Dear Participant,

We are seeking your approval and participation, kindly help us to answer the questionnaire to determine your
stressors, health status and your teaching performance. Your honest response may lead toward innovative
development of program, project or activities that will help us to lessen and address time immemorial stressors that
afflict us. Your name, identity and answer will be kept confidential and anonymity will be strictly observed.

Thank you very much happy partnership!

Very truly yours,

Researchers

SURVEY QUESTIONNAIRE:

“IMPACT OF STRESSORS IN THE HEALTH STATUS AND TEACHING PERFORMANCE OF PUBLIC

SECONDARY SCHOOLS SCIENCE TEACHERS IN SILANG, CAVITE”

PART 1. STRESSORS OF TEACHERS

Direction: Kindly encircle the number inside the box that corresponds to your answer of choice.

Legend: 5-Extreme Stress 4-Much Stress 3-Moderate Stress

2-Mild Stress 1-No Stress

NO. STATEMENT ES MUS MOS MIS NS

A. Curricular and Extracurricular Activity Stress
1 Carrying out school duties during the time dedicated to my family (e.g. to 5 4 3 2 1
read and mark offhand papers at home).
2 To make trips with students. 5 4 3 2 1
3 To prepare students for competitions outside of school hours. 5 4 3 2 1
4 To prepare students for competitions taking place during school hours. 5 4 3 2 1
5 To participate with pupils in contests. 5 4 3 2 1
6 To work with too heterogeneous classes (different cognitive levels). 5 4 3 2 1
7 To have to reckon with my colleagues. 5 4 3 2 1
8 To have inspections or evaluative situations in the classroom. 5 4 3 2 1
9 To help a child with poor academic results to progress. 5 4 3 2 1
10 To permanently pursue progress in students' acquisitions. 5 4 3 2 1
11 To pay equal attention to each student. 5 4 3 2 1
B. Classroom Management Stress
12 To keep quiet in class. 5 4 3 2 1
13 To maintain discipline and order in the classroom. 5 4 3 2 1
14 To work with unmotivated students. 5 4 3 2 1
15 To work with agitated or unruly children. 5 4 3 2 1
16 To supervise students during breaks. 5 4 3 2 1
17 To maintain a good mood for each student in the classroom. 5 4 3 2 1
C. Working Conditions Stress
18 To teach in noisy conditions (e.g. too much noise outside in the street) 5 4 3 2 1
19 To teach in unsuitable thermal conditions (e.g. too cold or too hot) 5 4 3 2 1
20 To work with papers or documents related to administrative activities. 5 4 3 2 1
Adopted and modified from Muntele, D., Curelaru, V., Arhiri, L., &Gherman, M.A. (2014). Teachers' Occupational Stress Questionnaire: Psychometric Properties.
Retrieved fromhttps://www.researchgate.net/publication/330344395_Teachers'_Occupational_Stress_Questionnaire_Psychometric_Properties

PART 2. HEALTH STATUS OF TEACHERS

Direction: Kindly put check on provided box that corresponds to your answer of choice.

Age _____
Gender _____
Civil Status _____

Current Ailment/s:
Disease Diagnosed by the Doctor________________________________________
Disease Determine by Self: _____________________________________________
PART 3. TEACHING PERFORMANCE OF TEACHERS
Direction: Kindly encircle the number inside the box that corresponds to your answer of choice.

Legend: 5-Outstanding 4-Very Satisfactory 3-Satisfactory

2-Fair 1-Poor

NO. STATEMENT O VS S F P
A. INSTRUCTIONAL SKILLS
1 Rank consider students’ strengths and weaknesses in class. 5 4 3 2 1
2 Cover all lessons indicated in the curriculum. 5 4 3 2 1
3 Create an inviting atmosphere for students to participate. 5 4 3 2 1
4 Develop the different abilities of students. 5 4 3 2 1
5 Encourage student participation during discussion. 5 4 3 2 1
6 Formulate innovative teaching approaches to make learning Interesting. 5 4 3 2 1
7 Makes sure that students gain mastery of the lesson. 5 4 3 2 1
8 Performs tasks aligned to the desired learning competencies. 5 4 3 2 1
9 Prepare lessons and grades on time. 5 4 3 2 1
10 Show mastery of the subject matter. 5 4 3 2 1
B. GUIDANCE SKILLS
11 Captivate the mood of the students through motherly/ fatherly approach. 5 4 3 2 1
12 Challenge students to share with one another and make them feel at 5 4 3 2 1
home.
13 Create a feeling of security between and among class members. 5 4 3 2 1
14 Develop sense of belongingness to members of the class. 5 4 3 2 1
15 Discuss topics that promotes good behavior. 5 4 3 2 1
16 Dive positive advice to students with problems 5 4 3 2 1
17 Perform tasks not only as teacher but also as guidance counsellor. 5 4 3 2 1
18 Prepare all students mood before starting the lesson. 5 4 3 2 1
19 Promote harmony among students with different interest. 5 4 3 2 1
20 Share personal experiences to make the students feel at ease. 5 4 3 2 1
C. MANAGEMENT SKILLS 5 4 3 2 1
21 Administer school policies consistent with its vision and mission. 5 4 3 2 1
22 Supervise student activities. 5 4 3 2 1
23 Consider classroom behavior as the basis of good performance. 5 4 3 2 1
24 Create a very quiet but performing classroom atmosphere. 5 4 3 2 1
25 Display authority in and out of the classroom. 5 4 3 2 1
26 Encourage students participation after his /her talk. 5 4 3 2 1
27 Impose discipline during classroom discussion. 5 4 3 2 1
28 Organize the classroom according to students activities. 5 4 3 2 1
29 Plan class activities according to school polices. 5 4 3 2 1
30 Produce positive achievement through strict compliance with policies. 5 4 3 2 1
D. INTERPERSONAL SKILLS
31 Adjust to varying personal attitudes in the school. 5 4 3 2 1
32 Communicate pleasantly with all sectors in the school. 5 4 3 2 1
33 Consider others’ feelings when talking of his/her opinion. 5 4 3 2 1
34 Consider sharing of knowledge with co-workers important in teaching. 5 4 3 2 1
35 Display equal authority inside school premises. 5 4 3 2 1
36 Encourage others’ opinion during discussion. 5 4 3 2 1
37 Give constructive criticisms when necessary. 5 4 3 2 1
38 Help create a very friendly environment in school. 5 4 3 2 1
39 Interact with students in and out of the school. 5 4 3 2 1
40 Mingle with co-employees during free time. 5 4 3 2 1
E. LEADERSHIP SKILLS
41 Ask suggestions from peers when doing group activities. 5 4 3 2 1
42 Consider new policies challenging. 5 4 3 2 1
43 Cooperate with superiors and peers. 5 4 3 2 1
44 Demonstrate creativity when doing assigned tasks. 5 4 3 2 1
45 Display positive attitude at all times. 5 4 3 2 1
46 Exhibit professionalism in dealing with others. 5 4 3 2 1
47 Perform assigned tasks by own initiative. 5 4 3 2 1
 48 Perform tasks to the maximum standards. 5 4 3 2 1
49 Respect others’ opinion during brainstorming. 5 4 3 2 1
50 Show active participation in group work. 5 4 3 2 1
Adopted and modified from Catolo, L., &Catolo, F. (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.pdf

Thank you!