Stressors of Public School Teachers

Jollie Alson
Angela Tiqui

Abstract

The study measured different stressors experienced by public National High School teachers and their
coping up mechanisms. The study used Person-Environment Fit or Mis-fit Model (Caplan 2003)
(PEFM), Job Demand Control Model Developed by R.A Karasek (1979) (JDC) and Transactional
approached on coping with stress (Lazarus, 2005) to measure personal, work-related stressors and
coping up mechanisms respectively. Teachers experienced stress brought about by hazardous working
conditions, lacking materials and resources to do their task effectively. There is a feeling of excessive
monitoring and demands for outputs by the administration. This is compounded by conflicting
instructions. Personal stress is usually trigged by simply being exhausted at the end of the day
sometimes overtly manifested through emotional outbursts. Although stress cuts-through gender and
age barriers, each individual devised their own thinking-centered means to cope up with daily stress.

Keywords: Stressors, Public School Teachers, Cause of Stress, Coping-up Mechanisms

Introduction

Stress is not something strange to our daily life. Everyone may feel stress when they are facing certain
situation. Stress may be divided into eustress and distress. Eustress is positive or good stress results
from the striving and challenges that are the spices of life, whereas distress is the stress reactions to
those events or actions appraised as being negative. The typical consequences of teacher stress include
less morale, job dissatisfaction, absenteeism, negative health effect, lower productivity and job
turnover, among others. (McCormick, 2001; Winefield, et al., (2003).
Teachers’ stress in particular is a complex and multifarious phenomenon. It is an inability to cope with
surrounding environment (Dobson & Smith, 2003). It is the human’s body response to the negative
demands of environment. Whenever human beings encounter any environmental stressor, perceived as
a threat to survival the feeling of being stressed is experienced. (Selye, 2008).
Knowledge economy is important and recognized worldwide. Developed countries are spending a
major part of their budget on education. Within education system of any country, teachers have vital
position, as the success of educational institutions is mostly dependent on teachers, who educate the
most valued assets of country, the youth. Teachers’ performance is fundamental concern of all
educational institutions. Stress negatively affects the performance of teacher by lowering individual
productivity and educational institution. There is a need for educational institutions to focus on
understanding work-related problems of teachers and providing support in dealing with these problems.
Teachers, educational institutions and society as whole have to work as a team to ensure sustainable
growth of educational institutions for the socio-economic development of a country.
Job performance which refers to the degree to which an individual employee executes a particular role
or responsibility, in accordance with certain specified standards (Nayyar, 2004) can predict stress
levels. Ability of teachers to take action in carrying out tasks is affected with the change in environment
(Medley, 2005), which may level of performance of teachers in the processes of imparting education
to the students.
A good teacher does not only teach in way that can satisfy the class prominent teaching style but also
has to manage time and other duties like managing ethics and discipline, motivating students, ensuring
students’ interaction, and maintaining link with the parents and administration (Hanif, 2010). Teachers
are the most valued assets of any society. They impart knowledge and skills to different sectors and
contribute towards the development of the economy. Recent changes have resulted in creation of new
challenges that shape of global competition, technological advancements, quality assurance,
standardization and cost maximization. The academicians are under immense pressure to meet the
expectations of internal and external stakeholders. In this process of meeting these expectations,
teachers are exposed unwanted internal and external environmental factors, which hamper their routine
abilities and resulted to the development of feeling exhaustion and strain. Teachers which such
symptoms decreased their satisfaction and overall level of productivity. These effects of stress on
teachers have widely been recognized. Studies of (Akhlaq, Amjad, Mehmood, Seed-ul-Hassan, &
Malik, 2010; Bakker, Demerouti, & Verbeke, 2004; Tahir, 2011) shows negative effects of stress
overtly manifested in low morale, absenteeism, poor teaching quality, less students satisfaction, and
turn over.
The mission of Kapayapaan National High School in the division of the City of Calamba, Laguna
province, Philippines is to provide unlimited access to quality and relevant education for the total
development of the potentials of every Calambeño in a technologically oriented and value-driven
teaching-learning environment where all stakeholders forge genuine partnership toward the realization
of the vision for Department of Education DepEd). The aim of the study is to investigate the different
variables that measure the stress level among secondary teachers of a National High School as having
influence on performance or effectiveness. The study further investigated how teachers cope up and
manage work-related stressors.

Theoretical Framework
Work stress and coping up have been influenced by a mosaic of theories that trace back to the 1970’s
and the 1960’s. Of these theories, a conceptual approach is developed for this specific study: (1) the
person-environment (fit or misfit) stress model; (2) job demand-control stress model and (3) the
transactional approach on stress and emotions.
Two types of stress may threaten the person: either unmet demands due insufficient supplies to meet
needs, or skills and abilities do not match the demands and requirements of the job.

(1)The Person-Environment (Fit or Misfit) Model (PEFM) Caplan, (2003) defines psychosocial
stress in terms of fit (needs-supplies fit / abilities-demands fit and objective vs. subjective fit) between
the person and the environment.
(2) The Job Demand-Control (JDC) Model, also known as the job strain model (JSM) was developed
by R. A. Karasek). The JDC focuses on two dimensions of the work environment: job demands and
job control. The first refers to work load operationalized as time pressure and role conflict. Job control
(also called decision latitude) includes two components: skill discretion and decision authority.
Psychological strain arises from the combination of (a) the demands of a particular work situation, and
(b) the decision latitude available to the individual to satisfy demands.
(3) Transactional Approach on Stress and Coping corresponds to the well-known research tradition
of Lazarus (2005), which is widely accepted and frequently used framework in work-related stress.
Transaction between the person work environments is stressful only when it is evaluated as harm,
threat, or challenge to the well-being of employee. Coping consists of cognitive and behavioral efforts
to manage specific external and internal demands and conflicts that are appraised as taxing or exceeding
the resources of the person” (Lazarus, 2005). Coping efforts comprise two broad dimensions, namely
problem-focused coping (action-centered), and emotion-focused or cognitive coping strategies
(thinking-centered) involving mainly cognition to change the person-environment relationship
 Figure 1 Research Paradigm
INDEPENDENT VARIABLES DEPENDENT VARIABLES

 Profile of Teachers
 Stressors of : Levels of stress
Teachers:
: Stress Coping
• Work-related
Mechanisms
• Personal
 Emotional

The presence of stress at work is almost inevitable in many jobs when pressure begins to build up. The
fact that employee stress is an increasing problem in almost all organizations has indeed been the
driving force for a variety of researches on occupational stress. This form of stress, in essence, concerns
the issues of human struggle and suffering at work. The literature on occupational stress recognizes its
inevitability in many jobs where pressures of work begin to build up and cause adverse strain on the
emotion of employees, their thought process and their physical condition. Explanations on occupational
stress-whether temporary or long-term, mild of severe, have been advanced. This literature starts off
by providing a series of working definitions around stress, and charting its changing meanings, to look
at more quantitative evidence in order to shed light on the deviation between popular discourses and
the evidence-driven understanding of stress.
An early analysis came from Kyriacou (2003), who presented a model of teacher stress which
conceptualized teacher stress as "a response syndrome mediated by an appraisal of threat to the
teacher's self-esteem or well-being and by coping mechanisms activated to reduce the perceived threat"
(p. 5).
Tollenback, Brenner and Lofgren (2006) introduced “a conceptual model of teacher stress which built
upon the one proposed by Kyriacou and Sutcliffe”. They incorporated neighborhood characteristics in
this model as they believed that "the social context of the school influences the frequency of stressors
within it" (p. 20). This model was verified partially by later studies (Brenner & Bartell, 2007; Brenner,
Sorbom & Wallius, 2008). In the United States, (Clark, 2009) developed the Teacher Occupational
Stress Factor Questionnaire (TOSFQ) to identify five factors: professional inadequacy, teacher-
principal professional relationship, collegial relationship, group instruction, and job overload. The
construct validity of this instrument was later demonstrated by several studies done in the United States
(Foxworth, Karnes, & Leonard, 2005; Moracco, Danford, & D'Arienzo, 2007). Furthermore, Farber
(2010) assessed the sources of stress of 365 suburban teachers in the United States and found that
“excessive paperwork, unsuccessful administrative meetings, and the lack of advancement
opportunities in teaching were related to stress”.
Smilansky (2005) examined teachers' work satisfaction and reports of job-related stress in some
English elementary schools, and he found that “teachers' general satisfaction and stress at work were
related mostly to their reported feelings about what had happened within class (such as relations with
pupils, the process of teaching, and pupil behavior in school) rather than to administrative or policy
questions (such as degree of work autonomy, relations with principals)”.
Carpel (2002) examined the causes of stress and burnout in 405 middle- and upper-high school and
sixth-form college teachers in one Local Education Authority in England. Role conflict, focus, stability
of personality, and anxiety were found to be potential sources of stress and burnout.
A more sophisticated analysis was made by Dunham (2004), who defined stress as a process of
behavioral, emotional, mental, and physical reactions caused by prolonged, increasing or new pressures
that are significantly greater than the availability of "coping" strategies. He advocated that three main
approaches could be used to understand the nature of stress in teaching. The first one is analogous to
the "engineering" model of stress. There are external pressures exerted on teachers in schools, and
teachers have limits to stress. In this approach, stress is a set of causes. The second approach is based
on the "physiological" model, which focuses on the forms of reactions taken by teachers in response to
these pressures. They may be emotional and bodily manifestations. The third one is the interactional
approach that emphasizes the need to identify the sources of stress and the behaviour that they adopt
to cope with these demands. Before the 1990s, the concept of teacher stress was mainly defined by the
cause-and-effect approach. Dunham (2004) has provided new insights by proposing a third emphasis
on coping strategies that teachers can adopt to tackle stress problems. The rationale of this approach is
that, in order to understand stress, more attention should be given to problem-solving and coping
behaviour. It is believed that this third approach proposed by Dunham is a constructive line of research
that can contribute to policy reform. One's current stress level may be determined by an interaction
among the stress events taking place in the environment, the nature and intensity of resulting emotional
responses, and personality characteristics of the individual. The exact nature of the relationships among
these three areas is incompletely known. Substantial evidence exists, however, to suggest that stressors
from these three sources may potentiate one another, and are at least additive (Derogatis, 2007). It
follows that assessment and treatment of persons experiencing high levels of stress may benefit from
consideration of these three sources and their possible interactions. A survey of recent studies of teacher
stress shows that many identified stressors appear consistently and may be subsumed under the general
domains of environmental and personality based stressors. Environmental stressors include student
discipline and attitude problems, teacher competence, and teacher-administrator relations. Additional
stressors include accountability laws, large classes, low salaries, intense pupil dependence, and
declining community support. Sources of personality-induced stressors relate to one's self perception.
Negative self-perception, negative life experiences, low morale, and a struggle to maintain personal
values and standards in the classroom all take their toll (Goodman, 2002; Schnacke, 2004; Schwanke,
2003). There have been found only a few studies in Pakistan in connection of teaching stress and
performance of teachers. Safdar (2005) identified five main factors of stress which affect the academic
performance of teachers. He noted a significant interaction effect between their mode/nature of
appointment as regular or contractual and the workload they are assigned. The result of this study
indicated that intrinsic factors have strong influence on teacher’s performance. Ahmad (2007) found a
moderate relationship between teaching stress and their performance while conducting a case study in
an urban school of Punjab province of Pakistan. A positive co-relation was noted by the researcher
among stress related factors and the overall outputs of teachers.
The negative outcomes of stress have been recognized as financially costly. Negative outcomes of job
stress among individuals include illness, decline in overall quality of work, job dissatisfaction, bunking
off, and staff turnover (Schwab 2006). Tension is created when the demands of the job or the job
situation exceeds the capacity of the person to respond successfully (M.A Khan 2007). Furthermore,
according to Cooper & Cartwright (Glendon, 2006) 60% to 80% of accidents are estimated to be due
to employee stress.
Lectures in higher institution of learning are also found to be exposed to stress-related work illness
with reports of significant relationship between workplace stressors, psychological well-being and
productivity of university staff (Jacobs 2007). Besides, it is reported that key stressors among head
teachers are work load and work-life balance which affects their physical health and psychological
well-being (Philips, 2007)
According to the Health and Safety Executive (2005), more than 500,000 people in the UK believe
they were experiencing work-related stress at a level that was making them ill; 245,000 people first
became aware of work-related stress, depression or anxiety in the previous 12 months; 15% of all
working individuals thought their job was very or extremely stress, a slight reduction on the previous
year; stress remains the primary hazard of concern for workers. However, levels of such concern have
fallen significantly since 1998.
Greater level of stress occurs when there is a mismatch between the demands of the job and the
resources and capabilities of the individual worker to meet those demands. Subjective and self-
reported evaluations of stress are just as valid as “objective” data, such as statistics on accidents or
absenteeism (HSE, 2006)
The HSE 2006 has identified six categories of substantive factors that can be identified as potential
causes of work-related stress: demands, control, relationship, change, role and support.
The Management Standards define the characteristics, or culture, of an organization where the risk
from level and work-related stress are being effectively managed and controlled. They cover six key
areas of work design that, if not properly managed, are associated with poor health and well-being,
lower productivity, increased sickness and absence. In other words, the six Management Standards
cover the primary sources of high level of stress at work.
These are demands, control, support, relationships, role, and change. A demand includes issues such
as workload, work patterns and the work environment. Control, how much say the person has in the
way they do their work. Support, this includes the encouragement, sponsorship and resources provided
by the organization, line management and colleges. Relationships, includes promoting positive
working to avoid conflict and dealing with unacceptable behaviour. Role, weather people understand
their role within the organization and whether the organization ensures they do not have conflicting
roles. Change- how organizational change (large or small) is managed and communicated in the
organization (HSE, 2007). Feldman (2005)
discussed three general classes of events tends to be seen as stressful. These are the cataclysmic events,
personal stressors, and background stressors. Cataclysmic events are strong stressors that occur
suddenly and typically affect many people simultaneously. Some examples of this event are tornados
and plane crashes as well as the terrorist attack like that the World Trade Center. The second major
category of stressor is the personal stressor. Personal stressors include major life events such as the
death of a parent of spouse, to lose one’s job, a major personal failure, or even something positive
such as getting married. Background stressor, or more informally, daily hassles are the third major
category of stress. Exemplified by standing in a long line at a bank and getting stuck in a traffic jam,
daily hassles are the minor irritations of life that we all face time again; delays, noisy cars and trucks,
broken appliances, other people’s irritating behaviour, and so on.
Stress is an everyday fact of life and everyone experiences stress from time to time. Stress is any
change that one must adapt to, ranging from the negative extremes of actual physical danger at
exhilaration of falling in love or achieving some long desired success. And in between, day to day
living confronts even the most well managed life with continuous streams of potential stressful
experiences. Thus, stress is not only inevitable and essential but also normal part of life (Apruebo,
2009). In his book “Personnel and human Resources Management” defined stress as the result of an
interaction between a person and the environment, in which the person believes the situation to be
overwhelming and dangerous to his or he well-being. A simple definition would be the strain a person
experience from the pressure of outside forces – Medina (2006).
Stress can occur when an individual is forced to a numerous or new challenges. Stress can be either
good or bad. Stressors such as activities and events can be good in the sense that it promotes personal
growth and coping abilities. Stress on the other half, may cause an individual to experience an
abnormal feeling that disturbs an individual’s mind and body. Stress management can be complicated
or confusing because there is different types of stress- acute, moderate, chronic stress- which each
with its own characteristics (Potter, 2006). Stress triggers hormones that change the way the body
works and feels. These changes are nature’s way of helping the person with perceive threats. However,
some cope with stress by having in a way that is unhealthy, like drinking, smoking or overheating.
This is the reason why it is important to manage stress appropriately in order to avoid the unhealthy
effects of inappropriate coping mechanism. Fortunately, stress management is largely a learnable skill.
Everybody can learn to effectively handle stress even when pressures persist. It is not possible to live
without stress. But one can learn ways to handle stress of daily life efficiently, and to manage reactions
to stress and minimize the negative stress syndrome and to learn to identify the situation that evoke
them. When these symptoms persist, the risk for serious health problem is greater because stress can
exhaust immune system. Recent research demonstrates that 90% of illness is stress related (Apruebo,
2009).
People can experience either external or internal stressors. External stressors include adverse physical
conditions (such as pain or hot or cold temperatures) or stressful psychological environment (such as
poor working conditions or abusive relationship). Internal stressors can also be physical (infections,
inflammation) or psychological. An example of an internal psychological stressor is intense worry
about a harmful event that may or may not occur. As far as anyone can tell, internal psychological
stressors are rare or absent in most animals except humans. Acute stress is the reaction to an immediate
threat, commonly known as the fight or flight response. The threat can be nay situation that
experiences, even subconsciously or falsely, as a danger. Common acute stressors include: Noise,
Crowding, Isolation, Hunger, Danger, Infection, and Imagining a threat or remembering a dangerous
event. It becomes Chronic Stress when modern life poses ongoing stressful situations that are not short
lives, and the urge to act (to fight or to flee) must be suppressed. Common chronic stressor include:
ongoing highly pressures work, Long- term relationship, Loneliness, and Persistent financial worries
(Cuevas, 2007).
As cited in the Philippine Daily Inquirer (2007), a survey across seven countries in Asia showed that
Filipinos are in fact the most stress-out people in the region. The first Asia Health Survey conducted
by Reader’s Digest and Nielsen Media Research found that more than two out of five Filipinos (43%)
said they were affected by stress. The survey conducted in August 2006 involved 24,000 respondents
in seven Asian counties – the Philippines, Hongkong, India, Malaysia, Singapore, Taiwan and
Thailand.
This related study by Cuevas (2007) aids in identifying some of the different stress management
techniques that can be used to manage stress. The 9 stress management techniques are Meditation is
a way of reaching beyond the senses. It is very effective method of relaxation. The idea of meditation
is to focus one’s thoughts on one relaxing thing for sustained period of time. It gives the body time to
relax and recuperate and clear away toxins that may build up through stress and mental or physical
activity. Meditation may have the following effects: a) lower blood pressure; b) slow breathing; c)
gives the body time to eliminate lactic acid and other waste products; d) eliminates stressful thoughts;
e) helps with clear thinking; f) helps with focus and concentration; g) reduces stress headache.
Self-awareness – means knowing one’s self, getting in touch with ones feelings, or being pen to
experiences. It increases sensitivity to the inner self and relationship with the world around. Self-
awareness is important in evaluating ones abilities realistically, Identifying the areas which needs to
be improved, recognizing and building strengths, developing more effective interpersonal
relationship, understanding the kind of motivations that are influencing such behavior, developing
empathy and understanding to recognize both personal needs and the needs of other people.
Scheduling: time management - time is a source. A source is a something that lies ready for use, or
something that can be drawn upon for aid. Time is a tool that can be drawn upon to help accomplish
results, an aid that can take care of need, assistance in solving problems. Managing time really refers
to managing one’s self in such a way as to optimize the time available in order to achieve gratifying
results.
Siesta means taking a nap, short rest, a break or recharging of “battery” in order to improve
productivity. It helps relax the mind and body muscles. It had been proven thru a study that siesta
invigorates one’s body. Performance of an individual scored high when siesta is observes with a 15-
30 minutes nap. It relieves stress tension and one wokes up invigorated and set for the next activity.
Stretching are simple movements performed rhythmical and slow pace executed at the start of a
demanding activity to loosen muscle, lubricate joints, and increase body’s oxygen supply. It requires
no special equipment, no special clothes, and no special skills, and it can be done, anywhere and
anytime. Frequent exercise is probably one of the best physical stress- reduction techniques available.
Exercise not only improves health, it also relaxes tense muscle and induces sleep.
Sensation techniques the sense of touch is highly a powerful and sensitive form of communication. It
is a natural reaction to reach out and touch whether to feel the shape or texting of something or to
response to another person, perhaps by comforting them. Massage helps to sooth away stress,
unknotting tensed and aching muscles, relieving headaches and helping sleep problems. But massage
is also invigorating; it improves the functioning of many of the body’s system, promotes healing and
tones muscle, leaving with a feeling of renewed energy.
Sports engaging in sports and physical activities like these have been known to relieve stress. It also
gives the body exercise it badly needs.
Social a man is a social being who exist in a relationship with his physical environment and in
relationship with people and society. Socialization plays a very important role in the development of
interpersonal relationships. Through socialization the life begins to be meaningful, happy and worthy.
O the other hand without socialization life would be boring and unhappy.
Sounds and songs music play an important part in the daily life of a person. It provides medium of
expression for thoughts and emotions. It is also a way to relieve tension. Music adds to the quality of
life of a person.
Ultimately, (Tan, 2006) stress management is a matter of helping people to recognize that the world,
which seems so stressful, can also be a source of joy and pleasure, fulfillment and renewal. The
therapies being dangles around are really meant as appetizers, ways of inducing the depressed the
person to garner enough strength and courage to re-engage not the world, but life itself.
Bhatia (2011) investigated the relationship between job stress and job satisfaction among teachers in
Pakistan. Data were collected from 400 respondents from cross sectional method from all four
provinces by using simple random technique. The determinants of job stress that have been examined
under study include, management role, relationship with others, workload pressure, homework
interface, role ambiguity and performance pressure. The sample consists of public universities in
Pakistan. The results show there is a significant relationship between four of the constructs tested. The
results also show that there is significant negative relationship between job stress and job satisfaction.
It was revealed that 70% of the teachers are not satisfied from their salaries. Job stress has negative
impact on their health. Ahsan (2009) conducted a study on job
stress on job satisfaction among teachers in Malaysia, results revealed that there is a significant
relationship between four of the stressors constructs (relationship with others, workload pressure,
home-work interface, performance pressure, role conflict and role ambiguity) that was tested coupled
significant negative relationship between job stress and job satisfaction. Panatik (2012)
aimed to investigate the relationships between wrok-related stresses with the job outcomes in
Malaysian context, specifically among academic staff. A survey method using questionnaire was
implemented to obtain the data for this study. A total of 267 respondents participated in this study,
giving the return rate of 20% from the entire of population. Work related stress was measured using
UK Health and Safety Executive’s Management Standard Work-Related Stress scale. Job satisfaction
was measured using Copenhagen Psychosocial Questionnaire version 2003, and turnover intensions
using Michigan Organizational Assessment Questionnaire. Correlation and Multiple regressions were
performed using Paws 18 to analyze the data. The result indicated that work-related stresses are
significantly related to both job satisfaction and turn over intensions. Job control, role clarity, violence
relationship, and change were relate4d to job satisfaction. However, only peer support was related to
turnover intentions.
Imran (2011) examined the relationship between job stress and job performance on bank employees
of the State Bank of Pakistan. This research is basically exploratory and qualitative in nature. With a
sample six in 60, questionnaires are used, and the results are analyzed using graphical representations
and charts. The results are significant that the employees in State Bank do not feel stress. The study
also suggested that there is a negative relationship between job stress and job performance and shows
that job stress significantly reduces the performance of an individual.
The above study deals with the effect of job stress on job satisfaction and job performance. The studies
of Bhatia and Panatik revealed that there is a significant relationship between job stress and job
performance. This relationship was negated by the findings of Ahsan which revealed that job stress is
not related to job performance and job satisfaction while the study of Imran showed that job stress
reducers the job performance.
Monteith (2003) investigated work stress in principals, deputy principals and heads of department in
secondary school management personnel regarding the intensity of level of stress and the frequency
of occurrence. A quantitative design was adopted and questionnaires were used to collect data. The
job stress survey was used to measure stress. The research findings indicated similarities between
stressors causing the highest intensity in principals’ deputy principals and head of department.
Principals’ deputy principals and head of department experienced the highest level of stress intensity
related to adequate salary, colleagues not doing their work, poorly motivated colleagues and lack of
opportunity for advancement. Bidlan
(2005) conducted a study on “job involvement, job frustration, and job occupational stress among
workers of small and large scale industrial units” results showed that small scales industrial worker
had significantly greater degree of job stress than the workers of large scale industrial units.
Devi (2007) aimed to identify the degree of life stress and tole stress experienced by professional
women. A total sample of 180 women professional belonging to six occupations was chosen for the
study. The result showed science and technology professionals and doctors experienced significantly
greater life and role stress followed by administrators and self-employed. Teachers and bankers
experienced comparatively lesser level of stress in both role as well as life.
Rastogi and Kashyap (2003) conducted a study on “occupational stress and work adjustment among
women”. Sample consisted of 150 nurses, clerks, and teachers. The results concluded that maximum
occupational stress is found among nurses compared to two other groups. Nurses work under the most
severe occupational environment. Teachers perceive the minimum occupational stress because their
working climate is best in comparison to two other groups.
Archibong (2010) study found student behaviours was the greatest source of high level of stress to
academic staff, and limitation funds for research were the highest source of stress.
Monteith (2010) also discovered that there are other factors reported only by the principals and heads
of department as contributors to their stress. These factors included insufficient personnel to handle
an assignment and excessive paper work.
In the study of Hanip (2006), the research was conducted to identify levels and source of stress of
teacher stress, relationship of teacher stress with teachers’ job performance and self-efficacy of women
school teachers, and to find out moderator role of self-efficacy in teacher stress and job performance
relationship. The research was carried with two independent sample i.e. teachers and students. The
sample was comprised of 330 women secondary school teachers and 990 students, randomly selected
from the classes. Results showed that teachers displayed moderate levels of stress, and highest scores
were displayed on work related stressors. The significant negative correlation was found between
teachers stress and job performance and teacher stress and teacher efficacy. The moderated multiple
regression analysis revealed that high self-efficacy could play a moderator role in the relationship of
teacher stress and job performance.
Aditi and Kumari (2005) found that stress buffering effects of friendship and social support systems
seems to a significant contributor to high level of stress.
Most study show that women are about twice as likely as men to experience both mild depressive
symptoms and severe depressive disorder (Nolen-Hoelsema, 2005) this gender differences in
depression has been founds in many different countries, in most ethnic groups, and in all adult age
groups. Interestingly, children do not show this gender differences in depression, but around age 14
or 15, girls begin to show dramatic increase in their rates of depression, while boys’ rates remain quite
stable (Nolen-Hoeksema, 2005).
Calaguas (2011) examined the perception of college students about academic stress in a state college
in the Philippines highlighting gender differences. In order to achieve the purpose of the study, an
indigenous survey instrument was developed. A total 1,210 college students chosen through
systematic random sampling responded to the survey instrument. To determine gender differences
among the respondents, independents samples test was used. Statistical analyses showed that male and
female respondents differed significantly in their perceptions of subject, teacher, schedule, classroom,
and expectation-related stressors but did not significantly differ in their perception of enrolment and
admission, classmate, and financial-related stressors. Generally, no significant differences was found
between male and female respondents in their perception of academic stressors, however using the
mean scores as basis, female respondents scored higher compared to male respondents.
Andal (2006) explored stress levels in Filipino in registered nurses. Stressors, in this study, include
factors such as: death and dying, conflict with physicians, inadequate preparations, problems with
peers, problems with supervisors, workload, uncertainty concerning treatment, problems with patients
and their families, and discrimination. Using the questions derived from the Expanded Nursing Stress
Scale by Lenton (2005), thirty Filipino registered nurses were requested to complete a questionnaire
voluntarily without providing any identifying information. This study is a preliminary exploration of
stress levels in Filipino nurses and no generalization can be made from these results. Data analyses
revealed interesting information as to variability in perception of stress levels regarding certain factors.
Discussions elucidate on various stress factors in the context of the Filipino culture. Further study
regarding stress levels is greatly needed particularly in the light of the nursing shortage especially
during the evening and nights shifts. Stress management programs can be enhances through the use
of the ENSS as a diagnostic tool to identify specific factors considered relevantly by the nurses
concerned. Roxas (2009) 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 teachers.
In the study of Samarista (2011), the context of call center organization, mindfulness and stress play
a very big role in employee participation. With this information, the research studied the relationship
between the mindfulness and stress level of a call center agent. Data were gathered through survey
questionnaires and were analyzed at the nominal level. Research findings suggest that there is a
significant relationship between stress and mindfulness, though it also reported that the relationship is
weak. Hopefully, these findings will lead the way for a deeper understanding of the variables and help
develop and/or improve the Mindfulness-Based Stress Reduction programs here in the Philippines.
Panis (2009) conducted a study to determine the stress management of the secondary teachers in
selected secondary school of Aborlan. The descriptive research design specifically survey method was
used in the study. Data were gathered through survey questionnaires. A total of 66 permanent,
substitute and contractual teachers were randomly selected as the respondents of the study, results
showed that most of the respondents were married females in their middle age. They had been in the
service for a mean of 10.3 years and more than one-half of 23.3 hours per week. The perceived sources
of stress such as work, family, personal and environmental were considered slightly part of the
respondents’ live. The level of perceived stress of the respondents was noted to be “moderate”. The
activities engaged in very often manage stress by majority of respondents were paying and talking
with family members. Work, family, personal and environmental sources of stress have significant
relationship to the level of stress of the respondents. Age, gender, civil status, number of years in
teaching, academic rank, teaching load, number of students and attitude of the respondents toward
teaching did not have significant relationship with the level of perceived. Civil status was found to be
significantly related to family related source of stress. On the other hand, number of years in teaching
and academic ranks was found to be s9ignificantly related to environment related source of stress.
Other demographic characteristics, job related factors, and attitude towards teaching had no significant
relationship to the sources of stress of the respondents.
Masson as cited by Plata (2010) added that anxiety and higher level of stress of teachers come from
overcrowded classroom and under support from parents and overworked administrators.
The study of Adlao (2008) stated that work environment in organizations and institutions have
significant relations with the physical and mental health of teachers. Likewise, the predictors of level
of stress among the teachers are organizational structure, subject taught, sex and performance rating.

Synthesis of the Reviewed Literature and Studies

The present study is similar to the cited related study of; Bhatia (2011) as it investigated the
relationship between job stress and job satisfaction among teachers in Pakistan, However, the current
study differ from these study of Bhatia and Ahsan (2009) it is dealing with the level of stress
encountered by the teachers in Kapayapaan National High School a public school whereas study of
Bhatia and Ahsan focus on the satisfaction among teachers;
The studies of Monteith revealed that level of stress is related to job position and in the study of Devi
and Rastogi and Kashyap, the findings showed that stress is related to profession that makes the current
study research similar to their study;
Study of Hanip (2006), is similar to the current study because it identify levels and source of stress of
teacher stress, however differed for it emphasizes relationship of teacher stress with teachers’ job
performance and self-efficacy of women school teachers, and to find out moderator role of self-
efficacy in teacher stress and job performance relationship;
Study of Calaguas (2011) examined the perception of college students about academic stress in a state
college in the Philippines, is somehow similar to the current study in such a way that Calaguas
highlighted gender differences.
The study found that there is a greater level of stress in women than men, and that they are significantly
more like to report burn out, stress-related illness and desire to resign from their jobs. The researcher
suggested several reasons for this. In the first place, women are often paid less than men for their
work, even if they have college degree. Many organization also lack policies that respond to the family
issue;
The studies cited by Masson and Adlao are related to the present study. Oftentimes, teachers
experienced environment that are prone to high level of job stress. These include insufficient school
supplies and learning materials, inconvenient place to work and unsatisfactory working environment
that affects their performance.
Indirectly, stress between the demands of the job and the resources and capabilities of the individual
worker to meet those demands. This definition emphasizes the relationship between individuals and
their working environment, and helps to explain why a situation that one person regards as a
stimulating challenge causes another to experience a damaging degree of stress.
Some sufferers have other –physical reactions, such as inexplicable pain or headaches (Abalos).
There’s also a tendency to dismiss stress related –related illnesses as “psychological”, and that these
are self-limiting, easily resolved. The fact is that stress can also overwhelm people that they lapse into
depression, resorting to destructive behaviour, directed toward the self, or toward others.
The review of the materials indeed has offered the researcher more insights that aided her in attempt
to investigate her research main concern. The enumerated facts and findings led her to dwell on the
variables being utilized.
The Management Standards define the characteristics, or culture, of an organization where the risk
from work-related stress and level of stress are being effectively managed and controlled. They cover
six key areas of work design that, if not properly managed, are associated with poor health and well-
being, lower productivity, increased sickness and absence. In other word, the six Management
Standards cover the primary sources of stress at work. These are: 1. Demands – this includes issues
such as workload, work patterns and the work environment, 2. Control –how much say the person has
in the way they do their work, 3. Support – this includes the encouragement, sponsorship and resources
provided by the organization, line management and colleges, 4. Relationships, includes promoting
positive working to avoid conflict and dealing with unacceptable behaviour, 5. Role – weather people
understand their role within the organization and whether the organization ensures they do not have
conflicting roles, and 6. Change – how organizational change (large or small) is managed and
communicated in the organization Health and Safety Executive.

METHODOLOGY
The study was conducted among 31females and 11 males teachers to identify and explore work stress,
emotional and personal stressors that affects teaching performance. The study emphasized stress using
 a four-level (4) scale among secondary teachers of Kapayapaan National High School. The researcher
employed quantitative and qualitative approaches, wherein data on stressors are described and
correlated (Creswell, 2005), to the performance levels of teachers.

RESULTS and DISCUSSIONS

The results are shown in the succeeding table. Table 1 reveals significant profile indicators of the
respondents.
Table 1
Socio-Demographic Profile
A. Age Frequency Percentage (%)
20 – 29 13 31.00
30 – 39 16 38.10
40 – 49 12 28.60
50 – 59 1 2.40

Total 42 100.00
B. Gender Frequency Percentage (%)
Male 11 26.20
Female 31 .80
Total 42 100.00
C. Civil Status Frequency Percentage (%)
Single 13 31.00
Married 29 69.00

Total 42 100.00

D. Monthly Income Frequency Percentage (%)

Php10,000 – P15,000 1 2.40
Php16,000 – P20,000 22 52.40
Php21,000 – P25,000 18 42.90
Php26,000 – P30,000 & Above 1 2.40
Total 42 100.00

Table 1 presents the distribution of the respondents according to profile. Teacher-respondents are
dominantly married female and relatively young, 69.10% are below forty years old. Negligible
percentage is below salary standard many of them are within the standard mandated by law. It has to be
noted however that despite long existence of the school as a national high school, many teachers have
not risen up from the ranks as evidenced by their salaries. This may become major source of stress
 according Alkhrisha (2004) as in the case of Jordanian teachers who are overworked, low salary that
aggravates self-esteem, in-service training opportunities and access to new information. This resulted to
psychological burnout of teachers.
Table 2.1 Sources of Work-related Stress
Indicators VG G M L NR Mean INTERPRETATION

Environment uncomfortable 7 13 22 1.64 Moderate

Hazardous conditions 11 24 7 2.10 Moderate

Excessive responsibilities 2 15 24 1 1.46 Little

Hard-to-meet deadlines 2 20 20 1.57 Moderate

Resources to fulfill tasks 4 22 16 1.71 Moderate

Lack input from others 4 20 18 1.67 Moderate

Lack appreciation 1 3 17 21 1.62 Moderate

Loss dedication to job 2 12 28 1.38 Little

Inadequate contact 1 17 24 1.45 Little

conflicting Instructions 5 18 17 2 1.70 Moderate

Monitoring of performance 5 20 17 1.71 Moderate

Job insecurity 11 30 1 1.27 Little

Traveling hours to work 3 7 31 1 1.32 Little

Dislike of the job 2 7 32 1 1.27 Little

Lacks ability to be creative 2 15 24 1 1.46 Little

Unmet expectations 3 16 22 1 1.54 Moderate

Lots of work conflicts 1 5 14 21 1 1.66 Moderate

Harassment/ discrimination 3 17 21 1 1.56 Moderate

General Assessment 1.56 Moderate

Legend: 3.50-4.00 = Very Great (VG); 2.50-3.49 = Great (G); 1.50-2.49 = Moderate (M); 1.00 – 1.49, Little (L) NR (No response)

Table 2.1. Despite over-all assessment on the sources of work-related stress is perceived to moderate,
it is very notable that there exist hazardous working conditions, lacking resources to fulfill the tasks
confounded by some instructions coming from conflicting sources. This may be a unique case among
respondents as a study on South African educators (Peltzer et al., 2008) found high job stressors related
to time pressure, educational changes, administrative problems, educational system, professional
distress and pupil misbehavior among educators.

Table 2.2
Sources of Personal Stress

Indicators VG G M L NR Mean INTERPRETATION

1. Financial security 1 5 17 19 1.71 Moderate

2. Conflict with your partner 2 10 28 2 1.35 Little
3. Household duties 4 8 29 1 1.39 Little
4.Problems with children 3 10 29 1.38 Little
5.Family pressures 2 12 28 1.38 Little
6.Lack time with family 7 13 22 1.64 Moderate
7.Work-family balance 5 11 26 1.50 Moderate
8.Problems with sexuality 1 4 9 28 1.48 Little
9. Live in a dangerous area 1 2 7 32 1.33 Little
10.Lack time with partner 2 3 12 21 4 1.63 Moderate
General Assessment 1.48 Little
Legend: 3.50-4.00 = Very Great (VG); 2.50-3.49 = Great (G); 1.50-2.49 = Moderate (M); 1.00-1.49 = Little (L); NR = No Response

Table 2.2 shows that personal source of stress emanates primarily from lack of financial security.
Apparently, teachers perceived their salaries to be insufficient for their needs despite longs hours of
work that eventually deprive them from quality time with their loved ones, this often lead to family
conflicts. In the study of Ortega and Hechanova (2010) where they examined the work-family conflict,
stress and satisfaction, and social support among dual-earning couples showed that work-related stress
predict work-family conflict. Work-related stress is correlated with job satisfaction whereas home-
related stress is correlated with marital satisfaction personal social support moderates the relationship
between home-related stress and marital satisfaction but also has direct relationships with life and job
satisfaction. Likewise, organization support is associated with job and life satisfaction.

Table 2.3

The Level of Emotional Distresses

Indicators VG G M L NR Mean Interpretation
Anxiety 5 15 22 1.60 Moderate
Inability of letting go 2 16 24 1.48 Little
Excessive worrying 1 4 14 23 1.60 Moderate
Fidgeting 1 3 10 27 1 1.46 Little
Emotional outbursts 1 4 14 23 1.60 Moderate
Lethargic 6 14 22 1.62 Moderate
Low energy 2 4 11 25 1.60 Moderate
Feeling not important 4 11 27 1.45 Little
Indicators VG G M L NR Mean Interpretation
Drained emotionally 1 1 11 29 1.38 Little
Lack of sexual interest 2 1 13 26 1.50 Moderate
Fearful of the future 7 10 25 1.57 Moderate
Difficulty in focusing 1 3 11 27 1.48 Little
 Minds go blank easily 1 4 12 25 1.55 Moderate
General Assessment 1.53 Moderate
Legend: 3.50 – 4.00, Very Great (VG); 2.50 – 3.49, Great (G); 1.50 – 2.49, Moderate (M); 1.00 – 1.49, Little (L)

Table 2.3 shows the level of stress of the secondary teachers of Kapayapaan National High School
from emotional distress. In general, the respondents experience moderate stress from emotional
distress stressors as indicated in the simple mean of 1.53. Anxiety, Excessive worrying, Angry,
annoyed, or experiencing emotional outburst and Low energy obtained average mean of 1.60,
Lethargic got simple mean of 1.62, Lack sexual interest with 1.50 average mean, Fearful of the future
1.57, Minds seem to go blank easily 1.55. All these indicators have interpreted with Moderate remarks,
while the remaining indicators have a remark of little. They are the following indicators; Inability to
let certain things go have an average mean of 1.48, Fidgeting obtained average mean of 1.46, Feel as
though nothing is important 1.45, Drained emotionally average mean 1.38, and Fearful of the future
with average mean of 1.57.
Masson as cited by Plata (2001) added that anxiety of teachers come from overcrowded classroom
and under support from parents and overworked administrators.

Table 2.4
The Overall Level of Stress of the Respondents
Stressors Assessment Interpretation
1. Work-Related 1.56 Moderate
2. Personal 1.48 Little
3. Emotional 1.53 Moderate

Overall 1.52 Moderate

Legend: 3.50 – 4.00, Very Great (VG); 2.50 – 3.49, Great (G);
1.50 – 2.49, Moderate (M); 1.00 – 1.49, Little (L)

Table 2.4 shows the summary of the level of stress of the secondary teachers of Kapayapaan National
High School. In general, the respondents experienced Moderate overall stress in term of Work-related
Stressors overall mean of 1.56; Emotional Distresses with overall mean 1.53 interpreted as moderate.
Only the Personal Stressors interpreted as little with overall mean of 1.48.
 A number of studies have found out, particularly that of Leung (2000) study aimed at identifying the
source of stress, and investigating their effects on job satisfaction and psychological distress among
106 teachers (86 males, 20 females) from four schools in Hong Kong. A factor analysis of the teacher
stressors revealed six factors: recognition, perceived organizational practices, factors intrinsic to
teaching, financial inadequacy, home/work interface, and new challenge. A series of stepwise multiple
regressions demonstrated that recognition, perceived organizational practices, and , financial
inadequacy were best predictors of job satisfaction, whereas perceived organizational practices and
home-work interface were the best predictors of psychological distress.
1. Differences in the Levels of Stresses Among Respondents
The next objective of the study is to determine if there exist differences on the level of stressors
among the respondents when grouped according to their profile. The presentation of the results is
shown in the succeeding tables followed by textual discussions.

Table 3.1
Comparisons of the Stress Levels according to Age

A. AGE Mean Interpretation

20 - 29 1.31 Little
30 - 39 1.31 Little
40 - 49 1.17 Little
50 - 59 1.00 Little

Table 3.1 shows the output of the statistical analysis in determining the difference in the level of stress
among the teachers of Kapayapaan National High School when grouped according to age ranges.
Results show that there is no difference in the level of stress from work stressors among the
respondents. It further revealed that this is true in all age ranges wherein all of the interpretation got
the remarks of Little. Age-range 20-29 and 30-39 got an average mean of 1.31, age-range 40-49
obtained an average mean of 1.17 and the least is the age-range 50-59 having 1.00.
The results imply that age does not play as a factor in the responses of the teachers regarding the level
of stress. Regardless of their ages, the secondary teachers of Kapayapaan National High School share
the same level of stress from Work Stressors, Personal Stressors and Emotional Distresses.
Kaur (2007) attempted to make a study on occupational stress and burn out among women police. The
sample comprises of 80 women police and age ranges 25-45. The results concluded that police work
is most stressful occupation and as the occupational stress increases the level of the burn out also
increases.

Table 3.2

Comparisons of the Stress Levels of Respondents when Grouped according to Gender

B. GENDER Mean Interpretation

Male 1.36 Little

Female 1.23 Little

Table 3.2 shows the statistical output of the result in the difference in levels of stress among the
teachers of Kapayapaan National High School when grouped according to Gender.
Results show that there is no difference in the level of stress from work stressors among the
respondents when grouped according to their gender. It is also revealed that this is true in all cases of
the specific indicators of stressors. Male got average mean of 1.36, Female obtained average mean of
1.23 both have been given remarks of Little.
The results imply that gender does not play as a factor in the responses of the teachers regarding the
level of stress. Regardless of their gender, the secondary teachers of Kapayapaan National High
School share the same level of stress from Work Stressors, Personal Stressors and Emotional
Distresses.
Khan et al (2005) conducted a study on coping strategies among male and female teachers with high
and low job strain. The results of the present study indicate that both male and female teachers used
the same strategies to cope with job strain. Differences were not found to exist between the male and
female teachers on different types of coping strategies except use of humor. Teachers have adopted a
range of coping strategies most tend to be functional or active and some are dysfunctional or passive
(i.e self-distraction and use of humor).
 Table 3.3
Stress Levels of Respondents According to Civil Status
C. CIVIL STATUS Mean Interpretation

Single 1.23 L

Married 1.28 L

Table 3.3 shows the statistical output of the result in the difference in the levels of stress among the
respondents when they are grouped together according to their Civil Status.
Results show that there is no difference in the level of stress from Work Stressors, Personal Stressors
and Emotional Distresses among the respondents when grouped according to their civil status; Single
got average mean of 1.23 and Married with the average mean of 1.28.
The results imply that civil status does not play as a factor in the responses of the teachers regarding
the level of stress. Regardless of their civil status, the teachers of Kapayapaan Natinal High School
share the same level of stress from Work Stressors, Personal Stressors and Emotional Distresses.
Panis (2009) conducted a study to determine the stress management of the secondary teachers in
selected secondary schools of Aborlan. The perceived sources of stress such as work, family, personal
and environmental were considered slightly part of the respondents’ lives. Civil status was found to
be significantly related to the family related sources of stress. On the other hand, number of years in
teaching and academic ranks was found to be significantly related to environment related sources of
stress. Other demographic characteristics, job

Table 3.4
Stress Levels of Respondents
When Grouped according to Income
D. INCOME Mean Interpretation
P10,000-P15,000 1.00 L
P16,000-P20,000 1.41 L
P21,000-P25,000 1.11 L
P26,000-P30,000 1.00 L

Table 3.4 shows the difference in level of stress among the respondents when they are grouped
according to Monthly Income.

There is no difference in the level of stress from Work Stressors, Personal Stressors and Emotional
Distresses among the respondents when grouped according to their income.
The results imply that monthly income is not a factor in teachers level of stress. Regardless of their
monthly income, the teachers of Kapayapaan National High School share the same level of stress from
Work Stressors, Personal Stressors and Emotional Distresses.
According to Holmgren (2008) society should work together with employers trying to find policies
promoting modified workplaces and suitable wage matching their task. Organizations should improve
cooperation between the parties involved, i.e. the supervisors, the social insurance case managers, and
the health professionals.

Conclusions
1. Teachers of Kapayapaan National High School have sufficient
maturity to handle stress.
They experienced moderate stress from different sets of stressors
except Personal Stressors which marked as little.
2. There is no difference in their level of stress when grouped
according to profile.
3. Almost all of the respondents have personal coping up mechanisms
that may vary anytime at different stress levels and circumstances.

Recommendations

1. Reduce the level of work stress of teachers by setting of maximum

allowable loads per teachers, clear cut job descriptions and
minimizing work task.
2. To improve the psychological & physiological well-being,
implementation of institutional self-enhancement programs for
individual teacher with provision of rewards, recognitions and
incentives are encouraged.
3. Conduct of regular sensitivity training programs and spiritual
consultations with experts;
4. Periodic conduct of self-evaluation test to reduce the feeling of
rage and other negative emotions.
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