OCCUPATIONAL STRESSORS AND PERFORMANCE OF PUBLIC

ELEMENTARY SCHOOL TEACHERS IN THE DIVISION OF ANTIPOLO CITY

A Thesis

Proposal submitted to

The Faculty of the Graduate School

University of Rizal System

Antipolo City

In Partial Fulfilment

Of the Requirements for the Degree

Master of Arts in Education

Major in Educational Management

Thadine Chloe P. Benzonan

 DEDICATION

To our Almighty God who is in control and my constant companion

From starting this journey
Who gave me the wisdom and strength to pursue this dream
To my beloved family Ptr. Dheo and Kate Benzonan
My siblings Tzarine, Thaline and Thade
For supporting me emotionally, intellectually and spiritually
My inspiration and motivation
To strive until end
This study is sincerely dedicated

ii
 TABLE CONTENTS

PAGE

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGMENT iii

DEDICATION v

ABSTRACT

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

Chapter
1 Introduction 1
Background of the Study 4
Scope and Limitation of the Study 8
Statement of the Problem 9
Theoretical Framework 10
Conceptual Framework 11
Definition of Terms 12
2 RELATED LITERATURE AND STUDIES 14
Related Literature 14
Related Studies 19
Synthesis 26
3 RESEARCH METHODOLOGIES AND PROCEDURES 27
Methods of Research 27
Setting of the Study 27
Subject of the Study 31
Procedure of the Study 32
Sources of Data 33
Statistical Treatment 33
iii
 BIBLIOGRAPHY 34
A. Books 34
B. Articles/Journals/Magazines/Newspapers 35
C. Sites 38
APPENDIX
A Ghantt Chart of Activities 39
B Letter of Permission Conduct the Study 40
C Questionairre’s Checklist 41
 1

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Teaching can be a stressful profession. Nearly half of all new teachers leave

the field within five years of receiving their degrees, many citing the reason for

leaving as ongoing challenges and stressors in the school environment (Ingersoll,

2002). Some teachers were forced to change profession not only because of the

salary rate they have but also the stress they get from school.

Teachers often bear the impact of the burden created by the growing

emphasis on accountability, where the focus is on student outcomes, leaving little

time or attention for teacher well-being. At the same time, it is clear that stress

interferes with teacher performance, thus making positive outcomes less likely in

classrooms where teachers do not cope well (Reinke, 2015). The high standard

they set for teachers does not balance the help and support that each school gives.

Schools have overlooked the status of teachers and always focus on the outcome

of the learners. Where in if the teachers itself lost the ability to perform well thus

affects the whole classroom. The irony is that these experiences of teachers, and

the high pressure society puts on them, undermine the qualities that teachers need

to be effective. Teaching has always been a challenging job, only more so recently.

With any challenging job, it is essential to have time to focus, relax, and reflect.

This is especially true for teachers, because their daily interactions can have

profound effects on the children in their classroom. Teachers may project their
 2

stress onto their students, making it more likely that students will experience stress

themselves, and, thereby less likely they will be open to learning.

Public elementary teachers who are experienced shows that teachers are

seeking solutions themselves through personal or collective means and this

equally contribute to their being burn out. Raising standards in our schools will not

be addressed by putting all the work on teachers. On the average, the teacher has

10 hours left per week for lesson planning and preparation of IM’s, evaluating

student work, reporting and communicating with parents, attending required

meetings and supervising students. These activities cannot be done in the school

hours thus most of the teachers sacrifice their family time on accomplishing these

tasks. (Galias, Public School Teachers' Work and Stress, 2017)

In Public schools it was revealed that they needed more time for copying

curriculum materials, tests, handouts, filling out forms, doing attendance checks,

counselling students, conducting home visits, organizing extra-curricular activities

and more. This article expressed that job description of teachers need to be

redesigned dot that the teachers can do an excellent job working on their chosen

profession. (Galias, Public School Teachers' Work and Stress, 2017)

Based on the studies reviewed, there were no studies conducted relative to

what specific area of the teaching profession specifically teacher’s workloads and

student’s misbehaviour, working relationship of teachers to school head,

colleagues and community, teacher’s professional development activities is

identified as an occupational stressor. Also there were no studies to seek if there

is relationship between the occupational stressors of the teachers to their

 3

performance. This is the gap filled in by the study. It will contribute more effectively

to the awareness and development of schools in managing the stress of their

teachers, this study on “Occupational stressors and Performance of Public

Elementary School Teachers in the City Schools Division of Antipolo City” is

proposed.

The subject matter on this study is the occupational stressors of the Public

school teachers. It helps identifies what specific role of a teacher stresses her. It

can be her role in teaching and learning process, as a professional teacher in

developing his/her career, relationship with school heads, colleagues, parents and

the community. The study will be of great help to the school heads and the school

because it will identify the areas to be improved to reduce the stress of the teachers

and to be aware of the Teacher’s mental health. This study is very timely because

teachers are now facing a new challenge in their profession by coping and

adapting with the new normal which is distance learning. With this we must be

more aware with the stress and mental health that they are experiencing just to

continue the study of the next generation.

The study will be of great significance to the school heads because it will

identify the areas to be improved to reduce the stress of the teachers, to know if

there is a relationship between the occupational stressor and performance of

teachers, and to be aware of the Teacher’s mental health.

In line with Deped memorandum no. 132 s. 2019 all schools shall conduct

activities for employees, teachers, stakeholders and students to promote mental

health and raise awareness related issues. This study will help the school division
 4

to determine the occupational stressors of Public elementary school teachers and

how it affects its performance. Data that will be gathered will help conduct seminars

for the said stressors and develop school strategies on how to reduce these

stressors.

I believe that the DepEd memorandum no. 132 s. 2019 should be given

more attention not only for the sake of students’ mental health nowadays but never

to forget the sake of our teachers. I therefore conclude that this study about the

occupational stress of the teachers and how it affects their performance is very

important.

Background of the Study

Teachers' stress is a problem for all of us. It is a real crisis and we need to

act to help prevent or alleviate teachers' stress. In Taiwan, research has shown

that the main source of stress is the changing education policy of the government.

In another study in the United States, the following scenario is cited: "The teacher

discussed how the school administration forced curriculum changes on the

teachers without consultation, sufficient time to prepare, or taking into account

important factors such as the teachers’ current lesson plans, the subject they were

teaching, and individual students’ issues." Research also shows that females

experience greater stress and a lower sense of accomplishment. And there is no

doubt that young teachers are much more susceptible to burnout (physical or

mental collapse). The Philippines, with its new K to 12 curriculum and a significant

number of young teachers and females, is very likely facing the same situation.

(Turner, 2016)
 5

Twenty-one year old Emylou Malate, a newly hired public school teacher

from the Division of Leyte hangs herself in her house. According to 2018 Sunstar

article, “DepEd mourns teacher who killed herself”, a suicide note from the

deceased was found by her father containing about herself being weak in

everything as a teacher. (Bautista, 2018)

Another teacher commits suicide due to DepEd’s Hefty requirments. A

teacher from from Aniban Central School Bacoor city has also committed suicide

allegedly due to the massive reports and hefty requirements they need to submit

to DepEd. (Bautista, 2018)

It was noted that the underlying factor for demise was work-related. The

pressure of accomplishing reports, teaching, formal observations done by school

head, is believed to have caused depression amongst these teachers which may

have ultimately triggered these teachers to take their own lives. (Bautista, 2018)

The DepEd responds “We need professional advice and (psychological and

spiritual) guidance and we will engage with external partners to provide assistance

to our teachers like a hotline for them to call when they are depressed or have

anxiety, We have to be responsive to needs related to this – the implementing rules

and regulations of the mental health law ongoing, support system of teachers need

to be strengthened, more de-stressing activities, find hobbies or interests,” said the

spokesperson from DepEd. (Mateo, 2018)

A grade elementary teacher was interviewed by the researcher and

according to her in general the area that deeply stresses her was the Teaching
 6

and learning process, same answer was collected by the researcher from a grade

two female teacher that in the teaching and learning process, the behavior and

disciplining part on the students gives her stress.

Classroom management and paper works were one of the identified

stressors of a newly hired Public elementary teacher in Antipolo and an elementary

teacher whose teaching for about six years. In addition, Classroom Observation

that was implemented quarterly was the most identified stress in the data collected.

According to Archibong, Bassey, & Effiom (2010) stress source among

university academic staff with regards to 4 occupation-related areas- interpersonal

relationships, research, teaching and career development. Findings reveal that

students were the greatest source of stress to academic staff with respect to

interpersonal relationships, with respect to research, sourcing funds for research

was the highest source of stress. With regards to teaching, it was collation of

results, while sourcing funds for career development was the highest with respect

to career development. Overall result show that career development is the greatest

source of stress to academic staff.

Workload, perception of work environment, teachers' perceptions of senior

management and attitude towards change are specific perceived occupational

difficulties of the Italian teachers involved in our research. In particular, workload

and attitude towards change have significant direct effects on physical symptoms,

and indirect effects on physical symptoms through job satisfaction. Also, job

satisfaction decreases physical symptoms. The results suggest important

 7

implications for stress prevention in teachers (De Simone, Cicotto, & Lampis

,2016)

Occupational stress affects employee turnover, productivity and firm

performance. It affects employees in several ways and is a major source of

employee’s turnover in many organizations. (Ongori & Agolla, 2008) Job stressors

affecting most of the employees included: role conflict and role ambiguity, lack of

promotion and feedback, lack of participation in decision making, lack of authority,

workload, unsatisfactory working conditions and interpersonal relationships.

(Keshavarz & Mohammadi, 2011)

Based on the studies reviewed, there were no studies conducted relative to

the what area of the teaching profession specifically teaching and learning

process, relationship of teachers to school head, colleagues and community,

professional development is identified as an occupational stressor. Also there were

no studies to seek if there is relationship of occupational stressors of the teachers

to their performance. This is the gap filled in by the study. It will contribute more

effectively to the awareness and development of schools in managing the

stressors of their teachers, this study on “Occupational stressors and Performance

of Public Elementary School Teachers in the City Schools Division of Antipolo City”

is proposed.

The study will be of great significance to the school heads because it will

identify the areas to be improved to reduce the stress of the teachers and to be

aware of the Teacher’s mental health.

 8

Scope and Limitation of the Study

The primary objective of the study is to determine the occupational stressors

of Public Elementary teachers in Antipolo City and how to seek if there is a

significant relationship between the stressors and teachers’ performance.

The variables included in the study are the profile variables of the teachers

such as age, position in workplace, civil status, highest educational attainment,

length of service in teaching, and performance rating.

The study will be conducted during the School Year 2021-2022.

The participants of the study are the Public elementary teachers in the

Division of Antipolo City. One hundred (100) public elementary teachers will be the

total respondents of the study and will be determined using the two staged

sampling through the use of fish bowl technique.

The study will use descriptive quantitative method of research utilizing a

questionnaire check list. The check list is consist of two major parts. Part I is the

profile of the respondents which includes age, position in workplace, civil status,

highest educational attainment, length of service in teaching, and performance

rating. Part II includes identified occupational stressors which includes the

teacher’s workloads and student’s misbehaviour, working relationship of teachers

to school head, colleagues and community, teacher’s professional development

activities. The check list will be validated by the members of the panels and 10

experts. Moreover, the check list will be pilot tested to the 15 teachers in the same

division.
 9

In terms of variable, the study will not gather data from all elementary

schools in the division of Antipolo, only on the selected area that were chosen

through fish bowl technique. Also study will only focus on the occupational stressor

which means task and responsibilities that teachers do at school. It will not include

personal and physical stressors. Since the study wants to address solutions on the

things that the institution can cover.

Statement of the Problem

The primary objective of the study is to identify the occupational stressors

of elementary teachers and see if there is a significant relationship between the

occupational stressors of teachers and its performance during the school year

2021-2022. Specifically, it will answer the following questions:

1. What is the profile of the respondents in terms of the following?

1.1 Age

1.2 Position in workplace

1.3 Civil status

1.4 Highest educational attainment

1.5 Length of service in teaching

1.6 Performance rating

2. What are the mean scores of the identified stressors with respect to the following
variables?

2.1 Teacher’s Workload and students’ misbehaviour

 10

2.2 Working relationship with School Heads, Colleagues, Parents and the
Community

2.3 Teacher’s professional development activities

4. Is there a significant relationship between the level of occupational stress and

performance of the elementary teachers?

Hypothesis

There is no significant relationship between identified occupational

stressors to the performance of elementary teachers in the city schools division of

Antipolo City.

Theoretical Framework

The Inverted-U Theory was created by psychologists Robert Yerkes and John

Dodson in 1908. (Dowding, 2007) This theory describes the importance of

pressure in the mind and body of a person. Performance is achieved when the

level of pressure we experience is appropriate for the work we're doing. But on the

other hand if the work related pressure exceeds our capability and resources, it

can lead to stress than good performance.

It present that when a person reaches its optimal ability, it can lead to the

area of best performance but when the pressure is very high it can lead to high

stress, anxiety and unhappiness.

This theory will help in identifying whether the related task of the teachers are

considered developmental for them in their professional growth and what job
 11

demands that are considered stressful that does not develop them professionally

that may affect their performance.

Conceptual Framework

Teacher’s workload
and students’
misbehaviour

Poor working
relationship to Performance
School heads,
Colleagues, Parents
and the Community
 12

Workload Teacher’s
professional
development
activities

Figure 1. A model showing that there is a significant

relationship with teacher’s level of perceived stressors to its

Performance.

Definition of Terms

The following are the terms

Classroom manager - term used to describe a teacher who employs a

certain plan that is meant to manage the classroom, including daily lessons,

student behavior, co-curricular activities and others in an organized and a

structured way.

Colleagues – co-workers or co teachers teaching in the same institution or

school with similar rank.

 13

Elementary teachers – Teachers who are graduated as Bachelors of

Elementary Education and are teaching from Kinder to Grade Six learners. They

don’t have any subject specialization but they cover all of core subjects like Math,

Filipino, English, Science, Araling Panilpunan and others in Elementary level.

Occupational stress – describes the physical, mental, and emotional

reactions of workers who perceive that their work demands exceed their abilities

and/or their resources.

Parents – primary guardian of the students that are also part of the

stakeholders and customer of the school.

Performance - the action or process of carrying out or accomplishing an

action, task, or function.it can be measured through quantitative or qualitative

measurements.

Professional development – activities done by teachers to develop her

profession. It can be seminars, trainings, new methods or strategies done and

attending classes are examples of activities in developing the teachers’ career

choice.

School heads – the administrator of the school where all plans and

commands are coming from. They direct and guide the school’s educational

objectives.

Stakeholders – group of people, community, private sectors and local

government units that can be helpful or support in the schools’ projects and

activities.
 14

Students – persons who are enrolled in a school.

Chapter 2

RELATED LITERATURE AND STUDIES

Stress is a dynamic condition in which an individual is confronted with an

opportunity and demand. (Robbins, 2013) There are two kinds of stress which is

challenge stressor which is associated with workload to complete task and

hindrance stressors which keep you from reaching your goals. With the duties and

responsibilities of the teachers, these stressors should push to be better and not a

hindrance stressor to reach their goal.

Related Literature

The main causes of teacher stress are identified in a comprehensive body

of research. (Helenkelly, 2019) Classroom Stress– includes heavy workload, large

 15

class sizes, managing student behavior, supporting the profound social and

emotional needs of students, integrating students with a host of diverse needs and

challenges and pressure to achieve assessment targets. System Stress– brought

on mostly by rapid and constant educational change with lack of leadership

support, inadequate collegial support, poor communication, lack of involvement in

decision-making, role ambiguity and lack of status and recognition for teachers.

Relationship Stress – includes challenging interactions with students, parents,

colleagues and leadership.

According to Maglaya in his book entitled “Principles of Teaching” (2014)

the classroom is a sanctuary of learning, a place where students are willing to

share and to take knowledge, concepts and values. Teachers as classroom

managers must be dynamic in her personality, teaching styles, personality and

philosophy.

Teaching in an overcrowded classroom can be frustrating, overwhelming

and stressful (Meador, 2019) One of the biggest issues facing schools and

teachers today is overcrowding. A combination of an increasing population and a

decrease in funding has caused class sizes to soar. In an ideal world, class sizes

would be capped at 15 to 20 students. Unfortunately, many classrooms now

regularly exceed 30 students, and it is not uncommon for there to be more than 40

students in a single class.

Inadequate classroom resources contribute to a teacher’s perception that

their work is stressful – lack of materials and supplies makes their work that much

more difficult. Using their own resources and contributing personally to maintain
 16

their classrooms places additional strain on teachers. CTF’s 2005 National

Teachers Poll determined that 92% of full-time teachers contributed some of their

own money for students at their school and on average each teacher spent $344

for the 2004-2005 school year.

Classroom discipline and managing disruptive students demand time and

energy from teachers and are linked to a sense of stress. CTF’s 2005 National Poll

revealed that 78%, 75% and 60% of teachers interviewed witnessed a student

physically assaulting or intimidating another student, a student verbally abusing

another student and a student verbally abusing a teacher, respectively. In addition,

one-third of educators surveyed reported an increase in the number of incidents

with angry or abusive parents compared to four years ago. Also, a joint study

undertaken by Ontario Secondary School Teachers’ Federation and the

Elementary Teachers’ Federation of Ontario revealed that almost 40 percent of

Ontario teachers and education workers are subjected to bullying by students

resulting in emotional and stress-related symptoms for teachers.

Responsibility of Teachers to School Heads, Colleagues, Parents and Community

Teacher morale, efficacy, conditions of work, and professional autonomy

have all been shown to be crucial to the emotional lives of teachers. (Hargreaves,

2000) “There is no doubt that teachers themselves prefer principals who are

honest, communicative, participatory, and collegial informal, supportive and

demanding and reasonable in their expectations with a clear vision for the school

- principals who work ‘with ‘rather than ‘through’. Not reaching or experiencing
 17

these expectations from the school heads or principals may add up to teachers’

occupational stress.

An engaged employee works with enthusiasm toward reaching the

objectives and goals of the organization. Most of the employees nowadays are

pursuing to be engaged employer but most of them feel that they have poor

relationship with their supervisor/principal or they believe that the organization

does not care about them. That’s why these employees felt less commitment on

their profession (Bates, 2006)

Too often, work stress and burnout involve problems with coworkers.

Whether someone’s behavior imposes petty annoyances or deliberately

sabotages your efforts and energy, this person can make life at work stressful and

unpleasant. (Bluestein, 2012) The lack of teamwork is a common problem that

school faculty deal with all the time. A teacher bringing down her fellow teacher, a

teacher unhappy for her colleague’s promotion, a teacher giving disagreeing

remarks to her fellow teacher who has just received an award and a teacher giving

no support of participation in a school activity proposed by her fellow teacher.

(Llego, 2016)

Continual exposure to challenging behavior from parents, can seriously

deplete the teacher’s emotional and physical resources, leading to self-doubt, loss

of satisfaction from teaching, Impulsivity, rigidity or feelings of anger and guilt.

Teachers who experience stress from challenging parent behavior, suffer mostly

from negative feelings toward parents, frustration on working with parents, loss of

satisfaction with teaching and to a lesser extent health problems. (Prakke, 2007)
 18

Teacher’s Professional Development

In the education field, professional development are activities formal and

informal, seminars and other indoor and outdoor activities of the school to enhance

the administrators, teachers and other educators in improving their professional

knowledge, skill, competency, efficiency and effectiveness. These activities are

funded by the division, district office, school or state budget and other stakeholders

to support the development of the teachers.

Awards, recognition and positive reinforcement increases the probability

that behavior will be repeated by rewarding people for making the right response.

This principle is widely accepted even in the educational institutions. But seems

like teachers are less recognition thus giving them a feeling of less committed in

their field (Dubrin, 2006).

Teachers are required to contribute solutions in the present problems of the

school. These action research may take time for teachers to gather data about the

problem, the feasibility of the study, the significance to the school and the budget

and resources needed for the project. Thus, teachers are not only entitled to

ensure the improvement of the learners but also take actions on the problems face

by the learners and the school.

Teachers Embark on a Master's in Education Program to have a greater job

opportunities, to seek other education related positions, improved teaching skills,

more classroom and hands-on experience and greater income potential. Lack of

sleep, an uncontrollable jumble of thoughts, a sense of inadequacy, a constantly

 19

recurring flu after a hard, but completed exam period. In fact, a total of 49 per cent

of university students in 2017 responded that they had felt stressed or nervous

within the last month of their school year.

Performance

A formal system of measuring, evaluating, and reviewing the

accomplishment of responsibility of an individual is their performance evaluation.

This evaluation helps the institution to decide whether an employee should receive

merit increase or potential promotion. But the product is not the essential part of

this evaluation, wherein employees are most satisfied with the performance

evaluation when they participate in the process (McGregor, 2006)

Related Studies

Antoniou, Polychroni, & Vlachakis(2006) A study to identify the

specific sources of occupational stress and the professional burnout experienced

by teachers working in Greek primary and secondary schools. Findings - The most

highly rated sources of stress referred to problems in interaction with students, lack

of interest, low attainment and handling students with "difficult" behavior. Female

teachers experienced significantly higher levels of occupational stress, specifically

with regard to interaction with students and colleagues, workload, students'

progress and emotional exhaustion. Younger teachers experienced higher levels

of burnout, specifically in terms of emotional exhaustion and disengagement from

the profession, while older teachers experienced higher levels of stress in terms of

the support they feel they receive from the government. Female teachers reported
 20

significantly higher levels of stress from workload and student misbehavior

(Klassen, 2010)

Teaching is considered a highly stressful occupation (Agai-Demjaha,

Bislimovska, & Mijakoski, 2015) with work-related stress levels among teachers

being among the highest compared to other professions. Unfortunately there are

very few studies regarding the levels of work-related stress among teachers in the

Republic of Macedonia. Aim of the study is to identify the level of self-perceived

work-related stress among teachers in elementary schools and its relationship to

gender, age, position in the workplace, the level of education and working

experience. Result found that the majority of interviewed teachers perceive their

work-related stress as moderate. The level of work-related stress was significantly

high related to the gender, age, position in workplace, as well as working

experience (p < 0.01), while it was significant related to level of education (p <

0.05). In terms of the relationship between the level of teachers’ stress and certain

demographic and job characteristics, according to our results, the level of work-

related stress has shown significantly high relation to gender, age, levels of grades

taught as well as working experience, and significant relation to the level of

education.

According to Ongori & Agolla (2008) Human resource practitioners,

counsellors, professionals and managers in various organizations are concerned

about the impact of occupational stress in organizations. Occupational stress

affects employee turnover, productivity and firm performance. Managers in various

organizations are in dilemma over what interventions need to be employed to

 21

minimize the costs associated with occupational stress. It is therefore, essential to

understand the causes, symptoms and effects of occupational stress on

organizational performance. The findings from this study show that occupational

stress affects employees in several ways and is a major source of employee’s

turnover in many organizations. Suggestions have been made to inspire managers

to understand and develop appropriate interventions to manage and minimize

stress in their organizations.

The aim of the current study was to determine the factors associated with

occupational stress and their relationship with organizational performance at

university of Tehran. Results indicated that most of the employees experienced

high degree job stress. Job stressors affecting most of the employees included:

role conflict and role ambiguity, lack of promotion and feedback, lack of

participation in decision making, lack of authority, workload, unsatisfactory working

conditions and interpersonal relationships. These job stressors affected the

general physical health of employees, their job satisfaction and performance as

well as their commitment negatively. (Keshavarz & Mohammadi, 2011)

Sun, Wu, & Wang (2011) University teachers in China are expected to suffer

serious occupational stress due to the expanding enrollment in universities without

a proportional increase in teacher resources and the fact that all promotions for

university teachers are determined based on not only teaching but also the

outcome of scientific research. Results: General linear model analysis showed that

the factors significantly associated with the PSQ score were, in standardized

estimate (β) sequence, mental health, role overload, role insufficiency, social
 22

support, monthly income, role limitations due to physical problems, research

finance and self-rated disease with adjustment for age and sex.

According to De Simone, Cicotto, & Lampis (2016) Changes within the

teaching profession have been blamed for the high levels of stress reported by

teachers. In recent decades, Italian schools have been characterized by

continuous change, as a result of profound transitions that have affected political,

social and economic development. This paper investigated the relationship

between occupational stress, job satisfaction and physical health in Italian

teachers. Specifically, the aim of the study is the role of job satisfaction as a

possible mediation role between work stressors and its effects on teachers'

physical health. The results showed that workload, perception of work

environment, teachers' perceptions of senior management and attitude towards

change are specific perceived occupational difficulties of the Italian teachers

involved in our research. In particular, workload and attitude towards change have

significant direct effects on physical symptoms, and indirect effects on physical

symptoms through job satisfaction.

Research into the relationship between stress and job performance has

been neglected in the occupational stress literature (Jex, 1998) 35 Occupational

Stress Inducers (OSI) were identified through a comprehensive .A conceptual

model is proposed towards the end to study the impact of stress on employee job

performance. (Ratnawat & Jha, 2014) majority of the employees were moderately

and highly stressed and it showed inverse relationship between occupational

stress and employees’ job performance and that occupational stress significantly
 23

predicted job performance. (Affum-Osei, Joseph, & Adom, 2014)

According to Kazmi, Amjad, & Khan (2008) Occupational stressors

contribute to organizational inefficiency, high staff turnover, absenteeism due to

sickness, decreased quality, and quantity of practice, increased costs of health

care, and decreased job satisfaction. One of the organizational outcomes that

affected by occupational stress is job performance. The purpose of the present

study was to investigate the effect of job stress on job performance. The analysis

showed strong support for the hypothesis that there is an inverse relationship

between job stress and job performance indicating that there is high job stress in

the house officers, resulting in low job performance.

Occupational stress has a significant impact on student learning and

thereby on the contribution that such institutions can make to society. This affects

organizational performance by reducing productivity and efficiency which affect the

organization negatively. The aim of the current study was to determine the factors

associated with occupational stress and their relationship with organizational

performance at one of the private universities in Sudan. Results indicated that on

average the employees experienced high degree of job stress. Job stressors

affected the general physical health of employees, their job satisfaction and

performance as well as their commitment negatively. (Shikieri & Musa, 2012)

The study measured different stressors experienced by teachers in a public

national high school and their coping mechanisms. The study is anchored on the

Person-Environment Fit or Mis-fit Model (PEFM) (Astroff & Yunjie, 2011; Caplan,

1987) and the Conceptualization of Emotions in coping with stress (Lazarus,

 24

2005). Therefore, the purpose of this study was to explore the work-related,

emotional and personal stressors and coping mechanisms of teachers. Teachers

experienced stress that was brought on by hazardous working conditions, a lack

of materials and resources to do their tasks effectively. There was a feeling of

excessive monitoring and demands for outputs from the administration. This was

sometimes compounded by conflicting instructionsAlthough stress cuts-through

gender and age barriers, everyone devised their own cognitive (thinking-centered)

strategies to cope with stress. (Alson, 2019)

Teacher evaluation score, senior high school level, found statistically positive

and significant in relation to student achievement. However teacher evaluation

score is insignificant in junior high school level. This findings support the studies

that teacher quality is matter to student achievement. Stake holder may use

teacher evaluation. (Swando Sirait, 2016)

This study focused on particular demographic and education-related factors

that contribute to the stress levels of public university faculty members in the

Philippines. Participants in this study were part-time or full-time faculty members

of Philippine public universities and were teaching at least a class during the First

Semester of Academic Year 2016-2017. Results showed part-time/full-time status,

age, job satisfaction and negative religious coping as significant predictors of

faculty stress. Other performed analyses also revealed significant negative

correlations between job satisfaction and stressors related to reward and

recognition and departmental influence. In addition, though faculty members

preferred positive religious coping as a coping strategy over negative religious

 25

coping, a significant positive correlation was noted between the 2 types.

Recommendations were made for future studies related to stress among public

university faculty members in the Philippines. (Tan, 2017)

This study dealt on determining the stress profile of the public elementary

school teachers in Tacloban City. Specifically, it determined the sources and level

of stress of the teachers, and their corresponding coping mechanisms. With a

sample size of 267 and using descriptive – correlative as methodology, the study

tested hypothesis on the differences of sources and level of stress and coping

mechanisms as grouped according to profile variables. The study found out that

there are many sources of stress of teachers such as lack of teaching guides and

learning materials, working under deadline pressures, pupils’ lack of interest and

poor study habits, having to deal with students’ misbehavior/misconduct, and

financial burden. The teachers’ level of stress was generally high. No significant

relationship was found between the level of stress and sources of stress which

signifies that the level of stress do not depend on the number of stressors. It is

then recommended that a classroom intervention program be developed in school

to lessen stress if not eradicated. (Reynaldo P. Pagayanan, 2016)

Stress is gradually paving its way to become a hallmark of the teaching

profession. Its effect on both the emotional well-being of the teachers and their

performance at work is quite alarming. Hence, the study investigated the level of

emotional and occupational stress among educators particularly among newly

hired teachers. The result of the inquiry is low on both emotional and occupational

stress. However, it was revealed that there exists a significant relationship between
 26

emotional and occupational stress as experienced by educators. The implications

for teacher development on both personal and professional aspects as well as on

educational leadership and administration are noted. (Casta, 2017)

Synthesis

Based on the related literature and studies above it indicates that

occupational stress experienced by teachers should not be overlook for it affects

the performance of the organization or the school. Studies shows that female

teachers were more stressed than male teachers. Also, stress has direct

relationship to the employees or teacher’s physical and emotional health. Common

stressors that are identified in the study were handling students with "difficult"

behavior, role conflict and role ambiguity, lack of promotion and feedback, lack of

participation in decision making, lack of authority, workload, unsatisfactory working

conditions and interpersonal relationships.

 27

Chapter 3

RESEARCH METHODOLOGIES AND PROCEDURES

Methods of Research

The researcher will use descriptive quantitative method which deals with

the collection and presentation of data and collection of summarizing values to

describe its group characteristics (Parenno & Jimenez, 2014) The data description

is factual, accurate and systematic (Burns, 2008). The research is utilizing a

questionnaire check list and documentary analysis. The check list is consist of two

major parts. Part I is the profile of the respondents which includes age, position in

workplace, civil status, highest educational attainment, length of service in

teaching, and performance rating. Part II includes identified occupational stressors

which includes the area of Teachers’ responsibility as classroom manager,

Responsibility of Teachers to school heads, parents and colleagues, and career

development.

The check list will be validated by the members of the panels and 10

experts. Moreover, the check list will be pilot tested to the 15 teachers in the same

division.

Setting of the Study

The study will be conducted in Public Elementary schools in the Division of

Antipolo City. The division consist of Forty four (45) Public elementary schools.
 28

Here are the only few schools that the researcher will be conducting research.

Bagong Nayon I Elementary School is strategically located at GSIS

Avenue, Barangay Nayon, Antipolo City. Established in the year 1975 with the

total land area of 10,816 square meters, a donated land portion of Confederation

of Government Employees Organization of Cogeo, thru the iniative of former First

Lady Imelda Romualdez Marcos. It is the biggest school in the District I-A.

Isaias S. Tapales Elementary School formerly San Jose Elementary School

started as a one-room classroom to serve the people in the community in the year

1950-1951. It is located at Circumferential Road, Dalig, Antipolo City.

Juan Sumulong Elementary School formerly Antipolo Elementary School

was established in 1915. The School is situated in a 9,900 sq. m. lot in Sumulong

St., Brgy. San Roque, Antipolo City, donated by the late Justo Marquez. At present

it has a population of 1008 handled by 200 teachers and managed by a Lady

Principal IV – Dr. Flora D. Cahapay.

Mayamot Elementary School, established CY1959, is Central Public

Elementary School of Antipolo, District I-C. It is situated at Sumulong Highway,

Barangay Mayamot, Antipolo City about 20 minutes drive from the famous Antipolo

Catheral or approximately 12 km.

Muntindilaw Elementary School was established on June 1993 as a

complete elementary school headed by their Teacher-In-Charge Mr. Eligio

Pagkalinawan from 1993 to 1998. The school has a total land area of ten thousand

five hundred fifty three square meters (10,553 sq. m). it is 8 kilometers away from

the Division of Antipolo City.

 29

Nazarene Ville Elementary School is situated at Purok #20 CRIBS

magkaisa Compound, Sitio Nazarene Ville Brgy. San Roque. It is three (3)

kilometers away from the town proper.

The school is known as Peace Village Elementary School. A complete

elementary school with an area of one thousand five hundred square meter

(1,500 sq. m.) situated at MT Boncan Road Samba Ville San Luis, Antipolo City.

San Isidro Elementary School is situated at C. Lawis Ext., Brgy. San

Isidro, Antipolo City, 1870, Rizal. San Isidro Elementary School is next to Santa

Ana and has a length of 0.35 kilometres.

Sta. Cruz Elementary School is a learning center at the foot of the mountain

of the City of Antipolo. It is strategically located at National Road Olalia Drive,

Brgy. Sta. Cruz which is about 500 m. away from Cogeo Wet and Dry Market, and

accordingly has a total land area of 21,700 sq.m. Sta. Cruz Elementary School

was formerly known as Bagong Nayon III Elementary School.

Teofila Z. Rovero Memorial Elementary School is a non-central school

siuated at Nashville St. Joyous Heights Subdivision, Sitio Hinapao Barangay San

Jose, Antipolo City. It has the area of 2,220 square meter donated by Atty.

Tranquillo Rovero and named after his wife Doña Teofila Rovero. It is 1 kilometer

drive from the division office.The school was extention of San Isdro Elementary

School.
 30

Figure 2. Location of the Study

Location of the study is within the Division of Antipolo.

 31

Subject of the Study

The respondents of the study will be Public elementary school teachers in

the Division of Antipolo. One hundred (100) public elementary school teachers will

be the total respondents of the study with the use of Slovin’s formula with 10 %

of error and will be determined using the two staged sampling through the use of

fish bowl technique.

The researcher list all the Public elementary school of District 1 (A-C) and

District 2 (A-C). The researcher excludes District 2-D because the researcher

admittedly see that the location of the said Public elementary schools is beyond

her capability. Then using the fish bowl technique, the researcher draw five schools

from District 1, and five schools from District II.

Division of Antipolo School Number of Respondents

District I - A Bagong Nayon I 18
District I - B Sta. Cruz ES 19
San Isidro ES 13
District I - C Muntindilaw ES 4
Mayamot ES 9
District II – A Isaias Tapales ES 10
Juan Sumulong ES 14
District II – B Teofila Rovero ES 4
Nazarene ville ES 4
District II – C Peace Village ES 5
 32

Procedure of the Study

Secure a Permit to Conduct the Study. A permit to conduct the study was

secured from the Schools’ Division Superintendent and the District Supervisors.

Development and Validation of Questionnaire-Checklist. The

researcher developed the questionnaire-checklist based on the information from

the review of related literature. The checklist will be validated by Ten (10) expert

in the field of research and suggestions of the checklist were considered in the

revision. Upon its validation, it will be pilot tested in selected Public Elementary

schools in the Division of Rizal. The suggestions of the respondents during the

pilot testing will be considered in the finalization. Then, the finalized Questionnaire

Checklist will be reproduced in accordance with the number of respondents of the

study.

Administration and Retrieval of the Questionnaire Checklist. The

checklist will be administer to the respondents during the 2 nd Semester for SY

2019-2020for a period of three months. The researcher will secure the assistance

of some friends to administer the checklist to the respondents. The research will

personally go the selected Public elementary schools and administer and retrieve

personally the checklist from the respondent of the study.

Statistical Treatment, Analysis and Interpretation of Data. Upon

retrieval of the Questionnaire Checklist and gathering of documents, the data will

be classified and will be brought to the statistical center for the statistical treatment,

analysis and interpretation of data.

 33

Sources of Data

The checklist will consist of two major parts. Part I is the profile of the

respondents which includes age, position in workplace, civil status, highest

educational attainment, length of service in teaching, and performance rating. Part

II includes identified occupational stressors which includes the area of Teachers’

responsibility as classroom manager, Responsibility of Teachers to school heads,

parents and colleagues, and career development.

The checklist will be validated by the members of the panels and 10 experts.

Moreover, the checklist will be pilot tested to the 15 teachers in the same division.

To score the checklist the following scale will be used.

Answer Range Verbal Interpretation

5 4.20 – 5.00 Very Stressful
4 3.40 – 4.19 Stressful
3 2.60 – 3.39 Manageable
2 1.80 – 2.59 Very manageable
1 1.00 – 1.79 Unstressful

Statistical Treatment

To answer the specific questions, the following statistical tools were used:
 34

1. To determine the profile of the Public elementary school teacher’s age,

position in workplace, civil status, highest educational attainment, length

of service in teaching, and performance rating, frequency and

percentage distribution will be used.

2. To determine the most stressful area of teachers’ responsibility in

respect with the following variables, Teachers’ responsibility as

classroom manager, responsibility of teachers to school heads, parents

and colleagues, and career development, mean and standard deviation

will be used.

3. To determine the significant relationship of the Public elementary

teachers’ stressors with respect to the aforementioned in terms of their

performance and profile, ANOVA will be used.

BIBLIOGRAPHY

A. Books
 35

Bates, S. (2006). Geeting Engaged. In A. J. Dubrin, Fundamentals of

Management (p. 300). Quezon: C & E Publishing, Inc.

Dubrin, A. J. (2006). Fundamentals of Management. In A. J. Dubrin,

Fundamentals of Management (p. 312). Quezon: C & E Publishing, Inc.

McGregor, J. (2006). The Struggle to Measure Performance. In A. J. Dubrin,

Fundamentals of Management (pp. 239-241). Quezon: C & E Publishing,

Inc.

Parenno, E., & Jimenez, R. O. (2014). Basic Statistics:A Worksheet. In E.

Parenno, & R. O. Jimenez, Basic Statistics:A Worksheet (p. 1). Quezon: C

& E Publishing, Inc.

R. Maglaya, J. Gagalang, F. V. Lunaria, & M. J. Rosales-Orante (2014).

Principles of Teaching (pp. 127-129). Malabon: Jimezyville Publications.

Robbins, S. P. (2013). Organizational Behavior. In T. A. Judge, Ogranization

Behavior 15th Edition (pp. 595-596). New Jersey: Pearson Education, Inc.

B. Articles/Journals/Magazines/Newspapers

Affum-Osei, E., Joseph, Y. Van, & Adom, E. (2014). Occupational stress and job

performance in small and medium scale enterprises. International Journal of

Economics, Commerce and Management.

 36

Agai-Demjaha, T., Bislimovska, J. K., & Mijakoski, D. (2015). Level of work related

stress among teachers in elementary schools. Macedonian Journal of Medical

Sciences. https://doi.org/10.3889/oamjms.2015.076

Antoniou, A. S., Polychroni, F., & Vlachakis, A. N. (2006). Gender and age

differences in occupational stress and professional burnout between primary

and high-school teachers in Greece. Journal of Managerial Psychology.

https://doi.org/10.1108/02683940610690213\

Bluestein, D. J. (2012). Dealing with Difficult Colleagues.

Burns, R. and Burns, R. (2008) Cluster Analysis. In: Business Research Methods

and Statistics Using SPSS. Sage Publications.

De Simone, S., Cicotto, G., & Lampis, J. (2016). Occupational stress, job

satisfaction and physical health in teachers. Revue Europeenne de

Psychologie Appliquee. https://doi.org/10.1016/j.erap.2016.03.002

Desouky, D., & Allam, H. (2017). Occupational stress, anxiety and depression

among Egyptian teachers. Journal of Epidemiology and Global Health.

https://doi.org/10.1016/j.jegh.2017.06.002

Hargreaves, A. (2000). Four stages of professionalism and professional learning.

Teachers and Teaching: History and Practice. 6(2), 811-826.

Helenkelly. (2019). Overcoming Teacher Stress and Burnout. The Positive

Principal.

Kazmi, R., Amjad, S., & Khan, D. (2008). Occupational stress and its effect on job
 37

performance. A case study of medical house officers of district Abbottabad.

Journal of Ayub Medical College, Abbottabad : JAMC.

Keshavarz, M., & Mohammadi, R. (2011). Occupational stress and organizational

performance, case study: Iran. Procedia - Social and Behavioral Sciences.

https://doi.org/10.1016/j.sbspro.2011.10.077

Klassen, R. M. (2010). Teacher stress: The mediating role of collective efficacy

beliefs. Journal of Educational Research.

https://doi.org/10.1080/00220670903383069

McAdie, P. (2006). Commercialism in Canadian Schools:Who's calling the shots?

Ontario: Hands on Publication.

Meador, D. (2019). Problems Created by Overcrowded Classrooms. Thought Co.

Prakke, B. (2007). Challenging parents, teacher occupational stress and health.

International Journal about Parents in Education , Vol..1, No. 0, 36-44 .

Ratnawat, R. ., & Jha, D. P. . (2014). Impact of Job Related Stress on Employee

Performance: A Review and Research Agenda. IOSR Journal of Business and

Management. https://doi.org/10.9790/487x-161150106

Sun, W., Wu, H., & Wang, L. (2011). Occupational stress and its related factors

among university teachers in China. Journal of Occupational Health.

https://doi.org/10.1539/joh.10-0058-OA
 38

C. Sites

Bluestein, D. J. (2012). Win-Win Classroom . Education world.

Dowding, M. (2007). Balancing Performance and Pressure With the Yerkes-

Dodson Law. Mind Tools.

Galias, M. L. (2017). Public School Teachers' Work and Stress. TEACHERPH.

Llego, M. A. (2016). The Unsupportive Co-Teacher. TeacherPh.

Shikieri, A. B. El, & Musa, H. A. (2012). Factors Associated with Occupational

Stress and Their Effects on Organizational Performance in a Sudanese

University. Creative Education. https://doi.org/10.4236/ce.2012.31022

Turner, C. (2016). Teachers are stressed and that's should stress us all. Morning

Edition.

Wang, Y., Ramos, A., Wu, H., Liu, L., Yang, X., Wang, J., & Wang, L. (2015).

Relationship between occupational stress and burnout among Chinese

teachers: a cross-sectional survey in Liaoning, China. International Archives

of Occupational and Environmental Health. https://doi.org/10.1007/s00420-

014-0987-9
 39

APPENDIX A

Gantt Chart

Year 2021-2022

Activity Month 1 Month Month Month Month

2 3 4 5

1.Request a

Permit to conduct

the study

2.Development

and Validation of

the Questionnaire

Checklist

3.Gathering of

Data

4.Statistical

Treatment,

Analysis and

Interpretation of

Data

5.Writing the

report
 40

APPENDIX B
Permit to Conduct the Study

January 15, 2021

Mr. Christopher R. Diaz
Officer-In-Charge
Office of the Schools Division Superintendent
School Division Office of Antipolo City
Dear Mr. Diaz,
The following researcher is a student of University of Rizal System, Antipolo
City taking up Master’s Degree in Education Major in Educational Management
and presently conducting a research entitled “Occupational stressors and
Performance of Public Elementary School Teachers in the Division of
Antipolo City.”
This study would like to identify the occupational stressors of public
elementary teachers and see if there is a significant relationship between the
occupational stressors of teachers and its performance during the school year
2019-2020.
The undersigned wish to seek the permission from your office the following:
1. A copy of Teacher’s latest Performance and participation of selected public
elementary school teachers.

Rest assured that your answers to the questions are considered confidential and
will not be used for any other purposed except for this research.
Your favorable response is highly appreciated.
Thank you very much.
Very yours truly,

The Researcher:

Thadine Chloe P. Benzonan

 41

APPENDIX C
Questionnaire Checklist
Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Province of Rizal
Antipolo Campus

GRADUATE SCHOOL
Questionnaire

I. Profile of the Respondents

Name (Optional):_________________________________________ Date: __________

Age: ________ Civil Status: ( ) Single ( ) Married
Position in workplace: Highest Educational Attainment:
( ) Teacher 1 ( ) Master Teacher 1 ( ) Bachelor’s Degree
( ) Teacher 2 ( ) Master Teacher 2 ( ) Master’s Degree
( ) Teacher 3 ( ) Master Teacher 3 ( ) Doctoral Degree
Length of service in teaching: ___________ Performance rating: ________

II. Occupational Responsibility

Directions: Please rate the following teachers’ identified stressors in terms of being
least stressful to you to the most stressful task as honest as you can by putting a
check (/) mark on the cell in every item corresponding the number of your answer.
Use the scale below.

1-Unstressful 2-Very manageable 3-Manageable 4-Stressful 5-Very Stressful

Answer Rating
Items
1 2 3 4 5
A. Teacher’s workload and student’s misbehaviour

1. Preparing lesson plans and daily logs of

activities including appropriate, adequate and
updated instructional materials
2. Initiating discipline of students including
classroom rules, guidelines and individual
and group tasks
 42

3. Monitoring attendance, diversity

appreciation, safe, positive and motivating
environment
4. Assessing and Evaluating the learners

5. Adapting to the class size of the learners

6. Conducting remedial / enrichment programs

to improve performance indicators
7. Improvising and gathering educational
resources
8. Attaining the required GSA for grade level
and learning areas
9. Maintaining classroom cleanliness,
managing damage classroom resources and
technologies
10. Attend to the child’s physical and emotional
need
11. Use computers, audiovisual aids, and other
equipment and materials to supplement
presentations.
12. Select, store, order, issue, and inventory
classroom equipment, materials, and
supplies
B. Working relationship to School Head, Colleague
and to Community
1. Projects/events/activities
initiated/undertaken
2. Academic monitoring/follow-up

3. Activities with external funding/sponsorship

4. Conducted regular/periodic PTA

meetings/conferences
5. Visiting students who are always absent

6. Adapting to the changes of leadership of

school heads
7. Adapting to changes of classrooms and
grade level being handled
8. Attending to Parents’ complain about
student’s behavior and student’s grades
9. Coping/Handling with Co-teachers’
workloads and responsibilities
 43

10. Collaborate with other teachers and

administrators in the development,
evaluation, and revision of elementary school
programs
11. Prepare reports on students and activities as
required by administration
C. Teacher’s professional development activities

1. Conducted Action Research

2. Attend professional meetings, educational

conferences, and teacher training workshops
in order to maintain and improve professional
competence.
3. Organize and lead activities designed to
promote development of the students and the
school
4. Participated in activities such as teachers’
association, etc.
5. Produced publications/creative work for
school paper/division publication
6. Received special awards/citation/recognition
for exemplary performance
7. Professional membership and/or community
linkages
8. Taking up Master’s degree / Doctoral Degree

Prepared by:

Thadine Chloe P. Benzonan

MAED Student
 44

THADINE CHLOE P. BENZONAN

Blk 8 Lt 8 Bethel St. Phase III Victroria Ville, Antipolo City
e-mail: thadinebenzonan@gmail.com
09052231429

EDUCATIONAL BACKGROUND

University of Rizal System Antipolo City 2018 - Present

Masters of Art in Education major in Educational management
Our Lady of Fatima University Antipolo City 2013 – 2017
Bachelor of Elementary Education major in Preschool Education
Montessori Integrated School Antopolo City 2009 – 2013

Montessori Integrated School Antipolo City 2003 – 2009

EMPLOYMENT HISTORY
Project: Pagasa Full Time 2017 - Present
Elementary Teacher

Montessori Integrated School Part-Time (Every Summer) 2014-2017

Assistant of Registrar

WORKSHOPS, TRAININGS & SEMINARS

• Accommodating Gaps in Students: “Bridging Gaps in Learning” , CCF main,

–Jan 13-14, 2019

• Educating Traumatize Children: “Reaching out Trauma minds” , Pasig city –

May 25-28, 2018

• Creative Arts and Storytelling: “Centralizing the Artistic Ability of Future

Teachers” – OLFU, Antipolo City – August 31, 2016
 45

• Learning to learn above SEA level for tomorrow, today! – Eatern Manila Hotel
and training center, Antipolo City – December 5, 2015

• Seminar and Workshop on Web Designing for E-Portfolio Crafting – OLFU,

Antipolo City – October 26, 2015

• Managing Good Communication and Relationship between Teachers and

Students with Special Needs – OLFU, Antipolo City – October 17, 2015

• WCCI 5th National and First ASEAN Student Teachers’ Conference “

Stengthening Teacher Education – WCCI Response to the ASEAN Integration”
– St. Paul College , Pasig City – October 2 – 3, 2015