Job resources diminish and demands increase and affect the psychological well-being of?higher education administrators. Even?though administrators have specific roles in the context of Higher Education Institutions (HEI), it is evident that there is little comparative research on how the job demands and job resources of administrators differ from employees or teaching staff. Thus, this study sought to find the relationship between the job?demands, job resources, and psychological well-being of HEI administrators in Calamba City, Laguna. It aimed to determine specific job demands and resources that impact?psychological well-being and suggest interventions. A descriptive-correlational research design was utilized in the?study . The?survey used a sample size of 136 respondents who were selected using stratified sampling from 339 total population of HEI Administrators from the City of Calamba. Cronbach's alpha measure of internal consistency was used to test its reliability — survey instruments?modified and adapted from literature reviewed before, were validated after by the experts and used. Job demands were classified as: Quantitative (the subjective, psychological aspects?of work that can be stressful and challenging), Qualitative (the number of tasks and how fast can be done), and Organizational (policies, procedures, organizational culture, peer pressure). Physical includes the tangible, material aspects of the work environment that can support employee well-being and performance, while social comprises emotional support, information, and opportunities for growth, and organizational?refers to policies, practices and initiatives implemented by organizations to support employee well-being and performance. While, psychological well-being involves six constructs self-acceptance, positive relations with others, autonomy, environmental?mastery, purpose in life and personal growth and development. The frameworks?for which were based on the job demands-resources (JD-R) model.
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