plano Clark, V. (2007). Designing and Conducting Mixed Methods Research.
Thousand Oaks, CA: Sage Publications.
Creswell, J. (2014). Research Design Qualitative, Quantitative and Mixed Methods Approaches.
Washington DC: Sage.
Dian-Jeng, L., Nai-Ying K., Yi-Lung, C., Peng-Wei, W., Yu-Ping, C. (2020). COVID-19-Related
Factors Associated with Sleep Disturbance and Suicidal Thoughts among the Taiwanese Public:
A Facebook Survey. International Journal of Environmental Research and Public Health; Basel
Vol. 17, Iss. 12, (2020): 4479. DOI:10.3390/ijerph17124479
Dulock, H. (2013). Research Design: Descriptive Research. Journal of Pediatric Oncology Nursing.
Vol. 10.
Gong, Y., Han, T., Chen, W., Dib, H.H., Yang, G., Zhuang, R., Chen, Y., Tong, X., Yin, X., and Lu, Z.
(2014). Prevalence of Anxiety and Depressive Symptoms and Related Risk Factors among
Physicians in China: A Cross Sectional Study.
Gualano, M.R., Guiseppina, L.M., Voglino, G., Fabrizio, B., and Siliguini, R., (2020). Effects of Covid-
19 Lockdown on Mental Health and Sleep Disturbances in Italy. International Journal of
Environmental Research and Public Health; Basel Vol. 17, Iss. 13, (2020): 4779.
DOI:10.3390/ijerph17134779.

5
Huang, Y. and Zhao, N. (2020). Generalized anxiety disorder, depressive symptoms and sleep
quality during COVID-19 outbreak in China: a web-based cross-sectional survey. Psychiatry
Research. Retrieved on August 28, 2020 from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7152913/pdf/main.pdf.
Kalla, S. (2011). Correlational Study. Retrieved August 7, 2020 from Explorable.com:
https://explorable.com/correlational-study
Lazarus, R. S. (1966). Psychological stress and the coping process. New York, NY: McGraw-Hill.
Lee, S. A. (2020). Coronavirus Anxiety Scale: A brief mental health screener for COVID-19 related
anxiety. Death Studies. https://doi.org/10.1080/07481187.2020.1748481. Retrieved on August
20, 2020 from https://www.tandfonline.com/doi/full/10.1080/07481187.2020.1748481.

Lincoln, Y.S. and Guba, E.G. (1985). Naturalistic Observation. Thousand Oaks, CA: Sage.

Kurebayashe, L., do Prado, J.M., and Paes da Silva, M. (2012). Correlations Between Stress and
Anxiety Levels in Nursing Students. Journal of Nursing Education and Practice. Retrieved on August 20,
2020 from researchgate.net/publication/268368280_Correlations_between_stress_and_anxiety_levels_in_nursing_students.

Merriam, S. B. (2009). Qualitative Research: A Guide to Design and Implementation. San Francisco:
Jossey-Bass.
Miles, M.B, and Huberman, A.M. (1994). Qualitative Data Analysis, 2nd Ed., p. 10-12. Newbury Park,
CA: Sage.
Montano, L., and Acebes, K.M. (2020). Covid stress predicts depression, anxiety and stress
symptoms of Filipino respondents. International Journal of Research in Business and Social
Science, Vol. 9, Issue 4-78-103).
Naser, A., Dahmask, E.Z., Rabaa, A., Alwafi, H. and Hamzeh, M.A. (2020). Mental health status of
the general population, healthcare professionals, and university students during 2019
coronavirus disease outbreak in Jordan: A cross‐sectional study. Brain and Behavior. Retrieved
on September 1, 2020 from http://search.proquest.com.uiclrsc.remotexs.co/coronavirus/docview/
2416813884/D1CB66CF3E544E1EPQ/5?accountid=50173.
Ruotsalainen, J.H., Verbeek, J.H., Marine, A., Serra, C. (2014). Preventing Occupational Stress in
Healthcare Workers. Retrieved on September 2, 2020 from
https://www.cochrane.org/CD002892/OCCHEALTH_preventing-occupational-stress-in-
healthcare-workers.
Taylor, Taylor, S., Landyb, C., Paluszekb, M., Fergusc, T., McKayd, D., and Asmundsonb, G.
(2020). Development and initial validation of the COVID Stress Scales. Journal of Anxiety
Disorders. Retrieved on September 2, 2020 from file:///D:/Apps/1-s2.0-S0887618520300463-
main.pdf.
Tilly, C. (1984). Big structures, large processes, huge comparisons. Russell Sage Foundation.

6
The Counseling Team International (n.d.). Stress Indicators Questionnaire. Retrieved on August 20,
2020 from https://www.coursehero.com/file/36032636/Stress-Indicators-Questionnairepdf/.
Vaida, L., Todor, B.I., Bertossi, D., and Corega, C. (2015). Correlations between Stress, Anxiety and
Coping Mechanisms in Orthodontic Patients. Retrieved on September 2, 2020 from
proquest.com.
Wakkary, R. L. (2009). Pragmatism, Interaction Design and A Theoretical
Framework. Retrieved on August 22, 2019 from
http://www.sfu.ca/~rwakkary/thesis/Wakkary_Frontispiece_and_List_of_C
ontents.pdf.

Xiao, X., Zhu, X., Fu, S., Hu, X., Li, X., Xiao, J. (2020). Psychological impact of healthcare workers in
China during COVID-19 pneumonia epidemic: A multi-center cross-sectional survey
investigation. Journal of Effective Disorders. Retrieved on September 2, 2020 from
www.elsevier.com/locale/jad.
Yu, B., Yeung, W., Lam J., Yuen, S., Lam, S. Chung, V., Chung, K., Lee, P., Ho, F., and Ho, J.,
(2020). Prevalence of sleep disturbances during COVID-19 outbreak in an urban Chinese
population: a cross-sectional study. Elsevier Public Health Emergency Collection. Retrieved on
September 1, 2020 from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7367777/.
Zhang Y, Zhang H., Ma, X., and Qian D. (2020). Mental Health Problems during the COVID-19
Pandemics and the Mitigation Effects of Exercise: A Longitudinal Study of College Students in
China. International Journal of Environmental Research and Public Health; Basel Vol. 17, Iss.
10, (2020): 3722. DOI:10.3390/ijerph17103722.
Zung (1971). A rating instrument for anxiety disorders. Psychosomatics. Retrieved on August 16,
2020 from https://shodhganga.inflibnet.ac.in/bitstream/10603/61592/13/14_appendix%202.pdf
_____(n.d.). Stress Symptoms, Signs and Causes. Retrieved on August 26, 2020 from
https://www.helpguide.org/articles/stress/stress-symptoms-signs-and-causes.htm

7
 Survey Tool
About the Research
As an employee of an RVM run school, you are invited to participate in this study-- DO THE WORKFORCE OF
SELECTED SECTARIAN SCHOOLS IN MINDANAO EXPERIENCE STRESS AND ANXIETY CAUSED BY THE COVID-
19 PANDEMIC?: AN EXPLANATORY SEQUENTIAL STUDY conducted by the UIC Research, Publication and
Innovation Center and Guidance and Testing Center in collaboration with selected RVM schools in Mindanao. This
research aims to describe the status of the stress and anxiety levels of the workforce of chosen institutions in Mindanao.
The outcome of this research will serve as a basis in the formulation of an intervention program.

Data Collection and Privacy

This survey will take about 10 to 15 minutes to accomplish. We will keep your records for this study confidential. Any
identifiable information obtained in connection with this study will remain confidential. We will use your responses in this
survey for research purposes.

I. Profile
Please check the appropriate item pertaining to your profile.

1. Sex
__ Female
__ Male

2. Age bracket
__ 18 to 35
__ 36 to 55
__ 56 and above

3. Civil Status
__ Single
__ Married
__ Widow/Widower
__ Separated
4. Number of children
__ None __ Three __ More than five
__ One __ Four
__ Two __ Five

5. Nature of work/Job classification

__ Administrator
__ Faculty
__ Support service personnel
__ Maintenance
6. Indicate your current medical/health condition (check all that applies to you)
__ cancer __ asthma
__ chronic kidney disease __ cerebrovascular disease
__ chronic obstructive pulmonary disease __ cystic fibrosis

8
 __ weakened immune system caused by solid organ transplant ___ hypertension
__ obesity __ neurologic disease (e.g. dementia)
__ serious heart conditions __ liver disease
__ sickle cell anemia (genetic blood disorder) __ pregnancy
__ type 2 diabetes mellitus __ pulmonary fibrosis
__ blood disorder __ None of these

II. COVID Stress Scale

Please indicate your agreement or disagreement on the following conditions about COVID-19 based on your
experience using the scale 5 – Strongly agree, 4 – Agree, 3 – Moderately Agree, 2 – Disagree and 1 –
Strongly Disagree.

Domain/Conditions 5 4 3 2 1
COVID Danger and Contamination
1. I am worried about catching the virus.
2. I am worried that I can’t keep my family safe from the virus.
3. I am worried that our healthcare system won’t be able to protect my
loved ones.
4. I am worried that our healthcare system is unable to keep me safe from
the virus.
5. I am worried that basic hygiene (e.g., handwashing, face mask, face
shield) is not enough to keep me safe from the virus.
6. I am worried that social distancing is not enough to keep me safe from
the virus.
7. I am worried that if I touched something in a public space (e.g.,
handrail, door handle), I would catch the virus.
8. I am worried that if someone coughed or sneezed near me, I would
catch the virus.
9. I am worried that people around me will infect me with the virus.
10. I am worried about taking change in cash transactions.
11. I am worried that I might catch the virus from handling money or using
an automated machine (ATM).
12. I am worried that my mail has been contaminated by mail handlers.
COVID Fears of Socio-economic consequences
13. I am worried about grocery stores running out of food
14. I am worried that grocery stores will close down
15. I am worried about grocery stores running out of cleaning or
disinfectant supplies
16. I am worried about grocery stores running out of cold or flu remedies
17. I am worried about grocery stores running out of water
18. I am worried about pharmacies running out of prescription medicines
COVID Xenophobia
19. I am worried that foreigners are spreading the virus in my country.
20. If I went to a restaurant that specialized in foreign foods, I’d be worried
about catching the virus.
21. I am worried about coming into contact with foreigners because they
might have the virus.

9
 22. If I met a person from a foreign country, I’d be worried that they might
have the virus.
23. If I was in an elevator with a group of foreigners, I’d be worried that
they’re infected with the virus.
24. I am worried that foreigners are spreading the virus because they’re not
as clean as we are.
COVID Compulsive Checking and Reassurance Seeking
25. I searched the Internet for treatments for COVID-19.
26. I Ask health professionals (e.g., doctors or pharmacists) for advice
about COVID-19.
27. I watch YouTube videos about COVID-19.
28. I Check my own body for signs of infection (e.g., taking my
temperature).
29. I Seek reassurance from friends or family about COVID-19.
30. I read Social media posts concerning COVID-19.
COVID Traumatic Stress Symptoms
31. I had trouble concentrating because I kept thinking about the virus.
32. Disturbing mental images about the virus popped into my mind against
my will.
33. I had trouble sleeping because I am worried about the virus.
34. I thought about the virus when I didn’t mean to.
35. Reminders of the virus caused me to have physical reactions, such as
sweating or a pounding heart.
36. I had bad dreams about the virus.

Adapted from Taylor, S., Landyb, C., Paluszekb, M., Fergusc, T., McKayd, D., and Asmundsonb, G. (2020).
Development and initial validation of the COVID Stress Scales. Journal of Anxiety Disorders. Retrieved on
September 2, 2020 from file:///D:/Apps/1-s2.0-S0887618520300463-main.pdf.

III. Coronavirus Anxiety Scale

Over the last two weeks, how often have you been bothered by the following conditions? Use this scale:
5 Nearly everyday
4 More than 7 days
3 Several days
2 rare, less than a day or two
1 Not at all

Conditions 5 4 3 2 1
1. Feeling nervous, anxious, or on edge when I read or listened to news about
the coronavirus.
2. Trouble falling or staying asleep thinking about the coronavirus.
3. Not being able to stop or control worrying about the effects of coronavirus.
4. Becoming easily annoyed or irritable due to uncertainties caused by the
coronavirus.
5. Feeling afraid as if something awful might happen as the coronavirus cases
keep on increasing.

10
Adapted from Lee, S. A. (2020). Coronavirus Anxiety Scale: A brief mental health screener for COVID-19
related anxiety. Death Studies. https://doi.org/10.1080/07481187.2020.1748481. Retrieved on August 20,
2020 from https://www.tandfonline.com/doi/full/10.1080/07481187.2020.1748481

11