IMPACT OF STRESSORS IN THE HEALTH STATUS AND TEACHING PERFORMANCE

OF PUBLIC SECONDARY SCHOOLS SCIENCE TEACHERS IN SILANG, CAVITE

Authors: Angcaya, Heilene Ethel V.

Arandia, Mylene C.
Creencia, Clarissa D.
Manzanilla, Lendl Kay T.
Robenta, Raymark Y.
Tolentino, Leonor P.

Affiliation: Western Colleges Inc.

Professor: Dr. Rowena Resurrecion

Introduction

Stress has become part of teachers’ life due to the various internal and external expectations

placed upon their shoulders. Educators are being constantly bombarded with more and more tasks and

responsibilities. This is particularly true of health occupations teachers who are responsible not only

for their classes, but are equally responsible for the behavior of their students in classroom

laboratories and other training sites.

Stress for each individual is a complexity within itself. If stress is an equilibrium state

between the individual and responses to environmental demands, then stressors may be defined as

events requiring more than usual adaptive responses from the body. Stressors are commonly

associated with a variety of personal, social, and physical events, including interpersonal experiences

in schools or classrooms.

However, to understand one’s stress, Blona (2005) pointed out that one needs to know what it

is, and its causes, in order to cope with it well. He defined stress as any event or circumstance that

strains or exceeds an individual’s ability to cope. Ellison (2000) considered stress as a biochemical

response by the body to a threatening situation.

The school is one place where a lot of people converge on a regular basis. It is a fact that

when people come together, stress is bound to happen one way or the other. The Administration may

be stressed with the low turn-out of enrollment or the need to generate more funds to finance

important capital outlays. The causes of stress for teachers vary, such as lack of preparation, family

and financial problems, absentee and, sub-par students, among others.

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 Moreover, according to Lawver 2012, teaching is a highly stressful occupation. Teacher stress

has negative impacts on classroom performance, job satisfaction, and teacher attrition.

Furthermore, this study aims to determine the stressors and its impact to the health status and

teaching performance of public secondary science teachers in Silang, Cavite.

Research Questions

This study sought to answer the following questions:

1. What are the stressors of secondary Science teachers in Silang, Cavite?

2. What is the health status of secondary Science teachers in Silang, Cavite?

3. What is the teaching performance of secondary Science teachers in Silang, Cavite?

4. Is there any significant relationship between impact of stressors and health status of secondary

Science Teachers in Silang, Cavite?

4. Is there any significant relationship between impact of stressors and teaching performance of

secondary Science teachers in Silang, Cavite?

5. Is there any significant relationship between health status and teaching performance of secondary

Science teachers in Silang, Cavite?

Hypotheses of the Study

1. There is no significant relationship between impact of stressors and health status of secondary

Science Teachers in Silang, Cavite.

2. There is no significant relationship between impact of stressors and teaching performance of

secondary Science teachers in Silang, Cavite.

3. There is no significant relationship between health status and teaching performance of secondary

Science teachers in Silang, Cavite.

Theoretical Framework

This study anchored on the following theories:

Stressor

Stressor was enhanced on the model theory of cognitive appraised in 1994 proposed by Lazarus

and Folkman. This theory pointed out that stress is a product of transaction between a person and

his/her complex environment.

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 According to the Bio-psychosocial Model of Stress by Bernard and Krupat in 2001, stress

involves three components: an external component, an internal component and the interaction

between the external and internal components. The external component of the Bio-psychosocial

Model of stress involves environmental events that precede the recognition of stress and can elicit a

stress response. Most of the common stressors fall within four broad categories: personal, social,

work, and the environment. These stressful events have been linked to a variety of psychological

physical complaints. The internal component of stress involves a set of neurological and physiological

reactions to stress. The stress response can result from a variety of different kinds of stressors. Such

body internal reaction or response to stressors is psychological and emotional disturbances.

Teaching Performance

According to Self-efficacy Theory of Bandura in 1997 who described self-efficacy have two

components: efficacy expectation and outcome expectancy. The former is the conviction that one has

the ability, knowledge, and skills to successfully execute the behavior or actions required to produce

the desired outcomes. The latter represents a person’s estimate of the likely consequences (impact) of

performing a task at the self-expected level of performance. That is, outcome expectancy is the belief

that a given behavior or action will indeed lead to expected outcome. To be successful, the teacher

must have both high efficacy expectations and high outcome expectance.

Conceptual Framework

Nutritional Status

Teacher’s Stressors

Teaching
Performance

Figure 1: The variables and its relationships

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Significance of the Study

This study benefited the following:

To Senior High School Teachers in Silang, Cavite. This study may continue to help senior high

school teachers on how to manage their stress and informed them the effects of work relate stress in

their health status and teaching performance.

To the Student Researchers. This study may inspire others especially the teachers to practice proper

way of handling stress.

To the Future Student Researchers. This study may serve as a guide for their study and may be

given further ideas and knowledge regarding the given variables.

Scope and Limitations of the Study

This study was conducted from September 2019 to December 2019 at public secondary school in

Silang, Cavite. This study will be limited to determine the impact of stressors to the health status and

teaching performance of public secondary Science teachers in Silang, Cavite. All public secondary

Science teachers within Silang, Cavite school will be included as potential participants.

Definition of Terms

Some terms were defined operationally for better understanding and appreciation of this

study.

Health Status. It refers to the condition of health of the participants. This includes their

eating habit, sleeping pattern and their medical history.

Science Teachers: Teacher who teaches Science related subjects on the Department of

Education, Division of Silang.

Teachers Stressor. It refers to the teacher related stress that contributes to health problems

and performance of the participants.

Teaching Performance. It refers to the process on how teachers deliver his/her lesson to the

students.

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 REVIEW OF RELATED LITERATURE

This chapter presents the related literature of the study.

Causes of stress are called stressors. It is an agent or condition capable of producing stress or

something that initiates a stress response; it can be people, objects, places or events. These are outside

forces that place unusual demands on a person’s body or mind. Modern life exposes people to many

stressors. Some physical stressors remain, including natural disasters, illness, and noise. Certain life

experiences, such as the death of a loved one, are major stressors. Day-to-day problems, such as

burning toast, taking rest, or feeling rushed, may also be stressful.

People need not experience events directly to feel stress. Television, newspapers, and other

means of mass communication flood people with information about upsetting occurrences throughout

the world. People can also imagine future misfortunes and regret past failures.

Experts consider modern life particularly stressful for children and families. Not all stressors

affect everyone in the same manner. In a particular situation, one person may remain quite calm while

another person may display many signs of stress. The difference between the two people may be that

the first person feels in control of the situation and views it as a challenge and is therefore committed

to overcome it. The second person does not feel in control of the situation, threatened by it and only

wants to avoid coping with it.

The immediate effects of stress include an increase in heart rate blood pressure, dilation of the

pupils, and an increase flow of blood to the muscles. Long term effects can be heart diseases,

depressions, and migraine headache. People who are aggressive and easily get angry are most likely to

develop these problems.

Duque (2007) cited common effects of stress. These are insomnia, headaches, backaches,

constipation, diarrhea, high blood pressure, heart disease, depression and alcohol, tobacco or drug use.

He suggested doing the following: 1) After seeing the doctor, share your treatment plan with people

close to you. Talk with friends and relatives and explain what you are going through; 2) If your doctor

prescribes medication take it exactly the way it is prescribed. Do not stop taking your

medication until you doctor tells you to stop doing so; 3) Keep all follow-up appointments with your

doctor; 4) Remember that it may take some time to start feeling better; 5) If you experience side

5
effects from any medication, tell your doctor; and 6) Seek professional counseling. If your methods of

coping with stress are not contributing to your greater emotional and physical health, it is time to find

healthier ones. There are many healthy ways to manage and cope with stress, but they all require

change. You can either change the situation or change your reaction. When deciding which option to

choose, it is helpful to think of the four A’s: avoid, alter, adapt, or accept. Since everyone has a

unique response to stress, there is no “one size fits all” solution to managing it. No single method

works for everyone or in every situation, so experiment with different techniques and strategies.

Focus on what makes you feel calm and in control.

According to the study of Lawver 2012, teaching is a highly stressful occupation. Teacher

stress has negative impacts on classroom performance, job satisfaction, and teacher attrition. Prior

research has been conducted into the causes and impacts of teacher stress; however, little research has

been conducted to determine what role coping mechanisms for stress play in teacher stress.

The Teacher Stress Inventory (TSI), developed by Fimian (1984) sought to cate-gorize

potential occupational stressors that teachers come in contact with. This invento-ry places teacher

stressors into the following five categories: time management, work, professional, discipline and

motivation, and professional investment.

Research has indicated that occupational stress in teachers can be more profound than

occupational stress in other occupations (Travers & Cooper, 1996). A study by Cooper and Marshall

(1976), found that teachers who ranked their occupational stress as “high” experienced a greater

incidence of heart attack, stroke, and reported more mental health illnesses than individuals in other

occupations who also identified their stress lev-el as “high.” Adams (1999) found that the impacts of

teacher stress can include implica-tions for their ability to teach, their personal lives, and their

interactions with their stu-dents. Adams also noted that when teacher stress became a factor, student

achievement and motivation decreased. Additional research studies have cited teacher stress as a ma-

jor contributing factor to teacher burnout, causing teachers to have decreased satisfaction with

teaching and even choosing to leave the profession (Borg & Riding, 1991; New-comb et al., 1987;

Parkay et al., 1988).

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 Teacher stress can come from a variety of sources. Kyriacou (2001) delineated the top

stressors in the general teaching population into factors which included: teaching pupils who lacked

motivation, maintaining discipline, time pressure and workload, and coping with change. These

factors for stress are similar to the stress factors in the Teacher Stress Inventory (Fimian, 2000) which

include stress coming from the following sources: time management, work, professional, discipline

and motivation, and professional investment.

In a 2000 study, Blasé researched the correlation between teachers who had pro-longed levels

of occupational stress and a decrease in teacher performance. This study showed that teachers felt

much less effective in their classrooms as their levels of occupational stress increased. The qualitative

nature of this study showed the profound impact that stress had on teachers, with respondents citing

multiple adverse effects arising 16 from experiencing occupational stress. Nearly all teachers who

ranked their level of occupational stress as moderate or high also reported that their stress had caused

a decrease in their teaching performance. Personal life factors for teachers may be closely tied to their

level of occupational stress. They found that teacher satisfaction was likely to decrease when

occupational stress put excessive pressure on personal lives.

According to Betonio 2015, like any other professional endeavors, those in the teaching

career have a wider scope of social responsibilities to take care of. The society alone, has always

anticipated a lot from the teachers such as to serve a large population as second parents dealing with

the emotional tangles and torments of adolescent stage of the youth entrusted to their care. Faced with

this scenario, some teachers can tire of catering to individual needs and at the same time striving for

professional excellence. Along this line, commented that teachers often feel that they are under stress

or burn out, that directly affect their teaching performance. Generally stress is the adverse reaction of

every individual person who happens to experience so much pressure and other types of demand of

workload placed upon his/her ability to adapt it. It is also referred to as a normal physical response to

events in life that makes you feel threatened or distort your equilibrium. On one hand, stress is not

always bad. In small doses, it can help the person to perform under pressure and motivate him to do

best. This was affirmed by when he said that stress is part of life’s challenges that all persons must

face. A certain degree of stress is unavoidable as a matter of fact an acceptable level can serve as a

7
challenge to improve the teachers’ efficiency. But on other side, if the level of stress is such that the

teacher will not be able to satisfactorily handle it, the result of teachers’ efficiency may be negative. In

the same vein, another researcher claimed that stress is what keeps you alert and alive to tackle your

responsibilities during presentation at work, sharpens your concentration and even compels you to

reach your target. However, if it is already beyond stipulated boundaries, stress will stop being helpful

and begin to cause major damage to health, mood, relationships, efficiency and then productivity as

well as the standard quality of your life. From experiences, the researcher has also been exposed to

stress and been teaching for a number of years in this institution and has observed the different effects

of stress from colleagues. With this, the researcher would like to look into the level of stress and the

teaching performance of the faculty and hope that from the output the researcher will be able to come

up with ideas/strategies on how to handle stressors in ones’ work or workplace and share them to her

colleagues thru a forum or seminar. 

Synthesis

Teachers are reported as being stressed by the workload, the behaviour of the pupils, lack of

promotion prospects, unsatisfactory working conditions, poor relationships with colleagues, pupils

and administrators and a host of other problems. There are a multitude of studies that draw attention

to the prevalence of the perception of stress among school teachers. Although there have been many

attempts to investigate the real causes and symptoms of teacher stress, often the findings of such

studies have not been consistent. A major problem has been the variety of ways in which people have

studied the phenomena of teacher stress, and also the fact that teachers are often reluctant to admit the

extent to which they experience stress due to the fear that it may be seen as a weakness. However,

over the last 10 years there have been many changes that have resulted in disillusioned teachers

expressing their concerns, and bringing the issue of teacher stress into the spotlight.

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 METHODOLOGY

This chapter deals with the methods used in this study.

Research Design

This study used descriptive correlational quantitative research design to determine the impacts

of stressors to the health status and teaching performance of public secondary school Science teachers

in Silang, Cavite.

According to Mifflin (2016), descriptive correlational is any scientific process begins with

description, based on observation of an event or events from which theories may later be developed to

explain the observations.

Participants of the Study

The participants of this study were composed of 50 teachers in Silang, Cavite who evaluated

their health status and teaching performance using survey questionnaire method.

Sampling Technique

Quota purposive sampling technique was utilized to determine the participants based on the

criteria set forth.

Data Collection Procedure

The researchers asked for permission and approval to conduct the study. The researchers

explained and distributed the questionnaire after the informed consent was approved by the target

participants.

After the permission was granted the purpose of the study was explained with corresponding

assurance of confidentiality and participants have their freedom or option to either complete or not to

answer the questions. The participants were given the time to answer the questions, then it was

retrieved and asked the participants that if may be back if there were questions that would like to ask

in the future.

After the data were gathered it was interpreted, tabulated, analyzed, and presented to proper

authorities for revision and recommendation.

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Research Instrument

This study used standardized and modified questionnaire to gather the needed data. The

questionnaires were divided into three parts.

The Part I pertained to the stressors of teachers which adopted and modified from Muntele et.

Al (2014) Teachers' Occupational Stress Questionnaire, Retrieved

from:https://www.researchgate.net/publication/330344395_Teachers'_Occupational_Stress_Question

naire_Psychometric_Properties. It has a 5 point Likert Scale, where 5-extreem stress, 4 – much stress,

3 – moderate stress, 2 – mild stress, 1 – no stress.

Part II referred to the health status of teachers which include their eating habit, sleeping

pattern and current ailments that the respondents are experiencing.

Part III referred to the teaching performance questionnaire which adopted and modified from

Catolo (2017) Teaching Performance of Selected Public Secondary School Teachers in Tanay Rizal.

Retrieved from http://icmsit.ssru.ac.th/icmsit/fmsicmsit/images/Teaching-Performance-of-Selected-

Public-Secondary-School-Teachers-in-Tanay-Rizal. It has 5 point Likert Scale, where 5 – outstanding,

4 – very satisfactory, 3 – satisfactory, 2 – fair, 1 – poor.

Statistical Treatment

This study used the following statistical treatments to analyze the data:

Frequency count and Percentages were utilized to determine the stressors of the participants.

Mean and Standard Deviation was utilized to determine the teaching performance of the

participants.

Paired T-test was used to determine the relationship between stressors and health status, stressors and

teaching performance and health status and teaching performance.

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 RESULTS AND DISCUSSION

This section reveals the finding of the study, attribution and comparison of other expert study

results.

STRESSORS OF TEACHERS
1. What are the stressors of secondary Science teachers in Silang, Cavite?
Table 1. The descriptive statistics of the participants’ curricular and extracurricular activity
stress

Curricular and
Std. Verbal
Extracurricular N Mean Rank
Deviation Interpretation
Activity Stress
1. Carrying out school
duties during the time
dedicated to my
50 4.84 .370 Extreme Stress 1
family (e.g. to read
and mark offhand
papers at home).
2. To make trips with
50 3.38 .878 Moderate Stress 7
students.
3. To prepare students
for competitions
50 3.36 1.005 Moderate Stress 10.5
outside of school
hours.
4. To prepare students
for competitions
50 3.56 1.033 Much Stress 3
taking place during
school hours.
5.To participate with
50 3.48 .909 Moderate Stress 5
pupils in contests.
6. To work with too
heterogeneous classes
50 3.56 1.033 Much Stress 3
(different cognitive
levels).
7. To have to reckon
50 3.38 .878 Moderate Stress 7
with my colleagues.
8. To have inspections
or evaluative
50 3.56 1.033 Much Stress 3
situations in the
classroom.
9. To help a child
with poor academic 50 3.36 1.005 Moderate Stress 10.5
results to progress.
10. To permanently
pursue progress in 50 3.36 1.025 Moderate Stress 9
students' acquisitions.
11. To pay equal
attention to each 50 3.38 .878 Moderate Stress 7
student.

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 Overall Mean 50 3.5655 .37112 High

Interpretation:
Table 1 shows the descriptive statistics of the participants’ curricular and extracurricular
activities. It was shown that item number 1 obtained the highest mean of 4.84 and a standard deviation
of 0.370. This implies that respondents are extremely stress in the item carrying out school duties
during the time dedicated to my family (e.g. to read and mark offhand papers at home ” On the other
hand, the item with the lowest mean is item number 3 and 9, with a mean of 3.36 and a standard
deviation of 1.005. This means that the respondents are moderately stress in preparing students for
competitions outside of school hours and helping a child with poor academic results to progress .
Looking at the standard deviation, item number 1 obtained the highest value of 0.370. This implies
that the respondents carried their school duties even in home. On the other hand, the item with the
lowest standard deviation is item number 3 and 9, which means that the respondents are not having
difficulty in preparing their students in competition and the respondents act as facilitator to help the
students with poor academic results. Generally, the respondents have high level of stress in curricular
and extracurricular activity. The overall mean is 3.5655 and a standard deviation of 0.37112.

Table 2. The descriptive statistics of the participants’ Classroom Management Stress

Classroom
Std. Verbal
Management N Mean Rank
Deviation Interpretation
Stress
12. To keep quiet
50 4.84 .370 Extreme Stress 2
in class.
13. To maintain
discipline and
50 4.90 .364 Extreme Stress 1
order in the
classroom.
14. To work with
unmotivated 50 4.70 .505 Extreme Stress 4
students.
15. To work with
agitated or unruly 50 4.80 .495 Extreme Stress 3
children.
16. To supervise
students during 50 3.38 .878 Moderate Stress 6
breaks.
17. To maintain a
good mood for
50 3.60 1.262 Much Stress 5
each student in the
classroom.
Overall Mean 50 4.3700 .34386 High

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Interpretation:
Table 2 shows the descriptive statistics of the participants’ classroom management stress. It
was shown that item number 13 obtained the highest mean of 4.90 and a standard deviation of 0.364.
This implies that respondents are extremely stressed in maintaining discipline and order in the
classroom. On the other hand, the item with the lowest mean is item number 16, with a mean of 3.38
and a standard deviation of .878 This means that the respondents are moderately stress in supervising
students during break. Looking at the standard deviation, item number 13 obtained the highest value
of 0.364. This implies that the respondents were having difficulty in instilling discipline among the
students. On the other hand, the item with the lowest standard deviation is item number 17, which
means that the respondents maintained good mood inside the classroom. Generally, the respondents
have high level classroom management stress. The overall mean is 4.3700 and a standard deviation of
0.34386.

Table 3. The descriptive statistics of the participants’ Working Conditions Stress

Working
Std. Verbal
Conditions N Mean Rank
Deviation Interpretation
Stress
18. To teach in
noisy conditions
(e.g. too much 50 3.36 1.005 Moderate Stress 2.5
noise outside in
the street)
19. To teach in
unsuitable
thermal
50 3.36 1.005 Moderate Stress 2.5
conditions (e.g.
too cold or too
hot)
20. To work with
papers or
documents
50 4.84 .370 Extreme Stress 1
related to
administrative
activities.
Overall Mean 50 3.8533 .70682 High

Interpretation:
Table 3 shows the descriptive statistics of the participants’ working stress. It was shown that
item number 20 obtained the highest mean of 4.84 and a standard deviation of 0.370. This implies that
respondents are extremely stressed in working with papers or documents related to administrative

13
activities. On the other hand, the item with the lowest mean is item number 18 and 19, with a mean of
3.36 and a standard deviation of 1.005. This means that the respondents are moderately stressed in
teaching in noisy conditions and in unsuitable thermal conditions. Looking at the standard deviation,
item number 20 obtained the highest value of 0.370. This implies that the respondents were extremely
stressed in doing paperwork’s related to administrative activities. On the other hand, the item with the
lowest standard deviation is item number 18 and 19, which means that the respondents can carry to
teach in noisy and unsuitable thermal conditions. Generally, the respondents have high level working
condition stress. The overall mean is 3.8533 and a standard deviation of 0.70682.

2. What is the nutritional status of secondary Science teachers in Silang, Cavite?

Table 4. Frequency Distribution of the Age of the Respondents

Age Frequency Percent Valid Percent Cumulative Percent

20-35 25 50.0 50.0 50.0

36-45 18 36.0 36.0 86.0
46 above 7 14.0 14.0 100.0
Total 50 100.0 100.0

Interpretation:
Most of the respondents are between 20-35 years old, corresponding to 50% of the total

number of respondents. On the other hand, the least of the respondents are 46 and above,

corresponding to only 14% of the total number of respondents.

Table 5. Frequency Distribution of the Gender of the Respondents

Gender Frequency Percent Valid Percent Cumulative Percent

Female 22 44.0 44.0 44.0

Male 28 56.0 56.0 100.0
Total 50 100.0 100.0

Interpretation:
Most of the respondents were male, corresponding to 56% of the total number of respondents.

On the other hand, the least of the respondents were female , corresponding to only 44% of the total

number of respondents.

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Table 6 . Frequency Distribution of the Status of the Respondents

Status Frequency Percent Valid Percent Cumulative Percent

Married 29 58.0 58.0 58.0

Separated 1 2.0 2.0 60.0
Single 18 36.0 36.0 96.0
Widowed 2 4.0 4.0 100.0
Total 50 100.0 100.0

Interpretation:
Most of the respondents were married, corresponding to 58% of the total number of

respondents. On the other hand, the least of the respondents was separated , corresponding to only 2%

of the total number of respondents.

Table 7. Frequency Distribution of the Respondents’ Ailments

Ailment Frequency Percent Valid Percent Cumulative Percent

Arthritis 8 16.0 16.0 16.0

Diabetes 5 10.0 10.0 26.0
Heart Attack 5 10.0 10.0 36.0
Hypertension 22 44.0 44.0 80.0
Kidney
2 4.0 4.0 84.0
Problem
Obesity 2 4.0 4.0 88.0
Others 4 8.0 8.0 96.0
Surgery/ 2 4.0 4.0 100.0
Total 50 100.0 100.0

Interpretation:
Table 7 shows the frequency distribution of the respondent’s ailments. Most of the

respondents have hypertension, corresponding to 44% of the total number of respondents. According

to Girish 2012, Hypertension among the school teachers was 28.57% which is higher than general

population. Reduced sleep, lack of physical exercise and family history of hypertension were

15
important contributors of hypertension among teachers. Positive family history, smoking habit, use of

alcohol, non-vegetarian diet was commonly observed among hypertensive teachers. There was lack of

practice of yoga, meditation and exercise among teachers with hypertension.

3. What is the teaching performance of secondary Science teachers in Silang, Cavite?

TEACHING PERFORMANCE TEACHERS

Table 10. The descriptive statistics of the participants’ Instructional Skills

Instructional Std. Verbal

N Minimum Maximum Mean Rank
Skills Deviation Interpretation
1. Rank consider
students’
strengths and 50 4.00 5.00 4.8400 .37033 Outstanding 1
weaknesses in
class.
2. Cover all
lessons indicated
50 1.00 5.00 2.7800 .76372 Satisfactory 9.5
in the
curriculum.
3. Create an
inviting
atmosphere for 50 2.00 5.00 3.3800 .87808 Satisfactory 5
students to
participate.
4. Develop the
Very
different abilities 50 1.00 5.00 3.6000 1.26168 4
Satisfactory
of students.
5. Encourage
student
participation 50 1.00 5.00 3.3600 1.00529 Satisfactory 6
during
discussion.
6. Formulate
innovative
teaching
50 1.00 4.00 2.8400 .58414 Satisfactory 8
approaches to
make learning
Interesting.
7. Makes sure
that students
50 2.00 5.00 3.1600 .61809 Satisfactory 7
gain mastery of
the lesson.
8. Performs
tasks aligned to
Very
the desired 50 3.00 5.00 4.3200 .62073 2
Satisfactory
learning
competencies.
9. Prepare
lessons and 50 1.00 5.00 2.7800 .76372 Satisfactory 9.5
grades on time.
10. Show 50 3.00 5.00 4.1600 .76559 Very 3

16
mastery of the
Satisfactory
subject matter.
Very
Overall Mean 50 2.90 4.00 3.5220 .29367
Satisfactory

Interpretation:
Table 10 shows the descriptive statistics of the participants’ instructional skills. It was shown
that item number 1 obtained the highest mean of 4.84 and a standard deviation of 0.370. This implies
that respondents performed outstanding in considering students’ strength and weaknesses in class. On
the other hand, the item with the lowest mean are item number 2 and 9, with a mean of 4.84 and a
standard deviation of .37033. This means that the respondents performed satisfactory in covering all
lessons indicated curriculum due to numerous learning competencies and preparing lessons and grade
on time due to numerous cancellations of classes because of typhoon and seminars. Looking at the
standard deviation, item number 1 obtained the highest value of 0.370. This implies that the
respondents are outstanding in dealing with the child. On the other hand, the item with the lowest
standard deviation is item number 2 and 9, which means that the respondents performed satisfactory
in preparing and discussing the lessons on a given time. Generally, the respondents were very
satisfactory in instructional skills. The overall mean is 3.522 and a standard deviation of 0.293.

Table 11. The descriptive statistics of the participants’ Guidance Skills

Std. Verbal
Guidance Skills N Minimum Maximum Mean Rank
Deviation Interpretation
11. Captivate the
mood of the students 3.920 Very
50 3.00 5.00 .63374 10
through motherly/ 0 Satisfactory
fatherly approach.
12. Challenge
students to share with 4.840
50 4.00 5.00 .37033 Outstanding 4
one another and make 0
them feel at home.
13. Create a feeling
of security between 4.840
50 4.00 5.00 .37033 Outstanding 2
and among class 0
members.
14. Develop sense of
4.900
belongingness to 50 3.00 5.00 .36422 Outstanding 1
0
members of the class.
15. Discuss topics
4.700
that promotes good 50 3.00 5.00 .50508 Outstanding 6
0
behavior.
16. Dive positive
4.100 Very
advice to students 50 3.00 5.00 .64681 8
0 Satisfactory
with problems
17. Perform tasks not 50 4.00 5.00 4.840 .37033 Outstanding 4
only as teacher but 0

17
also as guidance
counsellor.
18. Prepare all
3.960 Very
students mood before 50 3.00 5.00 .75485 9
0 Satisfactory
starting the lesson.
19. Promote harmony
4.840
among students with 50 4.00 5.00 .37033 Outstanding 4
0
different interest.
20. Share personal
experiences to make 4.400 Very
50 3.00 5.00 .67006 7
the students feel at 0 Satisfactory
ease.
4.534 Very
Overall Mean 50 4.10 4.90 .16977
0 Satisfactory

Interpretation:
Table 11 shows the descriptive statistics of the participants’ guidance skills. It was shown that
item number 14 obtained the highest mean of 4.90 and a standard deviation of 0.364. This implies that
respondents performed outstanding in developing sense of belongingness to members of the class. On
the other hand, the item with the lowest mean is item number 11 , with a mean of 3.92 and a standard
deviation of 0.633. This means that the respondents performed very satisfactory in captivating the
mood of students through motherly or fatherly approach. Looking at the standard deviation, item
number 14 obtained the highest value of 0.364. This implies that the respondents are outstanding in
developing sense of belongingness to the class. On the other hand, the item with the lowest standard
deviation is item number 11, which means that the respondents performed very satisfactory in
showing fatherly and motherly approach towards their students. Generally, the respondents were very
satisfactory in guidance skills. The overall mean is 4.534 and a standard deviation of 0.168.

Table 12. The descriptive statistics of the participants’ Management Skills

Std.
Maximu Verbal
Management Skills N Minimum Mean Deviatio Rank
m Interpretation
n
21. Administer school
policies consistent Very
50 3.00 5.00 4.3000 .67763 7
with its vision and Satisfactory
mission.
22. Supervise student Very
50 3.00 5.00 4.1800 .59556 10
activities. Satisfactory
23. Consider
classroom behavior as
50 4.00 5.00 4.8400 .37033 Outstanding 2.5
the basis of good
performance.
24. Create a very
quiet but performing
50 3.00 5.00 4.9000 .36422 Outstanding 1
classroom
atmosphere.

18
25. Display authority
in and out of the 50 3.00 5.00 4.7000 .50508 Outstanding 4
classroom.
26. Encourage
Very
students participation 50 3.00 5.00 4.4800 .67733 5
Satisfactory
after his /her talk.
27. Impose discipline
Very
during classroom 50 3.00 5.00 4.2000 .78246 8.5
Satisfactory
discussion.
28. Organize the
Very
classroom according 50 3.00 5.00 4.2000 .78246 8.5
Satisfactory
to students activities.
29. Plan class
Very
activities according to 50 3.00 5.00 4.4000 .63888 6
Satisfactory
school polices.
30. Produce positive
achievement through
50 4.00 5.00 4.8400 .37033 Outstanding 2.5
strict compliance with
policies.
Very
Overall Mean 50 3.80 4.90 4.5040 .26183
Satisfactory

Interpretation:
Table 12 shows the descriptive statistics of the participants’ management skills. It was shown
that item number 24 obtained the highest mean of 4.90 and a standard deviation of 0.364. This implies
that respondents performed outstanding in creating very quiet but performing classroom atmosphere.
On the other hand, the item with the lowest mean is item number 22, with a mean of 4.18 and a
standard deviation of 0.595. This means that the respondents performed very satisfactory in
supervising student activities. Looking at the standard deviation, item number 24 obtained the highest
value of 0.364. This implies that the respondents are outstanding in creating a good ambiance inside
the classroom. On the other hand, the item with the lowest standard deviation is item number 22,
which means that the respondents performed very satisfactory in supervising student activities
especially extracurricular activities. Generally, the respondents have very satisfactory in management
skills. The overall mean is 4.50 and a standard deviation of 0.1261.

Table 13. The descriptive statistics of the participants’ Interpersonal Skills

Std.
Interpersonal Maximu Verbal
N Minimum Mean Deviatio Rank
Skills m Interpretation
n
31. Adjust to
varying personal
50 3.00 5.00 4.9000 .36422 Outstanding 1
attitudes in the
school.
32. 50 3.00 5.00 4.7000 .50508 Outstanding 3
Communicate
pleasantly with

19
all sectors in the
school.
33. Consider
others’ feelings
50 4.00 5.00 4.8400 .37033 Outstanding 2
when talking of
his/her opinion.
34. Consider
sharing of
knowledge with
50 3.00 5.00 4.2000 .78246 Very Satisfactory 8.5
co-workers
important in
teaching.
35. Display
equal authority
50 3.00 5.00 4.3800 .60238 Very Satisfactory 5
inside school
premises.
36. Encourage
others’ opinion
50 3.00 5.00 4.5000 .61445 Very Satisfactory 4
during
discussion.
37. Give
constructive
50 3.00 5.00 4.2400 .59109 Very Satisfactory 6
criticisms when
necessary.
38. Help create a
very friendly
50 3.00 5.00 4.2000 .78246 Very Satisfactory 8.5
environment in
school.
39. Interact with
students in and
50 3.00 5.00 4.2000 .78246 Very Satisfactory 8.5
out of the
school.
40. Mingle with
co-employees 50 3.00 5.00 4.2000 .78246 Very Satisfactory 8.5
during free time.
Overall Mean 50 3.70 5.00 4.4360 .37130 Satisfactory

Interpretation:
Table 13 shows the descriptive statistics of the participants’ interpersonal skills. It was shown
that item number 31 obtained the highest mean of 4.90 and a standard deviation of 0.364. This implies
that respondents performed outstanding in adjusting to varying personal attitudes in the school. On the
other hand, the item with the lowest mean are item number 34,38,39 and 40 with a mean of 4.20 and a
standard deviation of 0.782. This means that the respondents performed very satisfactory in sharing
knowledge with their co-workers. Looking at the standard deviation, item number 1 obtained the
highest value of 0.364. This implies that the respondents are outstanding in dealing with the different
attitudes of their co-workers in school. On the other hand, the item with the lowest standard deviation
are item number 34,38,39 and 40, which means that the respondents performed very satisfactory in

20
creating a very friendly environment in school. Generally, the respondents have satisfactory in
interpersonal skills. The overall mean is 4.90 and a standard deviation of 0.169.
Table 14. The descriptive statistics of the participants’ Leadership Skills

Std. Verbal
Leadership Skills N Minimum Maximum Mean Rank
Deviation Interpretation
41. Ask
suggestions from
50 4.00 5.00 4.8400 .37033 Outstanding 4
peers when doing
group activities.
42. Consider new
Very
policies 50 3.00 5.00 4.4400 .61146 8
Satisfactory
challenging.
43. Cooperate with
superiors and 50 4.00 5.00 4.5800 .49857 Outstanding 7
peers.
44. Demonstrate
creativity when
50 4.00 5.00 4.9200 .27405 Outstanding 2
doing assigned
tasks.
45. Display
positive attitude at 50 3.00 5.00 4.9000 .36422 Outstanding 3
all times.
46. Exhibit
professionalism in
50 3.00 5.00 4.7000 .50508 Outstanding 5
dealing with
others.
47. Perform
Very
assigned tasks by 50 3.00 5.00 4.2400 .68690 9
Satisfactory
own initiative.
48. Perform tasks
Very
to the maximum 50 3.00 5.00 4.2000 .78246 10
Satisfactory
standards.
49. Respect
others’ opinion
50 5.00 5.00 5.0000 0.00000 Outstanding 1
during
brainstorming.
50. Show active
participation in 50 3.00 5.00 4.6000 .57143 Outstanding 6
group work.
Very
Overall Mean 50 4.20 5.00 4.6420 .18854
Satisfactory

Interpretation:
Table 14 shows the descriptive statistics of the participants’ leadership skills. It was shown
that item number 49 obtained the highest mean of 5.00 and a standard deviation of 0.000. This implies
that respondents performed outstanding in showing respect other are opinion during brainstorming.
On the other hand, the item with the lowest mean is item number 48 with a mean of 4.20 and a
standard deviation of 0.782. This means that the respondents performed very satisfactory in
performing tasks to the maximum standards. Looking at the standard deviation, item number 49

21
obtained the highest value of 5.00. This implies that the respondents are very respectful to their co-
workers. On the other hand, the item with the lowest standard deviation is item number 48, which
means that the respondents performed very satisfactory in performing tasks to the maximum
standards. Generally, the respondents have very satisfactory in leadership skills. The overall mean is
4.90 and a standard deviation of 0.169.

4. Is there any significant relationship between impact of stressors and health status of secondary

Science Teachers in Silang, Cavite?

Relationship of impact of stressors and Health Status

Table 15. Paired Statistics

Mean N Std. Deviation Std. Error Mean

Stress_ave 3.9296 50 .36414 .05150

Health Stat_ave 4.3276 50 .20400 .02885

Table 16. Paired Samples Test

Paired Differences T df Sig.

Mean Std. Std. 95% Confidence (2-
Deviatio Error Interval of the tailed
n Mean Difference )

Lower Upper
Stress_ave – -.3980 .31268 .04422 -.4868 -.30914 - 49 .000
Health 0 7 9.00
Stat_ave 1

Interpretation:
Since the p-value is less than 0.05 (0.000) then the null hypothesis was rejected. Thus, there is
a significant relationship between impact of stressors and health status with mean of 0.39800.

4. Is there any significant relationship between impact of stressors and teaching performance of

secondary Science teachers in Silang, Cavite?

Relationship of impact of stressors and Teaching Performance

Table 15. Paired Statistics

Mean N Std. Deviation Std. Error Mean

Stress_ave 3.9296 50 .36414 .05150

22
 Teaching_ave 4.3276 50 .20400 .02885

Table 16. Paired Samples Test

Paired Differences T df Sig.

Mean Std. Std. 95% Confidence (2-
Deviatio Error Interval of the tailed
n Mean Difference )

Lower Upper
Stress_ave - -.3980 .31268 .04422 -.4868 -.30914 - 49 .000
Teaching_ave 0 7 9.00
1

Interpretation:
Since the p-value is less than 0.05 (0.000) then the null hypothesis was rejected. Thus, there is
a significant relationship between impact of stressors and teaching performance with mean of
0.39800.

5. Is there any significant relationship between health status and teaching performance of secondary

Science teachers in Silang, Cavite?

Table 8: Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Ailment_old 4.1400 50 2.64968 .37472

Teaching_ave 4.3276 50 .20400 .02885

Table 9: Paired Samples Test

Paired Differences t df Sig. (2-

tailed)
Mean Std. Std. 95% Confidence
Deviatio Error Interval of the
n Mean Difference
Lower Upper
Ailment_old - -.18760 2.61177 .36936 -.92986 .55466 -.508 49 .614
Teaching_ave

Interpretation:

23
 Since the p-value is greater than 0.05 (0.614) then we fail to reject the null hypothesis. Thus,
there is no significant relationship between health status and teaching performance with mean of
0.187.

24
 SUMMARY, CONCLUSION AND RECOMMENDATIONS

This section presents the following descriptions of chapter five of this study.

Summary

This study was conducted from October 2019 to December 2019 to determine the impact of

stressors to the health status and teaching performance of public secondary Science teachers in Silang,

Cavite.

The methods used in this study were descriptive correlational quantitative research design,

wherein, the date was obtained through survey questionnaire among selected 50 Science teachers

using quota purposive sampling technique.

The research instrument used for Stressors of teachers was adopted and modified from Muntele et. Al

(2014) Teachers' Occupational Stress Questionnaire and for the teaching performance, was adopted

and modified from Catolo (2017) Teaching Performance of Selected Public Secondary School

Teachers in Tanay Rizal.

The demographic profile according to:

Age. Out of 50 participants, 25 were 20-35 year old, 18 were 26-45 year old and 7 were 46

and above year old. This means that most of the participants were in the age bracket of 20-35.

Gender. Out of 50 participants, 28 were males and 22 were females. This implies that most of

the participants were male.

Civil Status. Out of 50 participants, 29 were married, 18 were single, 2 were widowed, 1 was

separated and 1 was widowed. This implies that most of the participants were married.

Results revealed in terms of teachers stressors, most of the participants have a high level of

stress in terms of curricular and extracurricular activity stress, classroom management stress, and

working condition stress. Among these stressors, classroom management stress has the highest mean

of 4.37.

The results revealed also that majority of the participants are very satisfactory in performing

their instructional skills, guidance skills, management skills, and leadership skills.

Furthermore, teacher stressors have a significant relationship to the teaching performance and

health status of the participants after obtaining the p-value of 0.000 at 0.05 level of significance.

25
Therefore, the null hypothesis that there is no significant relationship between stressors and teaching

performance is rejected.

Moreover, teacher’s health status has no significant relationship to the teaching

performance after obtaining the p-value of 0.614 at 0.05 level of significance. Therefore, the null

hypothesis that there is no significant relationship between stressors and teaching performance is

accepted.

Conclusions

The following conclusions were drawn based on the findings of the study.

Majority of the participants were in the age of 20-35, male and married.

Majority of the participants have hypertension.

Results revealed in terms of teachers stressors, most of the participants have a high

level of stress in terms of curricular and extracurricular activity stress, classroom management stress,

and working condition stress. Among these stressors, classroom management stress has the highest

mean of 4.37.

The results revealed also that majority of the participants are very satisfactory in performing

their instructional skills, guidance skills, management skills, and leadership skills.

Furthermore, teacher stressors have a significant relationship to the teaching performance and

health status of the participants after obtaining the p-value of 0.000 at 0.05 level of significance.

Therefore, the null hypothesis that there is no significant relationship between stressors and teaching

performance is rejected.

Moreover, teacher’s health status has no significant relationship to the teaching

performance after obtaining the p-value of 0.614 at 0.05 level of significance. Therefore, the null

hypothesis that there is no significant relationship between stressors and teaching performance is

accepted.

26
Recommendations

The following recommendations were proposed based on the conclusion and findings of this

study.

It is recommended that teachers must maintain their body healthy through get enough sleep

and doing exercise to reduce their stress. Teachers must receive proper training on stress and stress

management in order to reduce their level of occupational stress to within an acceptable level. It will

be a great help to them if there will be a seminar on how to cope up with their stress.

The study shows disciplining and motivating students is one of the largest causes of stress.

Focused training into classroom management techniques and student motivation should be examined

to determine if training in this area would reduce teacher stress levels.

Research must be conducted also about using different coping mechanisms that can reduce

teacher stress levels and improve quality of teaching.

27
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Catolo, L., &Catolo, F. (2017). Teaching Performance of Selected Public Secondary School Teachers
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