LIFE SATISFACTION OF THE RETIRED EDUCATORS IN THE UNIVERSITY OF

EASTERN PHILIPPINES

A ThesisPresented to the Faculty of

College of NursingUniversity of Eastern Philippines

In Partial FulfillmentOf the Requirement for the DegreeBachelor of Science in Nursing

By:

GIRAY, GENN CRISTINE M.

CHALCEDONY 2014

Chapter I

INTRODUCTION

The Problem and Its Background

Life satisfaction can be achieved when one’s goals are met,

have the life they wanted for themselves and for their family and

have their dreams fulfilled. It also reflects to all of one’s

experiences that have affected him or her in a positive way,

which have the ability to motivate people to pursue and reach

their goals. But when all their goals remain unmet, it may lead

into frustrations.

Most people take time to adjust to retirement. A job

provides not just money but lifestyle, self-image, purpose and

friendships. For those who have turned an interest, hobby or

passion into a career, a job is a means of personal fulfillment

and creative expression. But at some point, financial problems

take place, especially when they are still supporting some of

their family members and yet they are not financially stable.

Emotional issues also may arise wherein at first retirement can

feel like a holiday and the initial phase is often referred to as

the ‘honeymoon’ period. You can sleep in, catch up on reading or

hobbies, and spend more time with family and friends. However,

once this ‘honeymoon’ period wears off, you may feel down or

depressed. Daily routine and activities add purpose to life. If

there is nothing in particular to do or look forward to on any

given day, a person is more likely to feel bored and depressed

than a person who lives an active meaningful life. (Better Health

Channel.com)

Retirement is for many a time of fulfillment and great

personal satisfaction, while for others it is a time of

frustration and isolation. An individual’s perception and

satisfaction with life in retirement has been shown to be related

to factors such as gender, age, religiosity, attitude toward

work, retirement income, health, types of and time spent in

activities, leisure satisfaction, mobility, marital status,

housing, years in retirement, and retirement planning (Atchley,

1985, and Russell, 1984). Relationships between life satisfaction

and situations, characteristics, and activities of the retired

have been of great interest to social scientists for the past 40

years (Lohmann, 1980 and Russell, 1984).

There are many social circumstances which may change at

retirement. The end of working life may be associated with the

loss of a role fundamental to personal identity and social

status. This can result in disengagement from society due to the

loss of social support and networks. Retirees may also experience

low motivation and boredom if they are unable to replace the lost

role with new activities (Pinquart and Schindler, 2007: 442).

It seems many professors and their institutions are in

denial about the later years of academic life and are not working

to make sure this is a fruitful and satisfying part of the

academic career. As they approach the later years of their

professional lives, senior professors should consider

methodically how they wish to spend their remaining time in the

academy. They also should think carefully about the legacy they

want to leave behind and plan how to bring their careers to a

satisfying conclusion (Baldwin and Zieg 2013).

Statement of the Problem

This study attempts to determine the factors affecting

life satisfaction of the retired employee in University of

Eastern Philippines, University Town Northern Samar.

Specifically, it attempts to answer the following

questions:

1. What is the socio-demographic profile of the respondents

in terms of:

1. A Age

2. B Gender

3. C Educational Attainment

4. D Religion

2. What are the factors affecting life satisfaction of the

retired educators in terms of:

2. A Personality Factors

2. B Living Arrangement

2. C Family and Social Relationships

2. D Economic Conditions

2. E Health

2. F Leisure

3. What is the significant relationship between the

factors and the life satisfaction of the retired

educators in the University of Eastern Philippines?

Objectives of the Study

This study aims to attain the life satisfaction of the

retired educators in University of Eastern Philippines,

University Town, Catarman N. Samar.

Specifically, this study aims to:

1. Determine the socio-demographic profile of the

respondents in terms of age, gender, educational

attainment, and religion.

2. Determine the factors affecting the life satisfaction of

the retired educators in terms of personality factors,

living arrangement, family and social relationships,

economic conditions, health, and leisure.

3. Determine the significant relationship between the

factors and life satisfaction of the retired educators in

the University of Eastern Philippines.

Significance of the Study

Basically, the following group of individuals and

institution will be benefited by this study:

Retired Educators. This study will serve as information to

the group of retired educators, as so as motivation on how to

deal with present life status as retired employees.

Community. This study would make them aware the relevance on

how to deal with elder group as to consider as a functional group

in a society even after retirement.

Student Nurses. The result of this study will make them

aware of the factors that affect the life satisfaction of the

retired educators and the proper care to be rendered to the

elderly.

Colleges of Nursing. The result of this study will help the

colleges get into approach they will use in order to give proper

orientation to the caregivers particularly in caring the elderly.

Local Government Unit. The result of this study will help

the local government officials to implement programs and

realistic policies which are relevant to the needs of the retired

educators and would benefit elderly population.

Scope and Limitation

This study focuses on the life satisfaction of the retired

educators in University of Eastern Philippines. It is limited on

the government employees of the University of Eastern

Philippines.

Considering the financial and time constraints in conducting

this study, the researchers choose the respondents specifically

those who are living in UEP. This study also considers the year

of retirement of the educators which ranges from year 2008-2012.

Hypothesis

1. There is significant relationship between the socio-

demographic profiles of the retired educators to the

factors affecting their life satisfaction after

retirement.

2. There is no significant relationship between the socio-

demographic profiles of the retired educators to the

factors affecting their life satisfaction after

retirement.

Theoretical Framework of the Study

This study made use of a core theory and several theories

related to it served as strong bases to make this study

realistic.

This study is anchored to Maslow’s Human Need Theory. Maslow

surmised that a hierarchy of five needs motivates human behavior:

Physiologic, Safety and Security, Love and Belonging, Self-

esteem, and Self-Actualization. These needs are prioritized such

that more basic needs like physiological functioning or safety

take precedence over personal growth needs (love and belonging,

self-esteem, and self actualization). Maslow asserts that failure

to grow leads to feelings of failure, depression, and the

perception that life is meaningless. (Maslow)

According to Havinghurst Activity Theory it states that

remaining occupied is necessary ingredient to satisfying late-

life. The associate activity with psychological health and

suggest activity as a means to prolong middle age and delay

negative effects of old age. (Havinghurst, Neugarten, and Tobin,

1963)

According to Lawtons (1982), Person- Environemnt- Fit Theory

introduced functional competence in relationship to the

environment as a central theme. Functional competence is affected

by multiple interpersonal conditions such as ego strength, motor

skills, biologic health, and cognitive capacity as well as

centernal conditions posed by the environment. The degree of

competency may change as one ages, affecting functional ability

in relationship to environment demands.

Newson and Schulz (1996), demonstrated that physical

impairment is associated with fewer social contacts, less social

supports, depression and lower life satisfaction.

Riley et. al, the interdependence between older adults and

society are between older adults and society are interrelated and

cause reciprocal changes to individuals, age group cohorts and

society. It varies on the society that is stratified into

different age categories that are the basis for acquiring

resources, roles, status, and deference from others in society.

In addition, age cohorts are influenced by the historical context

in which they live; thus age cohorts and corresponding roles vary

across generations. People built in the same cohorts have similar

experiences with shared meanings, ideologies, orientations,

attitudes and values as well as expectations regarding to the

timing of life course transitions. Individuals in different

generations have different experiences that may cause them to age

in different ways.

Conceptual Framework of the Study

It is a fact that as the age of the person increases; the

biological and psychological aspects of a person are changing and

expected to be affected. These changes could greatly affect the

person’s performance, most especially to the social interaction

and working ability leading to retirement. This study is

conceptualized on the assumption that factors such as age,

gender, educational attainment & religion have a relationship on

the life satisfaction of the retired educators in terms of the

seven domains which are the personality factors, living

arrangement, family and social relationships, economic

conditions, health, leisure and personal fulfillment.

Paradigm of the Study

Independent Variables Dependent Variables

Figure 1. The schematic diagram shows the relationship between

the independent and the dependent variables.

Definition of Terms

To facilitate understanding, the following terms are

conceptually and operationally defined:

Profile of the respondents in terms of:

Age Gender Educational

attainment Religion

Life satisfaction of the retired educators considering the following factors:

Personality factors

Living arrangement

Family and social relationships

Economic conditions

Health Leisure

Life satisfaction. It is defined as a sense of well-being

and is assessed in terms of satisfaction with relations with

others, mood and with self-concepts, achieved goals and self

perceived ability to cope with daily life.

Retirement. It refers to the period of a person's life

during which he/she is no longer working. The standard age for

retirement is 65 year old, although many individuals choose to

retire earlier or later due to personal or financial reasons.

After retirement, an individual's needs are usually funded

through any combination of sources including a pension plan, a

retirement account such as Social Security and savings account.

Chapter II

REVIEW OF LITERATURE

Related Literature

The aging process is a biological reality which has its own

dynamic, largely beyond human control. However, it is also

subject to the constructions by which each society makes sense of

old age. In the developed world, chronological time plays a

paramount role. The age of 60 or 65, roughly equivalent to

retirement ages in the most developed countries is said to be the

beginning of old age. In many parts of the developing world,

chronological time has little or of no importance in the meaning

of old age. Other socially constructed meanings of age are more

significant such as the roles assigned to older people; in some

cases it is the loss of roles accompanying physical decline which

is significant in defining old age. Thus, in contrast to the

chronological milestones which mark life stages in the developed

world, old age in many developing countries is seen to begin at

the point when active contribution is no longer possible.

(Gorman, 2002)

In the gerontology literature, the term successful aging has

received a great deal of theoretical and empirical attention

during the past few decades. Despite this fact, the scientific

community has not yet agreed on the interpretation of ‘successful

aging’. Torres (1999) identified four groups of definitions for

this term: (1) maximizing self-potential and reaching a high

level of physical, social, and psychological well-being; (2)

possessing the capability of adapting to changes that occur in

later life; (3) possessing capabilities similar to those of

younger people; and (4) managing to remain productive.

The literature dealing with successful aging usually

examines the relationships between good physical, cognitive and

personal functioning, and the various factors explaining them

(socio demographics, behavior, and physiology). It relates to old

age as a period in which the individual is physically,

cognitively and mentally challenged. A successful confrontation

with these challenges is defined not only as the absence of

physical or mental illness, but also as an improvement of various

dimensions of one’s psychological well-being, such as: self-

acceptance, sense of control, good inter-personal relationships,

a sense of having a goal in life, personal growth and relative

independence (Ryff et al., 1998).

LSI-A, according to Lawton, “is one of the most frequently

used scales in the area” (1977, p. 13 as cited in Helmes, Goffin

& Chrisjohn, 1998). Lawton also stated that the LSI-A has “the

most careful psychometric derivation” (1977, p. 13). The LSI-A

and its variants are still widely used today in such areas of

research as rehabilitation and gerontology (Helmes et al., 1998).

Barrett (2005) then developed specific definitions and constructs

for two very important areas of the LSITA, life satisfaction, and

third age.

Life satisfaction is a theoretical construct that cannot be

observed directly, and it is, therefore, a latent variable.

Latent variables are defined as factors that must be measured

indirectly based on operational definitions (Byrne, 2001).

Neugarten and colleagues, (1961) theoretical framework provided

an operational definition of the latent variable of life

satisfaction, which consists of the following five observed

variables: zest versus apathy; resolution and fortitude;

congruence between desired and achieved goals; self-concept, and

mood tone.

One of the earliest attempts by social gerontologists to

explain how individuals adjust to aging invoved in the appication

of the role theory.In the wods of Hooyman and Kiyak (1988),

people play a variety of society role in their lifetime such as

son or daughter, student, mother, wife or husband, and others.

These roles identify these persons as social beings and are the

basis of self concept. These roles are organized into a life

course. Each of these social roles is associated with a certain

age or stage of life. In many societies, chronological age is

used to determine one’s positions and roles, and the

expectations in every person. Age alters not only the roles

expected of people, but also the manner in which they are

expected to play these roles.

The role theory acknowledges the fact that the role of

“dependent person” is not inevitable with age. Instead, the life

course is characterized by varying periods of greater or lesser

dependency in social relationships, with most people becoming

emotionally dependent on others regardless of age.

Related Studies

According to research (Barrett, 2005; Dychtwald, 1999;

Settersten, 2002) two major current social phenomena augmented

the important potential contribution that a reliable and valid

index of an individual’s subjective perception of successful

aging can provide to researchers in Adult and Community

Education, Gerontology, Psychology, Health and Medical Sciences,

and other social science disciplines. These phenomena were the

baby boom generation and the third age.

The “baby boom” was a result of the increase in the birth

rate beginning after the endof World War II (Dychtwald, 1999).

The baby boom generation was generally regarded aspeople born

between 1946 and 1964 (Bennis & Thomas, 2002). The extraordinary

number of births in the United States during this period, over 76

million, has created a population phenomenon that has affected

American society at every era as this cohort has matured. The

boomers are now arriving in the third age (Dychtwald, 1999).

The “third age” has been defined as the result of the extra

time that has been added to the average life span since the early

1900s (Weiss & Bass, 2002) and can be thought of as beginning at

the age of fifty years old and ending at death. “During the past

1000 years, our life expectancy has climbed from an average of 25

to 47 at the turn of the 20th century, and then skyrocketed to 76

today” (Dychtwald, 1999, p.1).

According to Barrett (2005) a large and growing body of

research exists that investigates what people believe makes them

satisfied with their lives. A reliable and valid measure of

constructs specifically related to life satisfaction in the third

age or successful aging as represented in the Life Satisfaction

Index for the Third Age(LSITA) can assist researchers (Barret,

2005). An improved understanding of the contributors or barriers

to a pattern of attaining increased success in life satisfaction

as perceived by those going through the aging process can be

facilitated by such an instrument, according to Neugarten,

(1996), Lawton, (1977), and Voltz, (2003).

Barrett (2005) developed a new instrument to measure

successful aging in the third age cohort, which was titled the

Life Satisfaction Index for the Third Age (LSITA). This

instrument or scale was based on the theoretical framework that

Neugarten and colleagues (1961) used to design the Life

Satisfaction Index – Form A (LSI-A), and it was an adaptation of

the LSI-A. The LSI-A was an attempt to measure perceived life

satisfaction in American Midwestern adults over the age of fifty

as a representation of successful aging. The construct was the

concept of successful aging and the researchers called it “Life

Satisfaction” (Neugarten et al., 1961).

Borg et al. (2006) investigated life satisfaction and its

relation to living conditions, overall health, self-care

capacity. A sub sample of 522 persons was selected from a

randomly selected cross-sectional survey using a modified form of

the Older Americans’ Resources Schedule and Life Satisfaction

Index. Life satisfaction in older people with reduced self-care

capacity is determined by several factors, with social,physical,

mental and financial aspects probably interacting with each

other; especially feeling lonely, degree of self-care capacity,

poor overall health, feeling worried and poor financial resources

in relation to needs. These factors need to be considered in the

care of these people to preserve or improve their life

satisfaction.

Chapter III

METHODOLOGY

Locale of the Study

The University of Eastern Philippines (UEP) is

dedicated to the pursuit of excellence. The University is known

to be the a prime mover of development by providing educational

opportunities, which for so long had been practically beyond the

reach of the common people in the different parts of the country.

It is the only state university in Region 8. It is the only

comprehensive state university in Eastern Visayas, offering the

largest number of programs in undergraduate, graduate, and post

graduate education among the universities in the region.

Research Design

This study utilizes the descriptive correlational survey

method of investigation to determine the factors affecting the

life satisfaction of the retired educators in the University of

Eastern Philippines.

Research Respondents

The identified respondents of this study are retired

educators of the University of Eastern Philippines.

Research Variables and their Measures

The variables that were used in this study were quantified in

the following manner:

Age. This refers to the number of years that the retired

educators has lived from birth up to the present. It will be

categorized according to Erik Erikson’s theory of psychosocial

development. It will be measured using frequency and percentages

distribution.

Gender. It refers to the characteristics which determine whether

the respondents are male or female. It will be measured by

frequency counts and percentage distribution.

Educational Attainment. It refers to the highest level of

education attained by retired educators. It will be measured by

frequency counts and percentage distribution.

Religion. It refers to the practice of religious beliefs of the

retired educators. It will be measured by frequency counts and

percentage distribution.

Research Instrument

A questionnaire- checklist is going to be used as the

primary instrument to gather important data in the completion of

the study. The questionnaire consisted of two parts. The first

part is composed of the Personal Identifying Data. The second

part consisted of the life satisfaction data.

Population & Sampling

The total number of retired educators of University of

Eastern Philippines from year 2008-2012 is going to be the

respondents. This study will utilize the Slovin’s formula to

determine the sample size. The researcher will use fish bowl

method in choosing the respondents.

Data Gathering Procedure

The needed data in this study are to be obtained through the

following steps:

1. The researchers will get the information regarding the

UEP’s retired educators to locate respondent’s current

location. Researcher must ask permission to the

University Registrar to look into the list of the retired

educators.

2. A letters must be sent to the respondents to set an

appointment of interview and answering the formulated

questionnaire. In cases like the respondent is out of the

province or country, high-technology is to be used as an

option such as internet (electronic emailing) or mobile

phone.

3. For personal interview, the researcher must use interview

guide to add some follow-up questions.

4. If personal interview is not possible, electronic mailing

and/or the mobile can be used.

Statistical Treatment of Data

Data gathered on demographic variables can be organized

through frequency counts and percentage population. The formula

on percentage is as follows:

F

P = X 100

N

Where:

P – Percentage

F- Frequency

N – Number of cases

QUESTIONNAIRE

I. Personal Data

Name: ____________________________________ Gender:______________

Age: __________

Address: _______________________________________________________

Educational Attainment: ________________________________________

Religion: __________________

Contact Information: _____________________

II. Life Satisfaction Survey

Please answer the following questions, using the criteria below. Please choose the number which most closely fits how you feel at this time in your life:

4 – Always 3 – Often 2 – Sometimes 1 – Rarely 0 – Never

ALWAYS OFTEN SOMETIMES RARELY NEVER1) I know what my purpose in life is.2) I am excited about learning new things.3) My life is in balance physically.4) My life is in balance emotionally.5) My life is in balance spiritually.6) When life feels "out of control," I choose healthy behaviors to help me re-center and renew. (i.e. I do not use shopping, eating, sleeping, television / internet, or other substances to escape and cope).

7) I am aware and enjoy living in the moment (I don't dwell on future or past events).8) I have fulfilling relationships with family and friends.9) I have fulfilling intimate relationships in my life.

10) Humor, laughter, and playfulness are a big part of my daily life.11) My partnerships are fairly and equally balanced (work and personal).12) I find positive ways to deal with stress. (i.e. exercise, talking, meditating, etc).13) I exercise appropriate control over the things that I can in my life.14) I live life with an attitude of gratitude.15) I live my life with passion and joy.16) I have exciting dreams and aspirations to look forward to.17) I am an optimistic person.18) I enjoy hearing other people's insights and points of view, even when they are different from my own.19) I find it easy to forgive others when I have been hurt.20) I apologize and make amends quickly when I have hurt someone else.21) I am good at keeping events in my life in perspective.22) I live my life with integrity and honesty in all of my dealings.23) Kindness and compassion are virtues that I practice daily.24) I perform acts of service daily.25) I have a strong faith which sustains me throughout my life.