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HUA SIONG COLLEGE OF ILOILO
SENIOR HIGH SCHOOL

Iloilo City
Stress Experienced By Hua Siong College of Iloilo Faculty Members in
Teaching Online Classes
An undergraduate thesis
presented to the Faculty of
Hua Siong College of Iloilo, Inc.
In partial fulfillment of the
Requirements for the Subject
Practical Research 2
Yvonne Louise C. Ledesma
Yuehan Li (John)
Colvin Joachim T. Monfort
Kasandra Cristina F. So
12-Prudence
April 2021
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Approval Sheet
The thesis with the title “STRESS EXPERIENCED BY HUA SIONG
COLLEGE OF ILOILO FACULTY MEMBERS IN TEACHING ONLINE
CLASSES” prepared and submitted by Ledesma, Yvonne Louise C., Li, Yuehan,
Montfort, Colvin Joachim T., and So, Kasandra Cristina F., in partial fulfillment of
the requirements for the subject Practical Research II has been examined and
recommended for acceptance and approval.
_______________________
LYNLEH JOY L. ALMAQUER
Research Adviser
__________________
MICHAEL G. GARLAN
Research Teacher
Approved by the committee on Oral Examination on March 29, 2021
____________________
JOSE B. BARCELONA, Ph.D.
Chairman
_____________________ ___________________
ERROL S. PAQUIAO JASON I. GULA
Member/Statistician Member
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Acknowledgments
The researchers wish to express a sincere gratitude to all the people who have
contributed to the creation of this study.
To our research subject teacher, Sir Michael Garlan, for imparting his exceptional
knowledge, suggestions, and patience all throughout the making of this study. His
brilliance and goodwill are something to be admired.
To our research adviser, Ma’am Lynleh Joy Almaquer, for her valuable insights,
guidance, and enlightenment. This study would not have been successful without her
assistance.
To our dearest principal, Mrs. Janet J. Escubio, as well as other heads and
over-all-heads, for signing our permission letters and allowing us to conduct this study.
To our questionnaire validators, for their time and effort in checking and
editing our instruments, so as to ensure that the questionnaires were of fine quality.
To our families, for their financial and emotional support that kept us marching
on till the last step of making this study.
To our friends, who have been a major source of support, motivation, and
encouragement in difficult times.

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Table of Contents
Page
Title Page 1
Approval Sheet i
Acknowledgments ii
Table of Contents iii
List of Tables vi
List of Figures vi
List of Appendices vii
Abstract 2
Chapter
1 Introduction to the Study 4
Background of the Study 5
Conceptual Framework of the Study 7
Statement of the Problem 7
Hypothesis 9
Significance of the Study 10
Definition of Terms 11
Scope and Delimitation of the Study 12

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Chapter Page
2 Review of Related Literature 14
Stress 14
Stress in Teaching Occupation 15
Technostress in K-12 Education 16
Teachers’ Stress in Pandemic 17
Telecommunication, Wellbeing, and Mental Health 19
Summary 19
Chapter
3 Research Design and Methodology 21
Research Design 21
Samples 22
Study Locale 25
Data Gathering Instruments 26
Data Gathering Procedure 27
Data Analysis 28
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Chapter Page
4 Results 31
Level of Stress 32
Kruskal-Wallis Independent Samples Result 36
Mann-Whitney U-Test Independent Samples Result 38
Eta Coefficient Correlation Result 39
Spearman’s Rank Order Correlation Result 40
Chapter
5 Summary, Conclusions, Implications, and Recommendations 42
Summary 42
Conclusion 47
Recommendations 48
References 49
Appendices 54
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List of Tables
Table Page
1 Level of Stress 32
2 Kruskal-Wallis H-Test Independent Samples Result 36
3 Mann-Whitney U-Test Independent Samples Result 38
4 Eta Coefficient Correlation Result 39
5 Spearman’s Rank Order Correlation Result 40
List of Figures
Figures
1 Conceptual Framework 7
2 Frequency Count of the Samples 23
3 Hua Siong College of Iloilo, Main Campus 25
4 Hua Siong College of Iloilo, Ledesco Campus 26
5 The Depiction of the Data Gathering Process 27

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List of Appendices
Appendix Page
A Instruments 54
B Permission Letters 70
C SPSS Results 79
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Ledesma, Yvonne Louise C., Li, Yuehan, Monfort, Colvin Joachim T., and So,
Kasandra Cristina F., “Stress Experienced by Hua Siong College of Iloilo
Faculty Members in Teaching Online Classes”, Unpublished Thesis Senior
High School Department, Hua Siong College of Iloilo Inc. ‒ Ledesco Campus,
La Paz, Iloilo City, Philippines 5000, April 2021
Abstract
This study aimed to determine the levels of stress experienced by Hua Siong
College of Iloilo faculty members in teaching online classes and its association to their
length of service, department, digital literacy, age, sex, and teaching loads. The total
population sampling method was employed and 76 out of the total 144 faculty
members of the Little Phoenix, Phoenix Grades, Junior high school, Senior high school,
and Chinese departments were able to participate. A modified stress questionnaire
having a reliability index of .980 was used to determine the stress levels of the faculty
members. Meanwhile, a researcher-made digital literacy questionnaire with .752
reliability index was used in determining the digital literacy of the samples. After the
data were gathered and analyzed, it was found out that there are no significant
differences in the stress levels experienced by Hua Siong College of Iloilo faculty
members in teaching online classes when grouped according to length of service,
department, digital literacy, age, sex, and teaching loads. This implies that the faculty
members teaching in online classes experience a similar level of stress regardless of

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their personal factors. It was also found that stress levels have a weak association
with length of service, department, digital literacy, age, sex, and teaching loads,
implying that other variables can be accounted for the stress. In general, Hua Siong
College of Iloilo faculty members experience mild stress in teaching online classes.
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CHAPTER 1
Introduction of the Study
Chapter One consists of seven parts: (1) Background of the Study, (2)
Conceptual Framework of the Study, (3) Statement of the Problem, (4) Hypotheses, (5)
Definition of Terms, (6) Scope and Delimitation and (7) Significance of the Study.
Part One, Background of the Study, presents the overall objective of this study.
Part Two, Conceptual Framework of the Study, states which upon the study is
anchored.
Part Three, Statement of the Problem, includes general and topical research
problems that the researchers are aiming to address by providing recommendations.
Part Four, Hypotheses, presents the hypotheses formulated by the researchers.
Part Five, Definition of Terms, enumerates the conceptual and operational
meaning of the important terms utilized in the study.
Part Six, Scope and Delimitation of the Study, presents the objectives and the
coverage of the study.
Part Seven, Significance of the Study, states the recommended solutions that
the study could provide to the direct or main beneficiaries of the research.
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Background of the Study
Stress could simply be defined as an unpleasant emotion, which arises when
people worry that they could not cope with excessive pressures or other types of
demand placed upon them (Kyriacou and Sutcliffe, 1978). It is an inevitable part of life
because it is an instantaneous response of individuals to events that pose threats or
challenges. The teaching occupation is particularly considered by the International
Labor Organization as one of the most stressful in the world.
Since teaching is notable for being one of the most socially taxing occupations,
it is common for constant engagement in classes to bring physical, mental, and
emotional exhaustion to the teachers. Stress yields repercussions on an individual’s
mental and physical health, as well on professional performance. It is a necessity to
look after the status of the teachers seeing that the teachers’ performance plays a vital
role in the students’ learnings.
However, the emergence of the unprecedented COVID-19 pandemic has left
school institutions no other choice but to resort to unorthodox methods of teaching.
One of which is online learning. With this, teachers are impelled to replicate and
convert their lessons into an online format so as to make them accessible and
comprehensible to the learners. The growth of technological engagement urges the
workforce to become more technologically adept and digitally literate. Digital

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literacy represents the ability to use the information and communications technologies
safely and critically for work, both on a personal as well as on social level
(Vidosavljevic, 2019). With the implementation of online and modular classes in effect,
teachers have to develop fundamentals of teaching online classes and retool the way
they would teach learners as they would in a classroom setting. The transition to
online learning leads to a different quality of education, thus the demands required
from the teachers increased in difficulty and amount.
A recent survey done by the Yale Center for Emotional Intelligence and the
Collaborative for Social Emotional and Academic Learning (2020) asked more than 500
teachers to describe the three most recurrent emotions they feel everyday. The results
show that the teachers felt anxious, fearful, worried, overwhelmed, and sad, with
anxiety as the most evident feeling. Some institutions require teachers to report in
schools and this attributes an additional stress.
The amount of studies done on teacher stress has been increasing since the
early 1970s (Kyriacou & Chien, 2004). It is even a major research topic in many
countries. However, considering that no studies reported to date have explored stress
among teachers teaching online classes in the Philippines, the researchers looked into
the stress levels of the Hua Siong College of Iloilo faculty members.
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Conceptual Framework
Personal Factors:
Length of Service
Department
Levels of Stress
Digital Literacy
Age
Sex
Teaching Loads
Figure 1. The Conceptual Model
This study sought to determine the association between the levels of stress
and the personal factors of the faculty members. In the conceptual model displayed
above, the independent variables are the faculty members’ personal background, i.e.
length of service, department, digital literacy, age, sex and teaching loads. Meanwhile,
the dependent variable is the faculty members’ levels of stress.
Statement of the Problem
This study aimed to determine the levels of stress and association of length of
service, department, digital literacy, age, sex, teaching loads to the levels of stress of
Hua Siong College of Iloilo faculty members who are teaching online classes.
Specifically, this study sought to answer the following questions:

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1. What is the level of stress of the faculty members when taken as an entire
group and when grouped according to:
(a) Length of Service
(b) Department
(c) Digital Literacy
(d) Age
(e) Sex
(f) Teaching Loads
2. Are there significant differences in the stress levels of the faculty members
when they are classified according to:
(b) Department
(d) Age
(e) Sex
(f) Teaching Loads
3. Is there a significant association between the stress levels of the faculty
members and their digital literacy?

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4. What is the degree of association between the stress levels of the faculty
members and their:
(b) Department
(c) Age
(d) Sex
(e) Teaching Loads
Hypotheses
1. There are no significant differences in the stress levels of the faculty members
when they are classified according to:
(b) Department
(d) Age
(e) Sex
(f) Teaching Loads
2. There is no significant association between the stress levels of the faculty
members and their digital literacy.

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Significance of the Study
This study was conducted to determine the relationship between the level of
stress and age, sex, length of service, digital literacy, department, teaching loads of
Hua Siong College of Iloilo Faculty members.
The outcome of the study may be beneficial to the following:
School Administrators. The results of the study may give school
administrators a medium of which they may learn how to properly help their faculty
staff and provide better means and options to work in.
Faculty members. This study will bring to light the stress levels of faculty
members. The findings can aid in the stress management of the teachers since it will
determine their level of stress, and they can find ways to enhance their teaching
methods.
Future Researchers. The findings can be used as a reference in conducting
future research studies. This study will equip researchers with a background and
additional information related to the topic.

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Definition of Terms
Faculty- refers to the the teaching and administrative staff and those
members of the administration having academic rank in an educational institution
(Merriam-Webster, 2020)
In this study, faculty refers to all the incumbent teachers from the preschool
department, elementary school department, junior high school department and senior
high school department. They are the main research object and information source of
this research.
Hua Siong College of Iloilo- commonly referred to as Hua Siong, is a private
college located Iloilo City, Philippines. Founded by the Filipino Chinese Chamber of
Commerce of Iloilo as a preparatory school in 1912, it is the first Chinese school
outside of Manila (second in the Philippines). Hua Siong has two campuses: the main
campus in Calle Iznart (City Proper) and Ledesco Village in La Paz, Iloilo City. (Hua
Siong College of Iloilo, Inc., 2015)
In this study, Hua Siong College of Iloilo, Inc. serves as the setting or
educational institution in which this research will be conducted.
Online Classes- are courses conducted over the Internet. They are generally
conducted through a learning management system, in which students can view their
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course syllabus and academic progress, as well as communicate with fellow students
and their course instructor.(Top Hat, 2020)
In this study, online classes refer to the Hua Siong College of Iloilo’s Red
Phoenix Maximum Impact LEarning Solution (MILES), Hybrid Distance Learning
Program.
Stress- a normal reaction the body has when changes occur. It can respond to
these changes physically, mentally, or emotionally.(Cleveland Clinic, 2015)
In this study, stress refers to the degree of stress in the incumbent teachers
who teach online at Hua Siong College of Iloilo.
Scope and Delimitation of the Study
The study aimed to determine the levels of stress of Hua Siong College of Iloilo
faculty members who are teaching online classes. It also sought to determine the
association between the length of service, department, digital literacy, age, sex,
teaching loads to the levels of stress of the faculty members.
This study aimed to involve all faculty members of the Main and Ledesco
campuses of Hua Siong College of Iloilo teaching online classes via Total Population
sampling method. However, only 76 faculty members participated. The time and frame
in which it was conducted was over the course of the school year 2020-2021. This
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study was conducted through online means as the pandemic has restricted the
possibility of conducting it on school grounds. Google Forms was utilized in the
distribution of the questions.

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CHAPTER 2
Review of Related Literature and Studies
This chapter presents related literature and studies from different sources.
Stress
In general, stress is defined as an individual’s physical and psychological
reaction to an event or object which is appraised as a threat (Lazarus and
Folkman,1984). Meanwhile, Kyriacou and Sutcliffe (1978 ) had exhaustively defined
stress as an unpleasant emotion, which arises when people worry that they could not
cope with excessive pressures or other types of demand placed upon them. Stress
especially comes into the surface when individuals are under overwhelming situation
and believe that they are incompetent to handle.
The term “stress” was first coined by Hans Selye in 1936, who described stress
as the non-specific response of the body to any demand for change. The demand for
change can occur due to either inner or environmental factors. (Rezaee, 2002).
However, Lazarus and Folkman(1984) specifically said that stress is one’s cognitive
appraisal of the stimulation and is a result of one’s interaction with the environment.
The definition reflects that stress is a psychophysical phenomena which comes into
existence as a result of a continuous interaction between the individual and the
environment. Rasooli (2013) said that stressors can result from the environment, for
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instance different accidents, life events, death and war or they can stem from internal
aspects and characterization such as contradictions, failures, shortages, privations,
psychological pressures resulting from job conditions are stress generating. Even so,
Piekarska (2000) pointed out that there is a related connection between the results of
stress and psychological and personality characteristics, which are inner factors. Vijaya
and Karunakaran (2013) stated that stress largely depends on one's temperaments,
environmental conditions, experiences and situations.
Stress in the Teaching Occupation
Since the early 1970s, the phenomenon of work stress among teachers has
been increasingly gaining worldwide attention and concern. Several studies
undertaken had been examining the prevalence, level and major sources of stress
among the teachers. (Kyriacou 2001; Troman & Woods 2001; Vandenberghe &
Huberman 1999). The findings of these studies revealed that the stress problem
experienced by the teachers was widespread and not restricted to a particular country.
In Hong Kong, public awareness of the work stress problem of teachers had been
heightened with the increasing occurrence of suicide cases among teachers (Chan et
al, 2010). Shikieri & Musa (2012) studied about factors associated with stress in a
Sudanese University. Their findings show that teachers experience a high degree of
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job stress on average, and job stressors negatively affect the physical health, job
satisfaction, and work performance of the teachers, as well as their commitment to
their work. Numerous studies were also done regarding the relationship of the
teachers’ stress to their personal factors. Nagra & Arora (2013) conducted research
that strived to find out the relationship of the level of stress to the educators, gender
and marital status. Their results revealed that the teachers experience a moderate
level of stress. Moreover, there exist significant differences regarding stress among
teachers in relation to gender and marital status. Age, experience, and employment
position were also reported to have a relationship with the levels of stress. Nobile
(2014) found out that male teachers experience higher levels of stress than their
female colleagues overall. In regards to years of experience, teachers that served for
6-10 years faced the highest level of stress while the teachers served for 0-5 years
experienced the least amount of stress (Aftab & Khatoon, 2012).
Technostress in K-12 Education
Technology is being rapidly integrated in kindergarten to 12th grade classes
worldwide (Al-Fudail & Mellar,2008). There is a high demand for teachers to utilize
technology for work. As well as changing their existing work routines and lessons
plans to include technology. Positive results granted by using technology in teaching

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include engaging students in experiential and interactive learning, encouraging
individual learning, and making learning enjoyable (Herold, 2016). Nonetheless, there
are still several unintended learning consequences that may impact teachers’ well-
being (Al-Fudail & Mellar, 2008). One negative outcome is the stress that is related to
using technology, known as technostress (Joo, Lim, & Kim, 2016). Technology-related
stressors include psychological strain, and workplace outcomes, such as organizational
commitment and turnover intention (Ayyagari, Grover, & Purvis, 2011). Users can
experience technostress before, during, or after using technology (Salo, Pirkkalainen,
& Koskelainen, 2019). For example, users may encounter unfamiliarity with new
technology and constant technological updates, as well as feeling overwhelmed by the
abundant amount of information induced by technology (Tarafdar, 2007). Which in
turn, may leave users with negative strain and detrimental outcomes (Tarafdar, Pullins,
and Ragu-Nathan, 2015).
Teachers’ Stress in Pandemic
The act of balancing personal and professional roles has already been a
strenuous responsibility for the teachers. Even so, online delivery of lessons, work-at-
home protocols and pervasive online work-related activity creates a lack of physical,
temporal and/or psychological boundaries between school and home. In particular, the
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nature of the pandemic has brought a set of difficulties: health concerns for oneself
and loved ones, social and physical distancing, travel restrictions, closed borders,
shortages of daily necessities, restricted services, and uncertainty as to when life will
return to ‘normal (MacIntyre, Gregersen & Mercer, 2020). Aside from these, the need
to employ technology in the profession has been challenging to many. In most cases,
teachers have not been trained in the necessary technical and pedagogical skills to
integrate digital technology instruction (Schleicher, 2020).
The teaching profession was often listed as one of the most stressful
professions even before the pandemic (Johnson et al., 2005). Some of the usual
stressors that teachers suffer from include pressure inflicted by heavy workloads, time
constraints, unbalanced work-life integration, limited autonomy, excessive
administrative obligations, strained relationships with colleagues and school leaders,
role conflict/ambiguity, managing innovation and change, emotional labor, dread over
losing control of the class, fear of evaluation, and low professional self-esteem, among
others (Mercer & Gregersen, 2020). Few of these stressors have disappeared, however,
some still exist in combination with the litany of new unique stressors emerging from
the global pandemic and the reaction of education systems to it. Petrie (2020)
identifies additional stressors for educators that include among others: 1) Teachers
without resources to discuss pandemics and uncertainties with their learners and who
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are scrambling to go digital without much support and training; 2) Learners who are
highly anxious and lonely, unable to focus and worried about having an unnatural
closure to the academic year; 3) Parents who are overwhelmed and unprepared to
coach their kids about digital tools and innovative educational practices, also trying to
balance work and homeschooling; and 4) The relationships among all these players,
including the maintenance of positive student-teacher-parent rapport and encouraging
collaborative learning and socialization that is so challenging online.
Telecommunication, Wellbeing, and Mental Health
The use of smart devices and its relationship to stress has been a topic of
interest all over the world. A couple of studies have uncovered how stress due to
smart devices correlates with demographic variables. Sansone & Sansone’s gender-
focused work reported that females experience more negative psychological effects
than males.
Summary
The literature review presents significant information which relates to the
“Stress Experienced By Hua Siong College of Iloilo Faculty Members in Teaching Online
Classes.” Stress has been defined in a variety of ways by researchers studying the
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same field, as well as by professionals who are expert in the topic. Generally, stress is
defined as an individual’s physical and psychological reaction to an event or object
which is appraised as a threat (Lazarus and Folkman,1984). Stress in the teaching
occupation is widespread and has been an increasing topic among different countries.
Studies show that there are significant differences regarding occupational stress
among teacher educators in relation to gender, age, experience, and marital status.
But with the need to employ technology in K-12 classes, teachers also have to deal
with another form of stress, which is technostress. This leaves the teachers with
negative strain and detrimental outcomes to their health. Even so, the pandemic has
brought an additional set of difficulties. With the gathered literature, the researchers
have seen findings that could possibly be supported or proved. The related studies
have also given the researchers more understanding of the current phenomenon,
which can aid in the modification of the instruments.

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Chapter 3
Research Design and Methodology
This chapter includes six parts: (1) Research Design, (2) Samples, (3) Study
Locale, (4) Data Gathering Instruments, (5) Data Gathering Procedure and (6) Data
Analysis.
Part One, Research Design, comprises the method to be used.
Part Two, Samples, describes the respondents involved in the study, and the
means by which they were selected.
Part Three, Study Locale, discusses the setting of the study, where it will be
conducted.
Part Four, Data Gathering Instruments, presents the instruments that will be
needed in gathering the data.
Part Five, Data Gathering Procedure, indicates the steps that will be followed
when gathering the data.
Part Six, Data Analysis, includes the statistical tools needed for the analysis
and interpretation of the data.
Research Design
This study is quantitative in nature. Specifically, it employed the descriptive-
correlational research design. Numerous definitions for quantitative research that

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have been distributed by different authors. Aliaga and Gunderson (2002) defines
quantitative research as an inquiry into a sociable problem, which describes
phenomena by gathering numerical data that are analysed using mathematically
structured methods e. g. in particular statistics. Meanwhile, in descriptive-correlational
studies, the variables and relationships that occur naturally between and among them
are described (Sousa et al, 2007). This is the most suitable method to be used in this
study since it will allow the researchers to explicate the stress levels of the faculty
members under the current phenomena. Furthermore, this design will enable the
researchers to recognize the association of the faculty members’ personal background
to their stress levels.
Samples
The study aimed to involve all faculty members of Hua Siong College of Iloilo
Main and Ledesco campuses who are teaching in online classes. However, only 76
respondents were able to participate. The total population sampling method was
applied. This is a type of purposive sampling technique that involves examining the
entire population that has a particular set of characteristics (e.g., specific
attributes/traits, experience, knowledge, skills, exposure to an event, etc.). It is most

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practical when the total population is of manageable size, for instance, the faculty
population. As such, it is the best sampling design for this study.
The selected faculty members must be official employees of Hua Siong College
of Iloilo for the school year 2020-2021.
n %
Length of Service
● 1-5 year 63 82.9%
● 6-10 year 7 9.2%
● 11-20 years 1 1.3%
● More than 20 years 5 6.6%
Total 76 100%
Department
● Little Phoenix 12 15.8%
● Phoenix Graders 16 21.05%
● Junior High School 17 22.4%
● Senior High School 16 21.05%
● Chinese 15 19.7%
Total 76 100%
Digital Literacy
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● Intermediate 37 48.7%
● Expert 39 51.3%
Total 76 100%
Age
● 20 - 30 Years Old 62 81.6%
● 31 - 40 Years Old 5 6.55%
● 41 - 50 Years Old 5 6.55%
● More than 50 Years 4 5.3%

Old
Total 76 100%
Sex
● Male 16 21.05%
● Female 60 78.95%
Total 76 100%
Teaching Loads
● Underload 6 7.9%
● Regular 49 64.5%
● Overload 21 27.6%
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Total 76 100%
Figure 2. Frequency Count of the Samples When Grouped According to Length of
Service, Department, Digital Literacy, Age, Sex, Teaching Loads
Study Locale
This study was conducted at Hua Siong College of Iloilo Main (Iznart St. Iloilo
City) and Ledesco (Ledesco Village, La Paz, Iloilo city) during the second semester of
the academic year 2020-2021.
Figure 3: Hua Siong College of Iloilo, Main Campus

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Figure 4: Hua Siong College of Iloilo, Ledesco Campus
Hua Siong College of Iloilo or HSCI (怡朗华商学院) is an educational institution
founded by the Filipino Chinese Chamber of Commerce of Iloilo. The institution has
two campuses: Main and Ledeco. The Main Campus is situated along Iznart Street.
Meanwhile, the Ledesco Campus is located in Ledesco Village, La Paz, Iloilo City. It
has pre-elementary, elementary, junior and senior high school. The senior high school
has two academic strands: Science, Technology, Engineering, and Mathematics
(STEM) and Accountancy, Business, and Management (ABM).
Data Gathering Instruments
The data regarding the faculty members’ levels of stress was determined using
a modified Perceived Stress Scale (PSS), a 5-likert scale questionnaire, and the Stress
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Survey Questionnaire for Schools by Cumbria County Council. Meanwhile, a
researcher-made questionnaire was used in the determining of the faculty members’
digital literacy. The instruments were validated by a group of experts and reliability
tested using Cronbach alpha with reliability index of .980 for the stress level
questionnaire and .752 for the digital literacy questionnaire.
Data Gathering Procedure
Preparation of Data Analysis Results and

Questionnaires Discussion
Validation of Implementation
the
Instruments
Pilot Testing Getting

Permission
Figure 5: The Depiction of the Data Gathering Process
The data gathering procedure began with the composition and of the
instruments. The questionnaires were then validated by a group of experts. After the
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validation of the questionnaires, the instruments were pilot tested. The researchers
then sought permission from the heads to conduct the study. Once approved, the
researchers sent out Google Forms links to gather data from the respondents. After
the forms have been answered, the data was analyzed and tested to draw a final
conclusion.
Data Analysis
Mean and Standard Deviation
Mean is the most common measure of central tendency and refers to the
average value of a group of numbers (Sykes, Gani, Vally, 2016). Meanwhile, Ariola
(2014) defines the standard deviation as the deviation of scores from the mean. In
this study, mean and standard deviation were used to determine the levels of stress
experienced by the faculty members.
Kruskal-Wallis H-test
The Kruskal-Wallis test is a nonparametric ‘analysis of variance’ (Norheim,
1986), which assesses the differences among three or more independently sampled
groups on a single, non‐normally distributed continuous variable (McKnight & Najab,
2010). In this study, the Kruskal-Wallis H-test was used to determine if there are
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significant differences in the levels of stress of the faculty members when they are
classified according to their age, length of service, department, and teaching loads.
Mann-Whitney U-test
The Mann‐Whitney U-test, which is also known as the Wilcoxon rank sum test,
tests for differences between two groups on a single, ordinal variable with no specific
distribution (Mann & Whitney, 1947; Wilcoxon, 1945). In this study, the Mann-Whitney
U-test was used to determine if there is a significant difference in the levels of stress
of the faculty members when they are classified according to their digital literacy and
sex.
Spearman rho
Spearman rank correlation is used to test the association between two ranked
variables, or one ranked variable and one measurement variable (McDonald, 2015). In
this study, the Spearman rho was used to determine if there is a significant association
between the levels of stress of the faculty members and their digital literacy.
Eta Coefficient Correlation
An Eta Coefficient test is a method for determining the strength of association
between a nominal and interval variable (SAGE, 2014). In this study, the Eta
Coefficient Correlation was used to determine the degree of association between the
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levels of stress of the faculty members and their length of service, department, age,
sex, and teaching loads.
All hypotheses were tested at 5% level of significance.

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Chapter 4
Results and Discussion
This chapter includes five parts: (1) Level of Stress Experienced By Hua Siong
College of Iloilo Faculty Members in Teaching Online Classes, (2) Kruskal-Wallis
Independent Samples Result for the Differences in the Levels of Stress Experienced By
Hua Siong College of Iloilo Faculty Members in Teaching Online Classes, (3) Mann-
Whitney U-Test Independent Samples Result for the Differences in the Levels of Stress
Experienced By Hua Siong College of Iloilo Faculty Members in Teaching Online
Classes, (4) Eta Coefficient Correlation Result for the Strength of Association between
Length of Service, Department, Age, Sex, and Teaching Loads, and Levels of Stress
Experienced by the Faculty Members in Teaching Online Classes, (5) Spearman’s Rank
Order Correlation Result for the Strength of Association between Digital Literacy and
Levels of Stress Experienced by the Faculty Members in Teaching Online Classes.
Part One, Level of Stress Experienced By Hua Siong College of Iloilo Faculty
Members in Teaching Online Classes, describes the level of stress experienced by the
faculty members as an entire group and when classified.
Part Two, Kruskal-Wallis Independent Samples Result for the Differences in
the Levels of Stress Experienced By Hua Siong College of Iloilo Faculty Members in
Teaching Online Classes, presents the differences in the levels of stress when the
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faculty members are classified according to their length of service, department, age,
and teaching loads.
Part Three, Mann-Whitney U-Test Independent Samples Result for the
Differences in the Levels of Stress Experienced By Hua Siong College of Iloilo Faculty
Members in Teaching Online Classes, contains the differences in the levels of stress
when the faculty members are classified according to digital literacy and sex.
Part Four, Eta Coefficient Correlation Result for the Strength of Association
between Length of Service, Department, Age, Sex, and Teaching Loads, and Levels of
Stress Experienced by the Faculty Members in Teaching Online Classes, describes the
association of length of service, department, age, sex, and teaching loads to the levels
of stress.
Part Five, Spearman’s Rank Order Correlation Result for the Strength of
Association between Digital Literacy and Levels of Stress Experienced by the Faculty
Members in Teaching Online Classes, provides the description of the correlation
between digital literacy and levels of stress.
Table 1. Level of Stress Experienced By Hua Siong College of Iloilo Faculty
Members in Teaching Online Classes
Category Mean SD Description

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A. ENTIRE GROUP 2.68 .59 Mildly Stressed
B. LENGTH OF SERVICE
● 1-5 years 2.76 .55 Mildly Stressed
● 6-10 years 2.15 .72 Almost Stressed
● 11-20 years 2.84 . Mildly Stressed
● More than 20 years 2.33 .56 Almost Stressed
C. DEPARTMENT
● Little Phoenix 2.37 .38 Almost Stressed
● Phoenix Graders 2.58 .51 Mildly Stressed
● Junior High School 2.90 .46 Mildly Stressed
● Senior High School 2.76 .67 Mildly Stressed
● Chinese 2.68 .77 Mildly Stressed
D. DIGITAL LITERACY
● Intermediate 2.62 .55 Mildly Stressed
● Expert 2.74 .63 Mildly Stressed
E. AGE
● 20 - 30 Years Old 2.71 .61 Mildly Stressed
● 31 - 40 Years Old 2.77 .61 Mildly Stressed
● 41 - 50 Years Old 2.43 .19 Almost Stressed

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● More than 50 2.36 .64 Almost Stressed

Years Old
F. SEX
● Male 2.77 .72 Mildly Stressed
● Female 2.65 .56 Mildly Stressed
G. TEACHING LOADS
● Underload 2.61 .60 Mildly Stressed
● Regular 2.68 .61 Mildly Stressed
● Overload 2.69 .56 Mildly Stressed
Scale:
1.0 - 1.7 (Not Stressed) 3.4 - 4.1 (Moderately Stressed)
1.8 - 2.5 (Almost Stressed) 4.2 - 5.0 (Very Stressed)
2.6 - 3.3 (Mildly Stressed)
Level of Stress Experienced By Hua Siong College of Iloilo Faculty Members
in Teaching Online Classes
The Table 1 shows the level of stress experienced by Hua Siong College of
Iloilo faculty members in teaching online classes. As an entire group, the faculty
members teaching in online classes are mildly stressed (M = 2.68, SD = .59). When
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classified according to length of service, faculty members who have served within 1-5
years and 11-20 years are mildly stressed (M = 2.76; SD = .55 and M = 2.84
respectively), whereas faculty members who have served within 6-10 years and more
than 20 years are almost stressed (M = 2.15; SD = .72 and M = 2.33; SD = .56
respectively). When classified according to department, faculty members of the Little
Phoenix are almost stressed (M = 2.37, SD = .38). Whereas, the faculty members of
Phoenix Graders, Junior High School, Senior High School, and Chinese departments
are mildly stressed (M = 2.58; SD = .51, M = 2.90; SD = .46, M = 2.76; SD = .67 and
M = 2.68; SD = .77 respectively). When classified according to digital literacy, faculty
members who have intermediate and expert skills are mildly stressed (M = 2.62; SD
= .55 and M = 2.74; SD = .63 respectively). When classified according to age, faculty
members who are 20-30 years old and 31-40 years old are mildly stressed (M = 2.71;
SD = .61 and M = 2.77; SD = .61 respectively). Meanwhile, faculty members who are
41-50 years old and more than 50 years old are almost stressed (M = 2.43; SD = .19
and M = 2.36; SD = .64 respectively). When classified according to sex, both male
and female faculty members are mildly stressed (M = 2.77; SD = .72 and M = 2.65;
SD = .56 respectively). When classified according to teaching loads, faculty members
who have underload, regular, and overload units are mildly stressed (M = 2.61; SD
= .60, M = 2.68; SD = .61 and M = 2.69; SD = .56 respectively).

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Table 2. Kruskal-Wallis H-Test Independent Samples Result for the
Differences in the Levels of Stress Experienced By Hua Siong College of
Iloilo Faculty Members in Teaching Online Classes
Null Hypotheses H df p Decision
There are no 7.333 3 .062* Retain the null

significant hypothesis.
differences in the
stress levels of the
faculty members
when they are
classified according
to length of
service.

differences in the
faculty members
when they are
to departments.

differences in the
faculty members
when they are
to age.
There are no .815 2 .665* Retain the null

significant hypothesis
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differences in the
faculty members
when they are
to teaching loads.
*p>0.05, not significant
The differences in the levels of stress experienced by Hua Siong College of
Iloilo faculty members in teaching online classes when they are classified according to
length of service, department, age, and teaching loads are presented in Table 2. The
Kruskal-Wallis test reveals that there are no significant differences in the levels of
stress of the faculty members when they are classified according to their length of
service, department, age, and teaching loads, X2 (3) = 7.333; p = .062, X2 (4) =
8.773; p = .067, X2 (3) = 3.569; p = .312 and X2 (2) = .815; p = .665 respectively.
Thus, the null hypotheses are retained. This implies that the faculty members
teaching online classes experience a similar level of stress regardless of their length
of service, department, age, and teaching loads.

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Table 3. Mann-Whitney U-Test Independent Samples Result for the
Null Hypotheses U p Decision
There are no 772.500 .596* Retain the null

differences in the
faculty members
when they are
to digital
literacy.
There are no 373.500 .175* Retain the null

differences in the
faculty members
when they are
to sex.
Iloilo Faculty Members in Teaching Online Classes when they are Grouped
According to their Digital Literacy and Sex

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Table 3 reveals the result of the differences in the levels of stress experienced
by Hua Siong College of Iloilo faculty members in teaching online classes when they
are classified according to digital literacy and sex. The Mann-Whitney U-Test test
reveals that there are no significant differences in the levels of stress of the faculty
members when they are classified according to digital literacy and sex, Z = 772.550;
p = .596 and Z = 373.500; p = .175 respectively. Thus, the null hypotheses are
retained. This implies that the faculty members’ level of stress in teaching online
classes does not vary across digital literacy and sex classifications.
Table 4. Eta Coefficient Correlation Result for the Degree of Association
between Length of Service, Department, Age, Sex, and Teaching Loads, and
Levels of Stress Experienced by the Faculty Members in Teaching Online
Classes
Stress Level n r Description
Length of Service 76 .342 Weak Association
Department 76 .294 Weak Association
Age 76 .176 Negligible Association
Sex 76 .082 Negligible Association
Teaching Loads 76 .036 Negligible Association

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Degree of Association between Length of Service, Department, Age, Sex,
and Teaching Loads, and Levels of Stress Experienced by the Faculty
The degree of association between length of service, department, age, sex and
teaching loads, and levels of stress experienced by the faculty members in teaching
online classes is expressed in table 4. The length of service (r = .342) and
department (r = .294) have a weak association with the levels of stress of the faculty
members in teaching online classes. Meanwhile, age (r = .176), sex (r = .082) and
teaching loads (r = .036) have negligible association with the levels of stress of the
faculty members in teaching online classes. A weak and negligible relationship implies
that the stress experienced by the faculty members in teaching online classes was
mostly influenced by other variables apart from their length of service, department,
age, sex and teaching loads.
Table 5. Spearman’s Rank Order Correlation Result for the Association
between Digital Literacy and Levels of Stress Experienced by the Faculty
Stress Level n r p Description
Digital Literacy 76 .00 .946* Very Low

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Association between Digital Literacy and Levels of Stress Experienced by
the Faculty Members in Teaching Online Classes
The table 5 shows the association between the digital literacy and levels of
stress experienced by the faculty members in teaching online classes. There is no
significant association between digital literacy (r = .00, p = .946) and the stress levels.
Thus, the null hypothesis is retained. Digital literacy has a very low correlation with the
levels of stress experienced by the faculty members in teaching online classes. A very
low correlation between the variables suggests that the stress experienced by the
faculty members in teaching online classes was not almost entirely influenced by their
digital literacy, but by other variables.

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Chapter 5
Summary, Conclusion and Recommendations
Chapter Five consists of three parts: (1) Summary, (2) Conclusion, and (3)
Recommendations.
Part One, Summary, presents the key points of the study and findings.
Part Two, Conclusion, displays the inferences drawn from the results of the
study.
Part Three, Recommendations, provides suggestions related to the findings
given.
Summary
The study utilized the Descriptive-Correlational design. It sought to determine
the levels of stress experienced by Hua Siong College of Iloilo faculty members in
teaching online classes. The samples were the faculty members of the Little Phoenix
(pre-elementary), Phoenix Graders (elementary), Junior high school, Senior high
school and Chinese departments from both the Ledesco and Main campuses that
participate in teaching online classes. The instruments used were validated by a group
of experts and reliability tested using Cronbach alpha with reliability index of .980 for
the stress level questionnaire and .752 for the digital literacy questionnaire. The
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respondents were selected as a part of the total population sampling method. The
data gathering was conducted online during the school year 2020-2021.
1. What is the level of stress experienced by Hua Siong College of Iloilo
faculty members in teaching online classes when taken as an entire
group and when grouped according to:
a. Length of Service
b. Department
c. Digital Literacy
d. Age
e. Sex
f. Teaching Loads
Results showed that as a whole group, the Hua Siong College of
Iloilo faculty members are mildly stressed in teaching online classes.
The results coincide with the study of Obrad (2020), aside from the
dynamic shift towards online learning, the profound sense of stress the
teachers have experienced since the start of the COVID-19 pandemic
has been classified as mildly stressed. Moreover, respondents ages 20 -
40 old are mildly stressed, whereas respondents ages 41 years and

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older are almost stressed in teaching online classes. Meanwhile both
male and female respondents are mildly stressed. Respondents in the
pre-elementary are almost stressed, while the elementary, Chinese,
junior and senior high school departments are mildly stressed.
Respondents teaching from 1 - 5 years and 11 - 20 years were found to
be mildly stressed, and respondents teaching from 6 - 10 years and
more than 20 years are almost stressed, which aligned with the finding
of Alhija (2015), where the more experienced teachers feel stressed,
but there are other factors aside from the variables of the study such as
colleagues and student behaviour that may affect the level of stress
experienced. For teaching loads, respondents that are underloaded,
overloaded and regularly loaded are mildly stressed. In terms of digital
literacy, both the intermediate and expert were found to be mildly
stressed, where the study coincides with the study of Obrad (2020),
where the teachers felt that the time to adjust to an online platform
was too short to properly utilize.
2. Is there a significant difference in the stress levels of Hua Siong College
of Iloilo faculty members when they are classified according to:

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b. Department
c. Digital Literacy
d. Age
e. Sex
f. Teaching Loads
According to the results, there is no significant difference in the
level of stress experienced by Hua Siong College of Iloilo faculty
members in teaching online classes when grouped according to length
of service, department, digital literacy, age, sex, and teaching loads.
This implies that the faculty members teaching online classes
experience a similar level of stress regardless of their length of service,
department, digital literacy, age, sex, and teaching loads, Obrad (2020)
presented indirect, contextual causes that may be associated with
stressors at the professional level. For instance, in the case of teachers
working from home, due to the current circumstances of the COVID-19
pandemic, they had to carry out, besides their professional activity,
other responsibilities as well. Thus, they had to take over many family
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responsibilities. Also, a study done by Brooks et al. (2020) introduced
the common causes of stress existing in the pandemic period. The
stressors included were the long quarantine duration, infection fears,
frustration, boredom, inadequate supplies, inadequate information,
financial loss, and stigma. These factors may have been more impactful
on the faculty members’ levels of stress.
3. Is there a significant association between the stress levels of Hua Siong
College of Iloilo faculty members and their digital literacy?
According to the results, there is no significant association
between the level of stress experienced by Hua Siong College of Iloilo
faculty members teaching in online classes and their digital literacy. No
significant association indicates that the stress experienced by the
faculty members was most likely influenced by other variables other
than their digital literacy. Which is consistent with the findings of Van
der Spoel, et al. (2020), in which the teachers’ low experience of
information and communication technology do not influence their stress
levels.
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4. What is the degree of association between the stress levels of Hua
Siong College of Iloilo faculty members and their:
b. Department
c. Age
d. Sex
e. Teaching Loads
According to the results, there is a weak to negligible association
between the level of stress experienced by Hua Siong College of Iloilo
faculty members and their length of service, department, age, sex, and
teaching loads. It supported the findings of a study done by Bharathi
(2013), which suggests that demographic factors such as age and
length of service have a negligible effect on the stress levels of the
teachers.
Conclusion
In this study, it is found that in general, Hua Siong College of Iloilo faculty
members experience mild stress in teaching online classes. The length of service,
department, digital literacy, age, sex, and teaching loads do not have a significant
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association with the levels of stress of the faculty members. They have a weak
correlation, hence other variables can be accounted for the stress.
Therefore, in this study, the researchers found that the Hua Siong College of
Iloilo faculty members’ levels of stress are not dependent on length of service,
department, digital literacy, age, sex, and teaching loads, but rather on other factors.
Recommendations
In line with the findings and conclusion of this study, the following are hereby
recommended:
1. School administrators may use the findings of the study to enrich the present
program of the school that aims to improve the mental wellbeing of faculty
members.
2. Faculty members may take a periodic self-evaluation to reduce the feeling of
stress. They may also come to health experts and school administrators to
address personal and work issues.
3. Future researchers may use this study as a basis to further explore other
factors that contribute to the levels of stress of the faculty members that are
not included in this study such as student behaviour, workplace chemistry, and
salary.
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Appendix A
Instruments
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A. Demographic Profile
Name (optional): _________________________________ Sex (required): ___
Age (required): ___ Department (required): __________________
Kindly check (✔) the option that applies to you.
Teaching Loads (required):
( ) underload ( ) regular ( ) overload
Length of Service (required):
( ) 1 - 5 years ( ) 6 - 10 years ( ) 11 - 20 Years ( ) More than 20 Years
B. Stress
The questions in this scale will ask you about your feelings and thoughts during
the past months. In each case, you will be asked to select the option that
indicates how you felt or thought a certain way.
Because everyone reacts to stress in his or her own way, no stress test can give
you a complete diagnosis of your stress levels. This stress test is intended to
give you an overview only.
Please answer each of the following questions with a rate of 1 to 5 where:
1 = Never 2 = Almost Never 3 = Sometimes 4 = Fairly Often 5 = Very Often

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1 2 3 4 5
Emotional Factors:
1. How often have you been upset

because of something that
happened unexpectedly?
2. How often have you felt that you

were unable to control the
important things in your life?
3. How often have you felt

nervous?
4. How often have you not felt

confident about your ability to
handle your personal problems?
5. How often have you felt that

things are not going in your way?
6. How often have you found that

you could not cope with all the
things that you had to do?
7. How often have you not been

able to control irritations in your
life?
8. How often have you felt that you

were not on top of things?
9. How often have you been

angered because of things that
were outside of your control?
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difficulties were piling up so high
that you could not overcome them?
11. How often have you lashed out

at others?
12. How often have you felt unable

to manage your time?
Work-Related Factors:

unsatisfied with your job?
14. How often have you thought

that your skills, knowledge, and
experience do not match the
requirements of your job?
15. How often have you thought

that your skills, knowledge, and
experience are not being used as
much as you would like them to be?

you do not have adequate
resources to do your job?

your workload is unbalanced?
18. How often have you felt that the

deadlines/targets given to you are
not reasonable and achievable?
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health, safety, and welfare of staff
are not a priority within the school
unit?

unsatisfied with your physical
working environment (heating,
lighting, space, equipment, etc.)?

unsatisfied with the facilities
available for rest and meal periods?

you do not have opportunities
within your working day for rest and
relaxation?
23. During the past months, how

often have you felt unsatisfied with
the services available to staff for:
(i) Counselling?
(ii) Health advice and information?
(iii) Safety advice and information?

your work is unappreciated and not
seen valuable?

there are no available opportunities
available in the school to enable
you to progress in your career?
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discouraged to progress in your
career?

unsatisfied with the amount of
training available to you at work?

opportunities to progress and
develop through training are not fair
to everyone?

unsatisfied with the communication
methods that exist in the school?

your work is affected detrimentally
by the events that happen at home
or in your social life?
Social Factors:
31. During the past months, how

often have you felt that your health
is being affected by your work?
(i) Your physical health?
(ii) Your mental or emotional

health?

your home and social life is affected
detrimentally by the events that
happen at work?
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unsatisfied with how you and your
colleagues assist and support one
another?

you are bullied or harassed at work
in any way?

unsatisfied with the way you relate
to learners?
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C. Digital Literacy
1. What does RAM stand for?

a. Ready Adaptive Memory
b. Running Assistive Memory
c. Reactive Aid Memory
d. Random Access Memory
2. What is the other term for the mouse pointer?

a. Clicker
b. Key
c. Cursor
d. None of the above
3. What does WiFi stand for?

a. Will of Fire
b. Wireless Fidelity
c. Windows Finder
d. Wire Fixer
4. Which of the following is an example of a browser?

a. Yahoo
b. Mozilla
c. Google
d. Opera Mini
5. Google is an example of what?

a. Browser
b. Search Engine
c. Internet Gateway
d. Web Portal
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6. What is the meaning of hardware?

a. The programs and other operating information used by a
computer
b. A collection of data or computer instructions that tell the
computer how to work
c. The physical parts of a computer
d. The part of the computer that controls internal functioning,
monitors, printers, and storage devices
7. Maecy comes to you wondering how files work on her Google Drive.
How would you explain to her how cloud storage works?
a. It works as a portable storage device that can be used on
multiple devices.
b. It is an online storage pool where data and information can be
stored for further use outside of a computer hard drive.
c. It is a component that is used to store information and data on
computers.
d. It is a group of hard drives that can be used for information
sharing.
8. Sara has been gathering information online for her schoolwork. She’s
planning to write about classical musicians. What source do you think is
not considered reliable?
a. An article about Beethoven in an encyclopedia published online
and in print
b. A wikipedia article about Mozart
c. An online newspaper article about Tchaikovsky
d. A Vivaldi biography posted in ClassicFM Radio site
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9. Jenny finds the templates from Google Slides and Microsoft PowerPoint
as overused. What other application can she utilize in making her slides?
a. Pinterest
b. Adobe Photoshop
c. Canva
d. Gimp
10. Lakshmi was browsing through the internet until she entered an online
storefront. She then noticed that the website asked for her to accept
cookies, she came to you asking what they meant. How would you
explain to her what cookies meant?
a. They are freshly baked delicacies.
b. They are trackers that observe and collect data and online
behaviour.
c. They are websites saved or pinned on browsers that can be
opened more quickly.
d. They are pieces of data stored on a computer when browsing
websites.
11. What does “USB” stand for?

a. Universal Serial Bus
b. Universal Safety Backup
c. Unit Serial Backup
d. Unit Safety Bus
12. Peter is creating a presentation using PowerPoint. Which of the

following toolbars must he use to add geometric shapes to the
presentation?
a. Drawing
b. Illustrations
c. Reviewing
d. Formatting
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13. JR was setting up his desktop when a pop up appeared asking whether
his desktop is connected to a proxy server. He ran to you and asked
what a proxy server means. How would you explain it to him?
a. A server application or appliance through which internet
requests are processed
b. A server application or appliance that connects the computer to
the internet
c. A server application or appliance when accessed by a computer
can be used to surf the internet
d. A server application or appliance that strengthens the internet
14. What port is displayed on the image?
a. VGA
b. DVI
c. HDMI
d. Displayport
15. What key combination must be pressed to take a screenshot on a

Windows PC?
a. Ctrl+PrtSc
b. Alt+PrtSc
c. Win+PrtSc
d. Shift+PrtSc
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16. Ivo wonders why his laptop is getting slow and he asked if you can
explain why. You then answered that the laptop does not have enough
memory (RAM) to sustain the workload of your unit. Ivo then asked you
how the memory (RAM) works, how would you explain it?
a. It is a component that is used to store information and files on
computers.
b. It is a device that connects a computer to the internet.
c. It is a component that is used to store data for active use.
d. It is a device that transfers files from one computer to another.
17. What is the system unit?
a. c.
b. d.
18. Michael has been complaining that he can’t access the video you posted
in your shared Google Slides file. He said that you must accept the
request he sent to you for him to be able to access the said video.
Which Google app should you use to approve his request?
a. Google Classroom
b. Google Drive
c. Gmail
d. Google Meet
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19. What key should be pressed in order to type “?” instead of “/”?
a. c.
b. d.
20. Eric teaches Tina how to work with productivity programs. Tina notices
a small blinking bar that stays in place until Eric clicks the mouse in a
new location in the document. Tina wants to know the name of this
blinking bar. Which of the following terms will Eric use to answer Tina's
question?
a. Scroll bar
b. Mouse pointer
c. Status bar
d. Insertion point
21. Ralph notices that when he runs several programs simultaneously on

his computer, the performance of the programs slows down
considerably. What is the reason for this?
a. Insufficient Storage
b. Insufficient Memory
c. Slow CPU clock speeds
d. The computer has outlived its use.
22. Ping-Ru wants to detect and prevent malicious activities on her

computer, what program should she use?
a. Antivirus software
b. Worm
c. Trojan Horse
d. Ethernet
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23. Which action can you describe as a copyright violation?

a. Quoting a paragraph and mentioning the source
b. Reading material from a publicly available website
c. Distributing someone else’s work as your own
d. Sharing a website address
24. Janzen creates a business presentation by using Microsoft Office

PowerPoint® 2010. He saved it with the name Presentation.ppt. Janzen
opens the file to make some changes, and he wants to save it with a
different filename. Which of the following commands on the File menu
will he use to save the file with a different file name?
a. Save
b. Page Setup
c. Save As
d. Send To
25. Stella accused Jeriko of cyber stalking. What did Jeriko possibly do?
a. Sent personal information including photographs and video
footage to other people
b. Sent information to other people that is fake
c. Attempted to pay for online services with fraudulent credit
information
d. Attempted to obtain sensitive or personal information
26. Anna reads an article on common computer terminology. She does not
understand the meaning of the operating system. She comes to you for
help. How will you explain the operating system to Anna?
a. A circuit board that connects the input, output, and processing
devices
b. An electronic device connected to your computer
c. An integrated program that dictates the internal hardware of a
computer
d. A software that controls and manages the computer
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27. What plug is displayed on the image?
a. Ethernet Cable
b. USB Type-C
c. USB Type-B
d. USB Type-A
28. You are planning to present a video from youtube, but you don’t want
the students to see the other tabs you’re opening. Which option in
“Present Now” should you choose?
a. Your entire screen
b. A window
c. A tab
d. None of the above
29. What is considered shouting over the Internet?

a. Screaming at your computer
b. Writing in all capital letters
c. Putting a lot of exclamation marks at the end of a sentence
d. All of the above
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30. Mikhail has encountered issues running a program on his computer, the
program ended up not responding and was not able to exit the program.
Mikhail asks you for help, you suggest that he use the task manager,
but he doesn't know what that is. How will you explain the Task
Manager to Mikhail?
a. It is a Data Management Program that dictates where the
computer’s memory shall be allocated.
b. It is a multi-tool program that can be used to set process
priorities, processor affinity, start and stop services, and forcibly
terminate processes.
c. It is a Virtual Assistant that uses the Bing search engine to
perform tasks such as setting reminders and answering
questions for the user.
d. It is a dedicated Micro-management tool that supports the
operating system of most computers.
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Appendix B
Permission Letters
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Appendix C
SPSS Results
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HUA SIONG COLLEGE OF ILOILO

SENIOR HIGH SCHOOL

Stress Experienced By Hua Siong College of Iloilo Faculty Members in

Teaching Online Classes

presented to the Faculty of

Hua Siong College of Iloilo, Inc.

In partial fulfillment of the

Requirements for the Subject

Yvonne Louise C. Ledesma

Colvin Joachim T. Monfort

The thesis with the title “STRESS EXPERIENCED BY HUA SIONG

COLLEGE OF ILOILO FACULTY MEMBERS IN TEACHING ONLINE

recommended for acceptance and approval.

Approved by the committee on Oral Examination on March 29, 2021

contributed to the creation of this study.

brilliance and goodwill are something to be admired.

on till the last step of making this study.

encouragement in difficult times.

Table of Contents iii

List of Appendices vii

1 Introduction to the Study 4

Background of the Study 5

Conceptual Framework of the Study 7

Statement of the Problem 7

Significance of the Study 10

Scope and Delimitation of the Study 12

2 Review of Related Literature 14

Stress in Teaching Occupation 15

Technostress in K-12 Education 16

Teachers’ Stress in Pandemic 17

Telecommunication, Wellbeing, and Mental Health 19

3 Research Design and Methodology 21

Data Gathering Instruments 26

Data Gathering Procedure 27

Kruskal-Wallis Independent Samples Result 36

Mann-Whitney U-Test Independent Samples Result 38

Eta Coefficient Correlation Result 39

Spearman’s Rank Order Correlation Result 40

5 Summary, Conclusions, Implications, and Recommendations 42

2 Kruskal-Wallis H-Test Independent Samples Result 36

3 Mann-Whitney U-Test Independent Samples Result 38

4 Eta Coefficient Correlation Result 39

5 Spearman’s Rank Order Correlation Result 40

2 Frequency Count of the Samples 23

3 Hua Siong College of Iloilo, Main Campus 25

4 Hua Siong College of Iloilo, Ledesco Campus 26

5 The Depiction of the Data Gathering Process 27

and Chinese departments were able to participate. A modified stress questionnaire

members. Meanwhile, a researcher-made digital literacy questionnaire with .752

members in teaching online classes when grouped according to length of service,

members teaching in online classes experience a similar level of stress regardless of

Introduction of the Study

problems that the researchers are aiming to address by providing recommendations.

Part Four, Hypotheses, presents the hypotheses formulated by the researchers.

Part Five, Definition of Terms, enumerates the conceptual and operational

meaning of the important terms utilized in the study.

coverage of the study.