Vol. 01 No.

June 2009

STRESS AMONG PUBLIC ELEMENTARY

SCHOOL TEACHERS
1

Chona C. Roxas, M.A.

ABSTRACT
The study dealt on stress among the public elementary school
teachers in Baguio City, Philippines. With a sample size of 320 and using
descriptive-survey as methodology, the researcher found that the stress felt
by the teachers is at normal level. Moreover, it was revealed that gender,
age, and civil status do not have significant influence on the level of stress
experienced by the teachers. It was recommended that stress awareness
programs and activities be instituted by the public elementary schools of
Baguio city to minimize the impact of stress among the teachers.
Key Words: Elementary School Teacher, Occupational Stress, Sources of
Stress, Stress Management Program

I. INTRODUCTION
Economic development and education are interrelated.
Schultz (1998) claims that the economic development of a nation is a
function of the quality of its education. In other words, the better
educated the people, the greater the chances of economic
development. Thus, in a global setting, investment in human capital
has become a condition for international competitiveness.
One of the most accessible ways to achieve and start a
globally competitive educational system is to train and produce
educators who are not only intellectually adept with teaching skills
but who are also emotionally and socially committed to the teaching
profession. Ho (2006) claimed that the teacher-learner duality
demands a goal of continuous development in order to anticipate the
professional future because at the center of information on
technology and communication is still the human person-the teacher.

Faculty, College of Teacher Education

The life of an individual is centered on his work and company.

Work is a major part of human lives. A man needs to work in order to
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survive; therefore, most part of his life is spent in work. Hence, at

work, sources of stress are inevitable and humans tend to react to
such stressors leading to emotional and physical problems.
Prolonged exposure to stress may even lead to more serious health
problems.
Elementary school teachers play a vital role in the
development of children. They introduce children to the basics of
numbers, language, science, and social studies. They use games,
music, artwork, films, slides, computers, and other teaching
technology to teach basic skills. Elementary school teachers take the
time to model and instill good habits and a curiosity for learning.
Stress is a part of the fabric of life. Nothing can isolate stress
from human beings as evidenced from various researches and
studies. Stress can be managed but not simply done away with.
Defining stress is a very complex matter, which is the subject
of different analyses and continuous debate among experts. Beyond
the details of this debate, a general consensus can be reached
about a definition of stress, which is centered around the idea of a
perceived imbalance in the interface between an individual, the
environment and other individuals. When people are faced with
demands from others or demands from the physical or psycho-social
environment to which they feel unable to adequately respond, a
reaction of the organism is activated to cope with the situation. The
nature of this response depends upon a combination of different
elements, including the extent of the demand, the personal
characteristics and coping resources of the person, the constraints
on the person in trying to cope and the support received from others.

Okebukola and Jegede (1989) defined occupational

stress as a condition of mental and physical exertion brought
about as a result of harassing events or dissatisfying elements
or general features of the working environment. This definition
coincides with a research conducted by Levi(1996) who
posited that stress is cost by a multitude of demands

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(stressors) such an inadequate fit between what we need and

what we capable of, and what our environment offers and what it
demands of us. Also, Kyriacou (1987) defined teacher stress as the
experience by a teacher of unpleasant emotions such as tension,
frustration, anger and depression resulting from aspects of his work
as a teacher.
From the point of view of Levine and Ursin (1991), stress is a
part of an adaptive biological system, where a state is created when
a central processor registers an informational discrepancy. In
essence, stress can be considered as any factor, acting internally or
externally, that makes it difficult to adapt and that induces increased
effort on the part of the person to maintain a state of equilibrium both
internally and with the external environment. In congruence,
Steinberg and Ritzmann (1990) affirmed that stress is an underload
or overload of matter, energy or information input to, or output from,
a living system.
Borg (1990) has also conceptualized teacher stress as a
negative and potentially harmful to teachers health. The key element
in the definition is the teachers perception of threat based on the
following three aspects of his job circumstances. 1. that demands
are being made on him. 2. that he is unable to meet or has difficulty
in meeting these demands, and 3. that failure to meet these
demands threatens his mental/physical well being.
According to the Department of the National Institute of
Occupational Safety and Health in Cincinnati, U.S.A. (1999), job
stress can be defined as the harmful physical and emotional
responses the occur when the requirements of the job do not match
the capabilities, resources, or needs of the worker. Job stress can
lead to poor health and even injury. From a discussion document
presented by the Health and Safety Commission of London, U.K.
(1999), stress is the reaction people have to excessive pressures or
other types of demand placed on them.

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Allen (2002) claimed that stress is a feeling we experience,

when we loose confidence in our capability to cope with a situation. It
is a state characterized by high levels of arousal and distress and
often by feelings of not coping.

To a scientist, stress is any action or situation that

places special physical or psychological demands upon a
person, anything that can unbalance his individual equilibrium.
And while the physiological response to such demand is
surprisingly uniform, the forms of stress are innumerable.
Stress may be even but unconscious like the noise of a city or
the daily chore of driving the car. Perhaps the one
incontestable statement that can be made about stress is that it
belongs to everyone- to businessmen and professors, to
mother and their children, to factory workers.
Recognizing the varied tasks of a public school teacher,
stress is undoubtedly inherent and regardless of other factors, the
process of teaching is, in itself, quite stressful. Many teachers find
the demands of being a professional educator in today's schools
difficult and at times stressful. When work stress results in teacher
burnout, it can have serious consequences for the health and
happiness of teachers, and also the students, professionals, and
families they interact with on a daily basis.
Occupational stress, which is believed to have an effect on
the health of workers, is the concern of every institution. Present
studies prove that psychosomatic disorders are noted to develop if
workers experience prolonged exposure to job stress. Therefore,
there is a necessity to find out the factors associated with stress to
be able to identify them and prevent exposure to these stressors.
Due to insufficiency of empirical studies on the sources of
stress in the public schools, this study wants to have an empirical
evidence of the stress causing factors among the faculty members.
Determination of these factors may prevent the teaching force from
over exposure and from other disorders that may affect the workers
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efficiency. It is for this reason that the researcher deemed it

necessary to find out the factors associated with stress among
faculty members of the public elementary schools in Baguio City.
This study aimed to investigate the occupational stress
among faculty members of the public elementary school teachers in
Baguio City. Specifically, it sought to answer the following questions:
1. What is the level of occupational stress of the of the public
elementary school teachers in Baguio City?
2.

How do the stress levels of the respondents compare

when they are grouped according to:

a. gender;
b. age;
c. teaching experience; and
d. civil status?
3. What are the potential sources of occupational stress of
teachers among the public school elementary teachers in Baguio
City?
II. METHODOLOGY
Since the objective of the study was to determine and
analyze occupational stress among public elementary school
teachers in Baguio City, the researcher utilized the descriptivesurvey method of research. Such method was employed because it
involved description, recording, analysis, and interpretations of
existing conditions.
Involved in the conduct of the study were the teachers of the
public elementary schools in Baguio City, school year 2008-2009,
with a total sample size of 320. Samples from population of teachers
were employed using the stratified random sampling procedure in
order to have proportionate representation from each district. Table 1
shows the distribution of the sample respondents according to
gender, teaching experience, civil status and age.
To gather the needed data, the researcher personally
administered a self-constructed questionnaire. The questionnaire

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was formulated based on the ideas and insights taken from the
different authorities as reflected in the related literature as well as
suggestions and recommendations given by the Dean of the College
of Teacher Education, Research Director, and the Vice president for
Academic Affairs of UC. The original draft was then refined
according to the corrections and suggestions.
Table1. Frequency and Percentage Distribution of the Respondents
According to Gender, Age, Years of Teaching Experience, and Civil
Status
Variable
I. Gender

Male
Female
Total
II. Teaching
10 Years & Below
Experience
11-20 Years
Over 20 Years
Total
III. Civil Status
Single
Single (Head of the Family)
Married (Sole Bread Winner)
Married (Partner is Employed)
Separated/Annulled
Widow/Widower
Total
IV. Age
21-30
31-40
41 & above
Total

f
38
282
320
116
133
71
320
48
22
74
155
11
10
320
59
104
157
320

%
11.88
88.12
100.00
36.25
41.56
22.19
100.00
15.00
6.88
23.13
48.44
3.44
3.13
100.00
18.44
32.50
49.06
100.00

The questionnaire is composed of three parts. Part one dealt

with the personal background of respondents that included the
respondents gender, age, number of years of teaching experience
and civil status of teachers. Part two attempted to gather information
on the sources of occupational stress of public elementary school
teachers and the last part intended to know the perceived level of
stress of the teachers when grouped according to gender, age, years
of teaching experience and civil status.
A four- point scale was used to evaluate the level of stress of
the teachers with the qualitative verbal descriptions and numerical
ratings (in parenthesis) of very high stress level (4), high stress level
(3), normal stress level (2), and low stress level (1).

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After permission was granted to conduct the study, the

researcher consulted various school authorities in the gathering of
information pertinent to the research. Population of faculty teaching
in different schools subject for study was taken from the official
records available at the Department of Education office, Cordillera
Administrative Region, Division of Baguio City.
The researcher personally administered the questionnaire
after proper coordination had been made with the different school
principals. Administration of the questionnaire was mostly done
during the vacant periods of the researcher to facilitate data
gathering and retrieval. However, in some schools the faculty
members requested more time in answering the questionnaire,
hence, retrieval was made through the school research coordinator.
The gathered data were tallied, categorized, and subjected to
descriptive and inferential statistical analyses. The statistical
processing was conducted by the UC-Research and Development
Center using SPSS v.16. Percentage, weighted mean, t-test, and
One-way Analysis of Variance (ANOVA) were used to treat the data,
The statistical limits set in determining level of stress are: 3:25-4.00
(Very High), 2.50-3.24 (High), 1.75-2.49 (Normal), and 1.00-1.74
(Low).
III. RESULTS AND DISCUSSION
This section presents a discussion on the level of stress of the
respondents,

a comparison of the level of stress according to

gender, age, civil status, and years of teaching experience and the
sources of occupational stress.
Occupational Stress Level of the Teachers
Table 2 presents the mean values of the items and the overall
mean obtained by the respondents. As shown, the stress level of the
teachers is normal as shown by the computed overall mean (1.78).
This implies that the respondents typically experience stress in the
workplace but they generally able to withstand the pressure brought
about by the stressful circumstances. This is also reflected in the
mean values of the specific items with majority indicating a normal
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level. However, comparing the magnitudes of the ratings, the three

statements with the highest values are; If I eat lunch, I do it at my
desk while working(2.11),I work overtime consistently, yet never
feel caught up(2.06), My emotions seem flat whether Im told good
news or bad news about my performance(2.05). It can be observed
that these three items bear close relation with one another. The
teachers appear to be working longer hours, taking on higher level of
responsibilities and exerting more strenuously to meet rising
expectations about occupational performance.
It is startling to read teachers comments about the hours
they work, and how intensely they work. Several reported working
over 60 hours each week, others stating that extra-curricula activities
consumed over 20 hours a week. Some teachers commitment to
teaching appears so strong that they are sacrificing their physical
and mental health, and in some cases their relationships, to maintain
their programs and classes, often working more than 60 hours each
week. Many respondents also reported that not being able to take
time for lunch, and working during their evenings and weekends,
with some teachers viewing early retirement as the only likely
escape from a heavy workload. These findings are similar to the
results of the New Zealand Compulsory Sector study. (Manthei and
Solman, 1988). The research also identified workload and time
pressure to be the teachers main stressors. Teachers today are
expected to fulfill so many roles, not the least of which is to actually
teach. As the school year nears its end, they have more duties to
perform. They have to deal with grading assignments, writing tests,
and of course teaching in class. Many burdens on teaching staff like
workload and long hours are outside of teachers' control. However,
some people seem to manage such stressful pressures better than
others. And some people learn to live with their stress.
Gray & Freeman (1987) opined that no one has ever disputed
that teaching is a rewarding but challenging job. The level of
involvement is directly related to achievement of a goal. This means

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that results are related with performance of the teachers, hence, the
teachers have to perform in order to show results.
Table 2.

Level of Stress of the Teachers as reflected in the Item and

Overall Mean Values

Item
1. Even over minor problems, I lose my temper and
do Embarrassing things like yell or kick garbage
can.
2. I hear every piece of information or question as
Criticism of my work.
3. If someone criticizes my work, I take it as a
personal attack.
4. My emotions seem flat whether Im told good
news or bad news about my performance.
5. To avoid going to work Id even call Im sick
when Im feeling fine.
6. I feel powerless to lighten my work load or
schedule, even though Ive always got too far much
to do,
6. I respond irritably to any request from my fellow
Teachers.
1. On the job and off, I get highly emotional over
minor accidents.
2. I tell people about sports or hobbies that Id
like to do but say I never have time because of the
hours I spend at work.
10. I work overtime consistently, yet never feel
caught up.
11.If I even eat lunch, I do it at my desk while
working.
12.I see time as my enemy.
13.I cant tell the difference between work and play:
it all feels like one more things to be done.
14.Everything I do feels like a drain on my energy.

Mean

Level

1.75

Normal

1.99

Normal

1.75

Normal

2.05

Normal

1.35

Low

1.87

Normal

1.73

Low

1.73

Low

1.89

Normal

2.06

Normal

2.11

Normal
Normal

1.90
1.87
1.85

15. I feel like I want to pull the covers over my head

and hide.
1.66
16.I blame my family- because of them, I have to
stay in this job and location.
1.34
17.I have ruined my relationship with fellow
1.28
teachers whom I feel I compete against.
Overall Mean = 1.78 (Normal) ; S.D. = .60

Normal
Normal
Low
Low
Low

Level of Occupational Stress According to Gender

Table 2 presents the comparison on the level of occupational
stress of the teachers when they are grouped according to gender.
As gleaned from the table, gender has not caused any variation on

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Table 2. Level of Occupational Stress according to Gender as reflected in

the Overall and Item Means
Item
1.Even for minor problems, I lose my temper
and do embarrassing things like yell or
kick garbage can
2. I hear every piece of information or
question as criticism of my work
3. If someone criticizes my work, I take it as
a personal attack
4.My emotions seem flat whether Im told
good news or bad news about my
performance
5.To avoid going to work Id even call Im
sick when Im feeling fine
6. I feel powerless to lighten my work load or
schedule, even though Ive always got
too far much to do
7.I respond irritably to any request from my
fellow teachers
8.On the job and off, I get highly emotional
over minor accidents
9.I tell people about sports or hobbies that
Id like to do but say I never have time
because of the hours I spend at work
10.I work overtime consistently, yet never
feel caught up
11.If I even eat lunch, I do it at my desk
while working
12.I see time as my enemy
13.I cant tell the difference between work
and play: it all feels like one more things
to be done
14.Everything I do feels like a drain on my
energy
15.I feel like I want to pull the covers over
my head and hide
16.I blame my family- because of them, I
have to stay in this job and location
17.I have ruined my relationship with fellow
teachers whom I feel I compete against
Overall

Note: M- Male

F- Female

tcv

Remarks

1.79

1.75

.266

NS

2.08

1.98

.776

NS

1.74

1.76

.129

NS

2.16

2.04

.902

NS

1.37

1.35

.163

NS

1.89

1.87

.179

NS

1.82

1.72

.652

NS

1.95

1.70

1.633

NS

1.84

1.89

.347

NS

1.84

2.09

1.551

NS

2.18
1.84

2.10
1.91

.454
.392

NS
NS

1.97

1.86

.713

NS

1.92

1.84

.537

NS

1.71

1.65

.404

NS

1.37

1.34

.217

NS

1.39
1.81

1.27
1.77

1.009
.451

NS
NS

NS- Not Significant

the stress level of the teachers based on the insignificant t-values.

This means that that the male and female teachers have the same
level of stress. The observed differences are only due to chance.
This finding is a contradiction to the claim of Herscher (2006) that
women feel more stressed out than men do. She further said that if
you ask any woman, especially one with children and a mortgage,
you are likely to get an earful on stress. Moreover, in one study of
2,816 people published in the Journal Personality and Individual
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Differences, it was revealed that women scored significantly higher

than men in terms of chronic stress.
Sawney (2002) claimed that opinions vary as to whether stress
tends to affect more the male species than the females. If all
parameters are equal, the preponderant view is that women are
more adept at handling stress. He mentioned that according to his
personal and professional opinion, statistics does not show that
women can handle stressors better than men can. He firmly believes
that men seem to be more stress prone. They are likely to get things
that add to stress-like alcoholism or smoking. Women are better
equipped to deal with emotional issues. Men find it difficult to
express anxiety and sorrow; women are more apt to do so. On the
other hand, women undergo a lot more stress of another kind as
they have to constantly prove they are as good as their male peers.
Anandi (2005) echoed similar sentiment that women tend to have
more stress because they have to manage two worlds, home and
career. Therefore, they are stretched and stressed a little more.
However, women manage to balance both worlds and have more
tenacity than men. Men tend to flap, while women deal with stress
more rationally. She mentioned that women are better at handling
stress, with a higher level of tolerance. Most men end up expressing
stress in some other way.
Joshi (2007) thinks otherwise. He said that men handle stress
equally well as women. Men are more composed and do not show
stress. Women show it. However, Chopra (2008) perceived no
gender benders. Whoever has a mind that is not within control will
have stress. Only areas of stress will differ. If the level of desires
between sexes is the same, the stress will be the same.
Level of Occupational Stress According to Age
There is no age at which we are exempt from stress. Most of
us are well aware that as a person chronologically ages, there are
more responsibilities and situational stressors that become part of
our lives which subsequently can bring about consequences
affecting our well being. As adults, stress is a daily event, but
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are

not

exempt

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Vol. 01 No.4

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its

subsequent

impact

and

consequences. Symptoms of stress are especially apparent in

teenagers (Bittman, 1999).
Table 3 presents a comparison on the level of occupational
stress when the respondents are grouped according to age.

As

observed, there is no significant difference on the overall level of

stress of the teachers when compared according to age as
evidenced by the insignificance of the computed F-value.

This

means that the overall stress level of the teachers across the three
(3) age groups are the same. The observed differences are only due
to chance. Specifically however, there is a significant difference
among the means of 3 age groups in the item I see time as my
enemy ( p<.05) with the 21-30

years age group

obtaining the

highest mean. This means that the young adult group is the most
stressed when it comes to dealing with time. People in this age
group are sometimes too idealistic and want to accomplish many
things at almost the same time. When they are unable to accomplish
their objectives because of time constraint, then time becomes a
source of stress. There is also a significant difference among the
means of the three groups in the item, I feel like I want to pull the
covers over my head and hide (p<.05) with the 21-30 age group
obtaining the highest mean. This implies that again the young adult
age group is the most stressed they would like to escape from the
day-to-day activities that bring about stress.
Elfering et.al (2005) opined that age differences in life
circumstances and life goals may partially explain the variation in
their experience of stress. .As suggested by socio-emotional
selectivity theory, establishing relationships is an important goal for
younger adults, making this a salient area for stressors and important
for reactivity when control is perceived as low. This theory also posits
that older adults may be better at regulating their responses to
interpersonal stressors even in the face of perceived constraints
because of a focus on emotional goals and awareness of reduced
time left in life.
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Table 3. Level of Occupational Stress according to Age as reflected

in the Overall and Item Means
Item
1.Even over minor problems, I lose
my temper and do embarrassing
things like yell or kick garbage can
2.I hear every piece of information or
question as criticism of my work
3. If someone criticizes my work, I
take it as a personal attack.
4. My emotions seem flat whether Im
told good news or bad news about
my performance
5. To avoid going to work Id even call
Im sick when Im feeling fine
6.Ifeel powerless to lighten my work
load or schedule, even though Ive
always got too far much to do
7.I respond irritably to any request
from my fellow teachers
8.On the job and off, I get highly
emotional over minor accidents
9.I tell people about sports or hobbies
that Id like to do but say I never have
time because of the hours I spend at
work
10.I work overtime consistently, yet
never feel caught up
11.If I even eat lunch, I do it at my
desk while working
12.I see time as my enemy
13.I cant tell the difference between
work and play: it all feels like one
more things to be done
14.Everything I do feels like a drain
on my energy
15.I feel like I want to pull the
the covers over my head and hide
16.I blame my family- because of
them, I have to stay in this job and
location
17.I have ruined my relationship with
fellow teachers whom I feel I compete
against

21-30

31-40

41 &
above

FCV

Remarks

1.64

1.69

1.83

1.507

NS

2.08

1.88

2.04

1.913

NS

1.63

1.74

1.81

1.020

NS

2.03

2.03

2.08

.126

NS

1.29

1.32

1.39

.719

NS

1.81

1.91

1.87

.241

NS

1.63

1.70

1.78

.913

NS

1.63

1.70

1.78

.993

NS

1.92

1.84

1.90

.199

NS

1.98

2.07

2.08

.264

NS

2.17
2.10

1.96
1.69

2.19
1.96

1.625
4.248

NS
p<.05

1.76

1.77

1.98

2.182

NS

1.83

1.72

1.94

1.937

NS

1.80

1.49

1.72

3.665

p<.05

1.41

1.29

1.36

.561

NS

1.24

1.25

1.32

.552

NS

Note: NS- Not Significant

Consistent with previous works (Cameron et al., 1991, Ong et

al., 2005), high levels of perceived constraints were found to be
related to worse outcomes for people of all ages, this relationship
was stronger among younger adults than among middle-aged and
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older adults. Younger adults who reported high levels of perceived

constraints reacted most strongly to daily interpersonal stressors,
reporting more psychological distress and more physical symptoms
on these days compared with days when no interpersonal stressors
occurred.
Level of Stress according to Civil Status
This study also determined if there is a difference in the level
of occupational stress when respondents are grouped according to
civil status. Mean scores of single teachers, single (as head of the
family), married and sole bread winner, married and partner is
employed, separated teachers or widowed teachers were compared
to find out what age group experiences the least or the highest
level of occupational stress.
Table 4 indicates the perceived level of occupational stress of
teachers when grouped according to civil status. As shown, the
differences among the overall means are not significant as
evidenced by the computed F-value (1.58). This means that the
stress level of the teachers across civil status is the same. The
observed differences are only due to chance. Specifically however,
a significant difference is gleaned across civil status in the item If
someone criticizes my work, I take it as a personal attack (p <.05),
I respond irritably to any request from my fellow teachers (p <.05)
To avoid going to work, Id even call Im sick when Im feeling fine
(p<.05), and On the job and off, I get highly emotional over minor
accidents (p<.05) with the separated obtaining the highest mean
in

all

the

aforementioned

items.

This

implies

that

the

separated/annulled teachers who experience criticism from their

colleagues are perceived to have a higher occupational stress level.
This apparently so because the separated feel that they are a
failure in terms of their family relationships, hence, criticizing them
will only add to the frustrations that they have already experienced.
They are also annoyed by requests coming from other teachers.
They feign sickness for their absences, and are highly emotional
when faced with minor constraints. Sekaran (1985) said that work99

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family conflict has been found to be related to job, life, marital and
family satisfaction and symptoms of mental and physical well being.
Table 4. Level of Occupational Stress according to Civil Status as
reflected in the Overall and Item Means
Item
1.Even over minor problems, I lose
my temper and do embarrassing
things like yell or kick garbage can.
2.I hear every piece of information
or question as criticism of my
work.
3.If someone criticizes my work, I
take it as a personal attack.
4.My emotions seem flat whether
Im told good news or bad news
about my performance
5.To avoid going to work, Id even
call Im sick when Im feeling fine.
6.I feel powerless to lighten my
work load or schedule, even
though Ive always got too far
much to do.
7.I respond irritably to any request
from my fellow teachers
8.On the job and off, I get highly
emotional over minor accidents.
9.I tell people about sports or
hobbies that Id like to do but say I
never have time because of the
hours I spend at work.
10.Iwork overtime consistently, yet
never feel caught up.
11.If I even eat lunch, I do it at my
desk while working.
12.I see time as my enemy.
13.I cant tell the difference
between work and play: it all feels
like one more things to be done.
14.Everything I do feels like a
drain on my energy.
15.I feel like I want to pull the
covers over my head and hide.
16.I blame my family- because of
them, I have to stay in this job and
location
17.I have ruined my relationship
with fellow teachers whom I feel I
compete against.
Overall

MB

MP
E

S/A

Fcv

Remarks

1.60

1.73

1.76

1.80

2.00

1.50

.77

NS

1.85

1.95

1.92

2.06

2.27

1.90

1.04

NS

1.50

1.82

1.58

1.88

1.91

1.90

2.46

p <.05

1.90

2.05

1.95

2.11

2.27

2.50

1.54

NS

1.17

1.32

1.19

1.46

1.64

1.50

2.95

p <.05

1.81

2.00

1.82

1.85

2.55

1.90

1.47

NS

1.48

1.82

1.64

1.80

2.18

1.80

2.23

p <.05

1.52

1.73

1.81

1.72

2.36

1.60

2.53

p <.05

1.83

1.91

1.91

1.87

2.27

1.80

.55

NS

2.10

2.27

1.84

2.11

2.36

1.90

1.54

NS

2.02
1.88

1.86
1.91

2.07
1.96

2.19
1.86

2.36
2.09

2.00
1.90

.66
.20

NS
NS

1.73

1.91

1.95

1.86

2.09

1.90

.46

NS

1.73

1.73

1.89

1.86

2.09

1.90

.48

NS

1.58

1.73

1.65

1.68

2.00

1.30

.93

NS

1.29

1.36

1.23

1.42

1.45

1.10

1.07

NS

1.19
1.66

1.32
1.79

1.19
1.72

1.33
1.81

1.73
2.10

1.10
1.74

2.05
1.58

NS
NS

Note : R- Remarks; S Single; H- Head of the Family; MB-Married-Sole Bread

Winner; MPE Married- Partner is Employed; S/A- Separated/Annulled; W
Widow/Widower

Also, Gore and Mangione (1983) reported that, married

individuals are better in health than those who were married or were
previously married (widowed, separated or divorced).

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June 2009

Being separated would also mean that the teacher involved

has to fulfill multiple roles which could be stressful to some. Allen, &
Grigsby (1997) research on work-family conflict has been based on
the premise that multiple roles inevitably create strain, as suggested
by role theory.In addition, Henchanova-Alampay (1998) mentioned
that there is considerable evidence that marital role is central to
mental and physical health.
However, a growing body of research has found evidence
that multiple roles may be life enhancing in that they provide
additional sources of social support, increased skills, and heightened
self-esteem and well being. Baruch and Barnett (1987), for example,
found that women who had multiple life roles (e.g., mother, wife,
employee) were less depressed and had higher self-esteem than
women and men who had fewer life roles.
Level of Stress According to Years of Teaching Experience
As shown in table 5, there is no significant difference among
overall means when the teachers are grouped according to years of
teaching expereince. This mean that teaching expereince has not
caused any variation on the stress levels of the teachers. Results of
previous studies however reveal that new teachers are often more
stressed than those who are already teaching for a longer period of
time.

This is due to the fact that they have to adjust to a new

environment and that during their early years of teaching, they ahve
to grapple on how to deal with their co-teachers and the roles and
obligations that they have to abide being a members of the teaching
profession.
Hindle (1998) asserts that new recruits are not familiar with
the culture of the school and it the first month of school is very
overwhelming for new teachers .During the survival phase, most new
teachers struggle to keep their heads above water. They become
very focused and consumed with the day-to-day routine of teaching.
There is little time to stop and reflect on their experiences. It is not
uncommon for new teachers to spend up to seventy hours a week
on schoolwork.. They are learning a lot at a very rapid pace.
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Beginning teachers are instantly bombarded with a variety of

problems and situations they had not anticipated. Despite teacher
preparation programs, new teachers are caught off guard by the
realities of teaching..
Table 5. Perception on the Level of Occupational Stress According
to Years of Teaching Experience
Item
1.Even over minor problems, I lose my
temper and do embarrassing things like yell
or kick garbage can
2.I hear every piece of information or
question as criticism of my work
3.If someone criticizes my work, I take it as a
personal attack
4.My emotions seem flat whether Im told
good news or bad news about my
performance
5.To avoid going to work Id even call Im
sick when Im feeling fine
6.I feel powerless to lighten my work load or
schedule, even though Ive always got too far
much to do
7.I respond irritably to any request from my
fellow teachers
8.On the job and off, I get highly emotional
over minor accidents
9.I tell people about sports or hobbies that Id
like to do but say I never have time because
of the hours I spend at work
10.I work overtime consistently, yet never
feel caught up
11.If I even eat lunch, I do it at my desk while
working
12.I see time as my enemy
13.I cant tell the difference between work
and play: it all feels like one more things to
be done.
14.Everything I do feels like a drain on my
energy
15.I feel like I want to pull the covers over my
head and hide.
16.I blame my family- because of them, I
have to stay in this job and location.
17.I have ruined my relationship with fellow
teachers whom I feel I compete against.

Below
10
1.69

11- 20
1.76

Over
20
1.85

Fcv
0.76

Remarks
NS

2.03

2.00

1.92

0.53

NS

1.67

1.83

1.73

1.18

NS

2.02

2.07

2.08

0.19

NS

1.33

1.33

1.42

0.53

NS

1.99

1.81

1.79

1.66

NS

1.72

1.73

1.75

0.03

NS

1.68

1.74

1.79

0.45

NS

1.90

1.91

1.83

0.21

NS

2.08

2.06

2.04

0.04

NS

2.13

2.06

2.18

0.34

NS

2.05

1.77

1.90

2.83

NS

1.82

1.87

1.96

.50

NS

1.88

1.81

1.86

.19

NS

1.69

1.68

1.58

.48

NS

1.37

1.32

1.34

.14

NS

1.22

1.31

1.34

1.06

NS

1.78

1.77

1.78

.03

NS

Overall

Sources of Occupational Stress

Table 6 shows the sources of occupational stress according
to the respondent-teachers.

Based on the mean, the top five (5)

sources of stress are large class sizes, excessive paper work and
documentation, inadequacy of resources materials and equipment to

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do the job, handling discipline problems in the classroom, and

inadequate pay and incentives.
Table 6. Sources of Occupational Stress among Public Elementary
School Teachers in Baguio City
Sources of Stress

Mean

Rank

Large class sizes

3.13

Excessive paperwork or documentation

Inadequacy of resources, materials and equipment to do
the job

3.04

3.00

3.5

Handling discipline problems in Classroom

3.00

3.5

Inadequate pay and incentives

2.97

Having to monitor attendance and behavior of students

2.95

Teaching poorly motivated students

2.94

Unnecessary changes that have disrupted the work flow

2.90

Overloaded curriculum content in own Subject

2.89

Presence of additional assignment from normal work

2.86

10

Parental contract and family Interventions

2.85

11

Lack of time for discussion and Reflection

2.84

12

Insufficient time to get things done

2.79

13.5

Technological development

2.79

13.5

Poor physical condition at work place

2.78

15

Pressure to meet assessment targets

2.77

16.5

Conflicting job demands and unclear job expectations

2.77

16.5

Additional delegated responsibilities by superiors

Overlapping of personal priorities and professional
demands

2.75

18

2.74

19

Lack of planned work program in different school activities

2.73

20

Attendance to non-job related activities after work

2.68

21.5

Inadequate or poorly defined discipline process

2.68

21.5

Lack of group support in time of work crises

2.65

23

Insufficient supervisor support in time of crises

2.63

24

Lack of recognition by superiors

Limited professional involvement and
Stimulation on the job

2.60

25

2.58

26.5

School policies are unclear and irrelevant

2.58

26.5

Personal opinion not aired

2.55

28

Colleagues undermining competence or Personality

2.52

29

Increased level of competition among Colleagues

2.51

30

This finding conforms to the popular notion that teachers have

too high a workload and it is the most common and frequent source
of worries. Such finding also supports the contention of some
researchers that structural rather than interpersonal factors are

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June 2009

responsible for teacher stress. Manthei and Solman (1988), cited

that the major sources of stress for teachers are structural. As an
example, they pointed out that reducing class size would have a
significant effect on two of the major stressors reported by teachers,
disruptive student behaviour and the physical working environment.
In other words, organizational structures determine the extent of the
impact on teachers of the interpersonal stressors inherent in their
role. Also, Kinman (2001) stated that in the public elementary sector
the causes of stress are overwhelmingly reported to be structural
rather than interpersonal.
Many other respondents echoed the difficulties that come
with having a large class. Terry (2008), a secondary school teacher
from Rotherham said that she is unable to give all students the time
and attention they often need. A significant number said that smaller
class sizes, leads to better pupil participation and behavior.
McCusker

(2008),

a primary teacher from Bedfordshire said that

having worked in different schools, with varying class sizes, it is clear

that the smaller classes have fewer behavior problems and the
children receive a better education as there is more time to get to
each child during a lesson to check their understanding.
In terms of the range and complexity of tasks facing teachers,
teachers mentioned a wide range of work activities, including
numerous meetings, paperwork, purchasing of materials (often with
teachers own money), even cleaning of facilities. All of these are in
addition to what is involved in the core activities of teaching students,
which include class contact teaching, preparation and marking,
assessment, evaluation and reporting.
The data indicate that teachers believe that there have been
significant additions to the core activities of teaching, as well as
changes to the nature of teaching with the addition of many nonteaching tasks. This is perhaps at the heart of the problem of teacher
workload. Teachers are expected to do far more than teach, and the
expectations appear to have no limit, resulting in what many
teachers see as a continually expanding but unstated job
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June 2009

description, with much added but nothing taken away, resulting in an

unacceptably high workload.
In a similar way, it also validates the findings of Newstrom
(2002) that work overload and time deadlines put employees under
pressure and leads to stress. The author of a Los Angeles Times
editorial writes that teachers are inundated with paperwork and it is
the number one reason they abandon the profession. Pressure due
to school reform efforts, inadequate administrative support, poor
working conditions, lack of participation in school decision making,
the burden of paperwork, and lack of resources have also been
identified as factors that can cause stress among school staff
(Hammond & Onikama, 1997).
Lack of equipment and poor teaching resources were cited as
one of stressors in the teaching profession. Poor or non-existent
library facilities and aged texts were identified by teachers across all
contexts. Many teachers stated that even the most basic resources,
such as textbooks, were not adequately supplied to meet student
needs. Others spoke of limited lab equipment, or of having to
purchase supplies for their classrooms because insufficient supplies
were provided to enable them to teach the required curriculum. The
evidence suggests that books and other basic learning resources,
lab equipment, and classroom supplies are not provided or
distributed in ways that meet needs. This makes teachers work
more difficult, thereby increasing workload as they struggle to use or
find texts and other materials, and increases stress.
It is worth pointing out too that, the respondents are least
stressed with the increased level of competition among their
colleagues and co-teachers undermining their competence or
personality. This can be explained by the Code of Ethics for
Teachers found in Article V which states that teachers shall at all
times, be imbued with the spirit of professional loyalty, mutual
confidence , and faith in one another, self-sacrifice for the common
good, and full cooperation with colleagues. When the best of the

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June 2009

interest of the learners, the school or the profession is at stake in any

controversy, teachers shall support one another.
Thus, the relationship among teachers should at all times be
mutually beneficial and aimed at uplifting the profession to the
highest level and teachers should seek assistance from colleagues
in tasks beyond their management or professional ability when
necessary, and take delight in teamwork.
IV. CONCLUSIONS AND RECOMMENDATIONS
Based on the findings of the study, it can be concluded that
stress experienced by the public elementary school teachers in
Baguio city is at normal level. The teachers are not easily affected
by the difficulties that they encounter in relation to their job.
Seemingly, they have a high level of stress tolerance. Generally,
gender, age, number of years of teaching experience, and civil
status of the public elementary school teacher do not significantly
affect the teachers level of occupational stress. The primary sources
of stress experienced by the teachers in Baguio City in order of
prevalence are as follows: (1) large class sizes (2) excessive
paperwork or documentation, and (3) inadequacy of resources,
materials and equipment to do the job. In contrasts, the least
prevalent sources of stress experiences and ranked last among the
indicators are as follows: increased level of competition among
colleagues, colleagues undermining competence or personality, and
not airing of personal opinion
On the basis of the conclusions forwarded, it is recommended
that the elementary teachers of the public schools in Baguio City and
concerned authorities should be made aware of the specific workrelated sources of stress for possible change and assistance along
these areas. A stress awareness drive by incorporating topics on
stress in the social orientation subject is encouraged. The normal
level of stress among the elementary teachers should be maintained
in all aspects. Regular assessment of stress level should be
conducted for preventive measures. Direct physiological measures
of stress like diagnostic tests and consultation should be conducted
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June 2009

by the Guidance Center and Medical Clinic. Creation of policies that

will encourage more social interaction between administrators and
teachers and holding workshops and retreats on the subject of
heightening

awareness

on

stress

management

are

also

recommended. Set a side a room or a suite on campus for spirit

rejuvenation. Creation of reward and recognition systems that will
strengthen work ethic of teachers is also important. The developed
Stress Management Program should be implemented in the school
to keep stress at a bearable level. In terms of further research, it is
recommended that the same study may be replicated in other
regions of the country to validate findings of the present research or
to explore and evaluate the other variables or factors that may affect
the stress experiences of the teachers.

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Hammond, T. & Onikama, A. ( 1997) Teachers Under Pressure.

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