Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Organizations are open systems adapting continuously to changing

environments. All organizations exist in an environment which affects and is

further affected by the organization. Developmental processes within the

organization have positive effect on employee productivity and attitudes. The

creation of a positive learning environment within the educational organization of

institutions depends much on the existent working conditions provided within the

organization and is reflected by the level of job satisfaction that results from

performance at work. In every workplace, a creative environment is made

possible by conditions that include organizational support, motivating tasks with

sufficient resources and time (Mcshane, Glinow, 2003).

Teachers are individuals who are continuously connected to the

environment. The educational set-up with students, colleagues and the

community as well. As part of the organization, they are bound by the policies

and procedures pertaining to basic working conditions that they must be able to

live with to produce acceptable level of performance in teaching,. Organizational

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stressors may come about from certain working conditions which are stressful

including downsizing or retrenching reducing number of employees causing

higher workload, feelings of guilt, increased job insecurity and loss of friends for

lay-off survivors (Mcshane 2003).

Stress once experienced is a deterrent factor in the learning process as it

envelops the entirety of the teacher’s life. The combination of stresses on the job

and in the personal life of the teacher makes a high point in the causation and

progression of stress.

It is personal encounter by the researcher who experienced elevation of

blood pressure, cholesterol, uric acid, blood sugar coupled with urinary tract

infection, dental problems and other hormonal imbalances that cropped up in the

course of rendering the teaching profession to its client students. These were

aggravated by personal stresses and daily work hassles that had to be endured

in the process of executing teaching roles and functions. This motivated the

researcher to delve into this study to find out if there is a relationship between

working condition and personal stress level of teachers.

Background of the Study

Working condition is a workplace that is conducive to the physical,

behavioral, sleep and emotional condition of the employee, the teacher. These

working conditions were categorized into several components:1. Attitude towards

work which includes working continuously, neglect of tasks, deciding on how to

do the job and decision making i n the classroom. It also includes long hours of
 3

work, time pressure and bullying. 2. Knowledge about the nature of work

includes clarity on job expectations, duties, responsibilities ,goals and objectives

of the organization, having a say on work speed a nd understanding how work fits

into the over-all goals of the organization. 3. Relationship with peers includes

reacting on group demands, personal harassment, supportive feedback and help

from colleagues at work. 4. Relationship with superiors include reliance on the

Principal who encourages and help through emotionally heavy work and strains

on relationships. Certain indicators used were physical, behavioral, sleep and

emotional with certain stress levels identified as high, moderate or low. .

The presence of poor or inadequate working conditions becomes sources

of stress for the worker for what affects him physically affects him psychologically

as well consciously or unconsciously make his day.(Martires, 2004). It is

therefore the tasks of the government and management of any organization to

work into the creation of a wholesome place for workers specifically the teachers

to ensure optimum provision of safe and learning lifestyle for the learning

community.

In the United Kingdom, It was noted that the common causes of stresses

teachers experience include poor classrooms with small rooms, many students,

lack of group facilities like heating, cooling, lighting, media facilities, noise and

room structure, low salaries, heavy workload and work taken home daily(Ken

Mrozek, 2000).
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In the Philippines, problems on quality education were attributed to

teachers’ woes (www.fnf.org/liberopinion/crisis:public education Philippines) like

class size where 60-70% in two shifts of cramped makeshift room in

multipurpose covered courts with four to five class partitions, lacking instructional

materials, need for textbook revisions, mismatched training with actual jobs

resulting in large group of unemployed or underemployed workers. This scenario

of working conditions relates to teacher stress.

RA 4670 too of the Magna Carta for school teachers had recognized the

effect of the duties and activities of a school teacher which involved physical,

mental and emotional stresses as provided for the effects of the physical and

nervous strain on the teacher shall be recognized as compensable occupational

disease in accordance with laws.

Teachers are assigned a regular load of six to seven including handling of

advisory classes, remedial and alternative development modes. The ideal

maximum class size of 1:45 is oftentimes increased to 50 -55 as the regular

enrolment zooms up at the opening of classes. Under the K12 curriculum,

DEPED Order no 31, s.2012, the Policy Guidelines for the implementation of the

Grades 1 to 10, effective 2012-2013, aside from the regular time allotment noted

in DO 15, s.1993, Corrigendum to DECS no. 11, s.1989 which stated therein

that Science and Technology teachers have

regular load of four (4) or 80 minutes of teaching equivalent to a total of 320

minutes per day. Technology teachers likewise have the same load
 5

assignments; there is an added period for Homeroom Guidance Program or

Independent Cooperative Learning hour for the students ranging from two to four

hours weekly to provide students the option to learn at their own time those

topics they can handle by themselves. Teaching schedules get tightly arranged

with fewer vacant periods hence the experience of inconvenience and

discomforts set in like hunger and fatigue. The presence of separate buildings

make things more difficult especially for the aging teachers with predisposition to

health imbalances for statements were noted of their expressed manifestations

of fatigue as they come up and down the top floors of one building to another

hour after hour hence the aggravation of their beginning frail health status.

The study focused on two schools in District Five of the Division of City

Schools in Quezon City namely Lagro High School and Novaliches High School

with a total population of 6,000 each, hence considered as big schools.

According to Darmody(2000)job satisfaction is somewhat high in big schools

where teachers might be stressed but their satisfaction levels were not affected.

On the other hand, Ken Mrozek (2011) stated that a high turnover coupled with

demographic tasks of increased school enrolment notes teaching as a highly

stressful profession. On the basis if these studies, there was a felt need to

assess the stress levels in the big schools. Both schools are composed of urban

communities with a mixing of average and depressed families within.

Novaliches High School is located within the Novaliches proper and

accessible via Quirino Highway in Quezon City within a thickly populated

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community with markets, malls and churches on within its vicinity. These areas

too have varied source of livelihood.

Lagro High School is situated in Lagro Subdivision with a bigger number

students coming from Lagro Subdivision and nearby areas. It is adjacent to Lagro

Elementary School and likewise near church, market and plenty of business

establishments. The school is wide with several buildings and a spacious area for

the students to walk about and perform physical activities. Both schools have

student population of six thousand and teacher population of 176 fo r Novaliches

High School and 200 for Lagro High School. The respondents are male and

female teachers of age groups ranging from 60 to 20 year old bracket with length

of service range of more than 20 years down to 1 -5 years. All respondents

have high educational attainment from Doctorate Degree to Bachelor degree and

are of varied civil status.

Theoretical Framework

This study is based on Frederick Herrzberg Motivator-Hygiene theory

which proposed that employees are motivated primarily by growth or esteem

needs called motivators which are basically intrinsic needs and factors extrinsic

to the job called hygiene’s which involves job security, working conditions,
 7

company policies, coworker relations and supervisor relations. The motivators

are the recognition, responsibility, advancement, achievement and personal

growth. The improvement of motivators will ensure satisfaction on the job but

may not decrease job dissatisfaction. On the other hand, hygiene’s when

improved will reduce job dissatisfaction but not ensure job satisfaction,

(Mcshane, 2003). This denotes that the job dissatisfaction produced by the work

context may be ascribed to the working conditions that are classified under

hygienes. These working conditions must be improved to motivate employees

through the work itself which may provide comfortable environment that is

paralleled with higher levels of productivity.

Hans Selye’s General Adaptation Syndrome (GAS) where three stages or

reactions are manifested: Alarm, Resistance and Exhaustion provides the

explanation for the occurrence of the stress phenomena underlying personal

stresses encountered by the teachers at work. According to Selye, this

syndrome appears when the organism is subjected to long continued stress and

every organ responds in its own particular way to stress. With the excessive

defensive or submissive body reactions are high blood pressure, kidney problem,

rheumatism, eye or vision problems, problems like inflammation of the eyes,

allergies, Infections, nervous and mental disease, digestive and metabolic

disorders. The body develops a physiological enlargement of the adrenal cortex,

shrinkage of thymus, spleen and lymph nodes and other lymphatic structures

with deep bleeding ulcers of the stomach and duodenum. These are non-specific

responses to diverse noxious stimuli. The alarm stage noted the occurrence of
 8

the fight or flight response and is defensive and anti-inflammatory yet is a

limited reaction for it is fatal to exist in that stage where certain hormones are

released such as the catecholamines and adrenocorticotrophic

hormones(ACTH)(Brunner, 2008). Persons may respond physiologically and

psychologically to several chronic stressors arising from his life situation

including frustrations in the home and may manifest these through certain body

organs like the stomach, back, colon, nasal and mucous membrane which may

occur frequently as a response to traumatic personal situation.

Teachers are individual who responds to stimuli from the environment. As

an individual, a teacher is consistently connected to his environment. The

consistent interaction with the environment subject’s man to a multitude of forces

called stressors which occur between and outside individuals and may yield

positive or negative results (Chinn and Jacobs, 1983). The integrity of the

teacher is thereby established and maintained through more positive teaching

approaches and strategies that are dynamic, effective and innovative. The

interplay of the General Adaptation theory of Selye as strengthened by Wolff’s

theory on stress and its physiological as well as psychological effect on the body

organs justifies the magnitude of stress enveloping the vulnerable individual and

is further related to the Herzberg Motivator-Hygiene theories mentioned whereby

the working conditions affecting the teachers are closely examined to offer

relief and remedy where such is needed to improve the work situation of the

teachers with the end in view of clarifying and emphasizing the correlation of
 9

stress to the working conditions that affects teachers and students within the

teaching learning process .

Conceptual Framework

On the basis of these theories, the conceptual paradigm of this study is

illustrated in Figure 1

INDEPENDENT VARIABLE DEPENDENT VARIABLES

Stress Level

Working Conditions - Physical Indicator

- Sleep Indicator
- Behavioral Indicator
- Emotional Indicator

Figure 1 – Research Paradigm

As an independent variable, working conditions include hours of work,

rest periods, work schedules, remunerations, uniform, physical factors like

cleanliness, lighting, temperature and legal right and responsibilities that may

affect teachers in the performance of their work, The dependent variable is the

personal stress encountered which were assessed according to certain criteria

like physical, sleep, behavioral and emotional indicators. Physical indicators

 10

were assessed based on physical or bodily manifestations which were more of

physiological or biological nature as felt by the teacher respondents in the course

of performing their teaching and other roles and functions as educators. Sleep

indicators were based on one’s difficulty in sleeping inc luding presence of

disruptions or the use of inappropriate substances to acquire sleep. Behavioral

indicators were based on work habits and attitudes and the utilization of hobbies

or tasks that may provide relief or escape from the stressful situations.

Emotional indicators were based on ones’ perception of self and how one act and

react to common life situations positively or negatively.

These set of variables describe the connectivity between the working

conditions and the different indicators relative to personal stress by noting the

degree of frequency of occurrence from always to never and further rated as

danger, very high, high , medium to very low in a scale for personal stress

indicators.

Presentation of these set of variables described how teachers acquire

their stressful situation.

Statement of the Problem

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This study was an attempt to determine the relationship of working

conditions and the stress affecting teachers in two schools in District 5 of the

Division of City Schools in Quezon City for School Year 2014 -2015.

Specifically, it sought to answer the following questions:

1. How do the respondents describe their working condition?

2. What is the personal stress level of the respondents in terms of:

3.1 Physical Indicator

3.2 Sleep Indicator

3.3 Behavior Indicator

3.4 Emotional Indicator

3. Is there a significant relationship between the respondents working condition

and their personal stress level?

Hypothesis

The researcher tested the given hypothesIs in the null form at the .05 level

of significance.

There is no significant relationship between working conditions and

personal stress level of the respondents.

Scope and Limitations of the Study

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The study sought to examine the relationships of working conditions and

stress level of secondary public school teachers from two schools in District V of

Quezon City for School Year 2014-2015. Namely: Lagro High School and

Novaliches High School.

Significance of the Study

The researcher based on the findings of the study ma y eventually provide

essential information to the following groups:

Department of Education (DEPED). It will provide a wider perspective

on the relationship of stresses encountered by public school teachers to the

working conditions encountered in the workplace particularly in the classrooms

and the school premises. This is to enable the DEPED to make wide-scale

programs and action plans that will mitigate the existence of potential and actual

diseases caused by stress while teaching, prevent its progression, avoid

complications and promote a healthier life for the teacher. It will give

administrators in the government a clearer picture of the stress level and working

conditions of teachers to provide more vigilant measures on stress management

to effect quality education for the students.

School Administrators. The educational managers headed by the

Principal through the different department heads of each subject area may

likewise be able to execute more intensive faculty development programs under

a more innovative human resource development plan that implements better

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leadership style that generates a stress-manageable working climate, if not

totally stress free.

Teachers. The classroom teachers through the assistance of their

department heads and chairmen or year-level heads may be able to effectively

deliver their instructional activities in a more conducive learning environment as

these teachers learn to lead a healthier life after gaining awareness and

knowledge of all the factors causing stress that may lead to diseases arising from

the classroom situation. The performance of teachers in performing their duties

and functions may likewise be improved.

Students The students who are the recipients of teaching will be provided

a more conducive learning environment by the teachers who are able to manage

their stress well

Future researchers they may be inspired tells to undertake similar

studies on occupational stress in all levels of the educational arena from

preschool to graduate school to provide an assessment of teachers’ behaviour as

they interact with the students.

The entire country will gain much from this study about stress for the

effects on a well-learned community is seen through the eyes of the students

who competently met the standards set by the government in the light of a

stress-less and stress-managed interaction within the teaching-learning process

in the respective classrooms as they are effectively managed by inspired and

healthy teachers.
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Definition of Terms

The following terms are defined operationally and conceptually to properly

guide the readers of this study:

Behavioral Indicators – manifestations or actions reflecting the attitude of

teachers towards their work and classified as high, moderate and low.

Emotional Indicators. - a condition or direction related to one’s emotional

reactions towards given situations also classified as to high, moderate and low.

Hygiene. Dissatisfying factors extrinsic to the work which affects the extent to

which employees experience job dissatisfaction(Mcshane, 2003)

Motivator- Growth and esteem needs which motivates employees primarily

towards job satisfaction(Mcshane, 2003)

Physical Indicators. one’s physical and physiological state based on bodily

manifestations experienced by the teacher in the course of work and also

classified as to moderate, high or low,,

Sleep Indicators - level of sleep and relative details about the sleep process of

an individual also indicated as to high, moderate or low.

Task Performance.Goal-directed activities that are under the individual’s control

(Mcshane, 2003)

Teacher Stress. A situation where the teacher is exposed to

certain unwanted environmental factors which either exists within or

 15

outside the educational institution which hamper the normal

routine life of the teacher by negatively affecting the performance at

work (Kahn, 2011)

Working Condition. The condition of a wholesome workplace which is free

from unnecessary hazards and conditions that constitute risk to the physical and

mental health of the employee. It is generated by certain indicators which are

physical, behavioral, sleep and emotional which at certain levels may cause the

occurrence of stress and described as high, moderate or low level..

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the foreign and local literature and studies relevant

to this study providing input and direction.

Related literature and studies on the nature, causes, symptoms and all the

physiological and psychosocial factors governing the individual, his

predisposition and tendencies towards the stress phenomena will pave way for

improving the findings of the study. It will also shed light on the positive ways of

coping using mechanisms that are adaptive to the stress situation, Likewise, the

literature will strengthen the theoretical assertions made earlier in the study.

Foreign Literature

Stresses at work were caused by many factors that led to physical and

emotional ill health. Too much work to do was a common cause of stress due

to setting unrealistic deadlines. Unnecessary deadlines cause employees to work

at a faster than optimal pace resulting in decreased quality, increased stress and

increased health problems. (Aamodt, Michael G. ,2007 ) The hectic schedule of

a teacher who was given additional load; a class size more than the expected

number coupled with extra jobs of handling school organizations in the

department; handling advisory classes and independent cooperative learning

classes; training coaches in different subject competitions, mentorship in choir

 17

and religious groups and membership in faculty cooperative including meetings

with parents and teachers monthly or as required. Additional tasks like

environmental concerns with the DENR Like tree-planting programs, vision

screening programs by the Division also cropped up. Disaster Management

activities related to earthquake drills added up to the teachers’ concerns as these

had to be done as required.

Some of the common sources of stress arose from specific working

conditions like job characteristics (role conflict, work integrity and role overload).

It also included organizational characteristics like noise, temperature, change of

relationship with others like conflicts in dealing with difficult people and angry

customers.(Borman,Ilger, Klimoski, 2003). These conditions are experienced by

teachers in the performance of their daily teaching activities. The environment

where the teacher works inclusive of temperature, workload and rest periods

were likewise considered affecting them. Rest periods must be sufficiently given

for their greatest effect occurs when work activity is continuous. (Aamodt, 2003).

It is thus important that vacant periods be given in the manner of right scheduling

to give ample time for respite from the strenuous rigid task of classroom

instruction.

It is the organization’s legal if not moral responsibility to ensure a

workplace that is free from hazards to the employees’ physical and mental

health. Task demands that relates to employees’ job including temperature,

noise and other working conditions could increase anxiety and further be
 18

affected by role demands, interpersonal and organizational along with the

personal factors like family crisis, personality traits and susceptibility to stress.

(Decenzo, Robbins, 2002). Therefore the government is mainly tasked with the

development of positive working conditions that ensures the maintenance of

sound health for teachers in all aspects Management is responsible for

affording a wholesome workplace that is free from physical or mental risks to the

employees’ health. Based on research studies, new work designs have been

formulated where workers’ job satisfaction are increased through motivation.

Human resources management function to include worker orientation, physical

working conditions, motivation, performance evaluation, compensation, and

administration(Martires, 2004). Hours of work and remuneration, health

measures and injury benefits , leave and retirement benefits were all explicitly

stated in Article 3 to 5 of the Magna Carta for Public School Teachers 9(Republic

Act no, 4670).

Brunner and Suddarth (2008) have noted that older people need

resiliency and coping skills to confront stress. Resiliency increases with old age

because coping patterns and stress adaptation that develop in a lifetime remain

consistent later in life. Older teachers must have developed higher levels of

coping mechanisms to stress.

Humans are remarkably resistant to stress. Mild transient reactions may

quickly return to normal depending on one’s subjective or objective

interpretation of the stress process. (Aronson, Wilson, Akert, 2013). It is an

 19

individual’s choice therefore to achieve control in the way we are bound to be

influenced by the environment to attain manageable levels of stress.

Marital status is an area of concern because one’s role as a father or

mother may come to conflict with the heavy demands of the teaching profession.

The result is role conflict which according to Brunner and Suddarth (2008), the

experience of illness precipitates many stressful feelings and reactions including

frustration, anxiety, anger, denial, shame grief and uncertainty. Based on

reported cases in some schools some teachers experience the above mentioned

illness and they suffered lapses in their performances. Reports about teachers

manifesting behaviours that were indifferent, punitive and inappropriate to the

students were aired over the radio, television, and published in local newspapers

several times in the past recent years. Causes of these behaviours can be

attributed to the phenomena of stress. Stress manifests in uneasiness, anxiety

and mood changes. According to Mcshane, stress is an adaptive response to a

situation that is perceived as challenging or threatening to the persons’ well-

being. The occurrence of stress eventually produces distress which has a highly

related effect on can be associated with tardiness, absenteeism and

turnover.(Mcshane,2003)

Stress is a manifestation of health problems like COPD (Chronic

Obstructive Pulmonary Disorder) which may come about with air pollution,

cigarette smoking along with a vulnerable pulmonary system. These included

 20

metabolic imbalances and obesity. Stress has made the immune system weaker

and prone to more illnesses (pamilya in guard abs.cbn.news).

In the midst of these work-related stressors, the stress of family life is far

greater than many people realize. The individual and family have to adapt their

behaviour, attitudes and emotions in response to changing roles and life events

both pleasing and distressing (Reyes,2004) These family events in the life of a

teacher can be attributed to environmental causes related to socioeconomic

condition. These are non-work stressors that may spill over the workplace of a

teacher as in time-based factor like housework and children among married

career women of strong family values; strain-based or financial difficulties like

sending children to school or paying housing mortgages. (McShane,2003). Daily

challenges faced by teachers each day indicate the socioeconomic factor of low

salaries to meet family and leading them to a life in debt and material

insufficiency (http:area:correspondent.com).

According to (www.Philstar.com) the poor working condition of public

school teachers cause them to fall ill hence the need for comprehensive health

care services. Most of the teachers have families to support, children to rear and

send to school, old sickly parents to support and socio-cultural life to uphold

professionally.

Some common causes of occupational stress among teachers like job

mismatch, work overload, pupil teacher relationship, school management and

time factors were noted because some teachers have not reached the level of
 21

competence to face job responsibilities and workloads. Recent reports over the

media about teachers inflicting corporal punishment to their students . Some of

the common causes of stress for teachers stem from personality traits, hereditary

traits, diet and environment. (Mcshane 2003) . It was also noted that certain

personality traits that were traced were type A and type B personality which

manifests certain behaviour patterns. Type A people who are hard driving,

competitive tend to be impatient and temperamental whereas Type B people

work steadily, relaxed and even-tempered. The interplay of these personality

traits is reflected in the way the teacher handles their own stress levels especially

in the classroom where they are supposed to be in control of the situation.

Additional behaviour patterns like the type C behaviour which is the cancer-prone

personality and the hardiness personality. Is also emphasized The levels of

illness drop when there are multiple buffers to stressors, thus, the teacher who

has commitment, control and perception of challenge has better chances of

adjustment.

(Lemon,Priscilla 2004) states that stress results frequently heightened at

the middle adult years in a state of transition. Both men and women must adapt

to change in physical appearance and learn to function to change their own self-

identity. Physical and psychosocial stressors may affect the young adults and

choices must be made about occupations and relationships. These stressors

increase the rate of illness.

 22

Individuals respond to situations both of neurobiological and psychological

nature which all arise from the autonomic nervous system.(Lemone, 2004) This

experience of illness is attributed to anger or rage that leads to heart disease and

eventual gastrointestinal diseases. Teachers who are imperiled by a large class

size, a noisy classroom that lacks enough light and ventilation maybe stressed.

The sustained stimulation of the nervous system leads to increased production of

catecholamine which are potent vasopressors that constricts blood vessels

leading to destroy body tissues and organs.

(Brunner, 2008) states that some stress reactions are due to an excess of

defense or overabundance of submissive bodily reactions that may arouse the

emotions and lead to neuroendocrine responses thereby developing a pattern of

positive feedback that continuously stimulate the production of hormones and is

fed by bodily responses in a vicious cycle. These then ma nifests through the

disorders mentioned.

Long term exposure to stress hormone adrenocorticotrophic hormone and

cortisol contributes to hypertension, atheroscle rosis and myocardial infarction

which destroys regions of the brain and shuts the (GABA) PATHWAYS

(Gammaaminobutyric Acid ) so that responses are led to be blocked to the point

of exhaustion hence aggeravating the process(Antai0Otong, 2003), According to

the OSHA 40% of all adults suffer adverse health effects from

stress(www.webmd.com),
 23

The adaptability of Selye and the illness -wellness state of Dunn are

contributing to related health and how adaptation affected one’s position in the

illness or wellness of the individual. A disease process is accelerated as blood,

oxygen, glucose, ph are based on measures of balance or imbalance noted

through specific measurements of their rising levels with noticeable changes in

organ structures and perturbation or diurnal rhythm

(http://www.sage.pub.con/apm.data/44175.2.pdf). Hence the progression of

disease in a teacher may continue unnoticeably unless subjected to more tedious

physical examinations that may take a certain time frame for a teacher to

manage.

Overworking, being on the net are stressors which lead to sleep

deprivation that causes irritability, confusion of the mind, lack of concentration

and eventually, ill health (Arora,Anjali,2007). This oftentimes is experienced by

the teacher who sleep late at night checking student papers, planning lesson

plans, creating visual aids and working on the internet for additional hours of

study for the next day’s lessons. Sleep is a perplexing multistage and

predictable process and regardless of sleep stage, disruption often results in

negative physiologic results. One of these manifestations is sleep deprivation,

(Antai-Otong, 2003).

The relationship between food and stress lies in how the food was taken.

Some teachers experience nutritional problems resulting from overeating or poor

intake as a result of overwork. Food taken in a hurry or in a state of anger or

 24

negative state of mind is bound to induce stress. (Walia, M.M.,2005). People who

are considered workaholics who do not find time to eat food at proper mealtimes

may be prone to stomach ulcers and other digestive problems. Likewise, lack of

sufficient amount of water intake in the body may cause damage to the entire

system in the form of constipation and other serious intestinal illnesses. It is

therefore imperative to nourish the body considerably with food and water for

stress-free living.

Reports on effects of stress on gender noted that prolonged periods of

stress can release hormones and can decrease proper cell function leading to

anxiety, heart attacks, stroke, hypertension and increased system disturbances

with increased susceptibility to infection (http://wwwnimb.niti gov). These findings

explain the physiology of stress as it affects the human being. The relationship

of these to gender further reveals that women have higher reports of stress than

man at sixty eight (68%) percent.

Teacher’s performance is a fundamental concern of all educational

institutions and is negatively influenced by different stress contributing factors

within or outside the educational institutions that impede the performance of

teachers resulting in lower individual and institutional productivity. The effects of

teacher stress on performance shows negative points in the shape of low

morale, absenteeism, poor teaching quality, less student satisfaction and

turnover .(Khan, 2012). However, certain factors like personality traits buffer the

negative effects of stress on performance like personal and job resources.

 25

The huge volume of tasks expected of a teacher vary from primary

classroom hours to the planning and execution of visual materials, checking and

recording of test papers, test construction, computation of grades, preparation of

school forms like daily and monthly attendance reports, age profile and school

register reports which now include enlistment via electronic means through the

DepEd learning information system(LIS) , election assignments, community

development projects with parents and teachers and tie-up activities with other

agencies . These factors can be ascribed to the working conditions where

teachers are in constant interaction in the performance of their tasks.

Foreign Studies

In a study conducted in Ireland, teacher job satisfaction and working

conditions were significant to the teachers stay in the service as well as good

interpersonal relationships and student outcomes(Darmody, Smith, 2000). The

teachers’ level of dissatisfaction were seen through absenteeism and teachers

leaving their jobs,

In a report on June of 2002 issue of the National Association of Secondary

School Principals in the United Kingdom, the rise in secondary school enrolment

caused shortage of teachers which preceded the effects of stress. Some of the

school conditions related to teachers’ dissatisfaction that were ranked showed

50.1% up to 30.1% due to poor administrative support from both high poverty

urban public schools while 22% down to 7.6% ranked lowest as far as large
 26

class size is concerned.(National Education Association Health Information

Network http: www. Neahin.org/program.)

A study on stress and coping behaviors among primary school teachers

was conducted by Jeffrey Springer in May, 2011. In this study, it was found out

that seventy two per cent (72%) considered teaching as extremely stressful.

Stress can give negative effects on the teacher’s mental and physical well -being.

The teacher is the primary carrier of stress and is most affected by the stressors

of day-to-day activities, (Springer, 2011). The multitude of stressors that the

teacher faces in every classroom interactions makes them too vulnerable to this

critical situation and lead most teachers to early retirement or shifting careers.

The high turnover rate of teachers in most schools in the United States result

from teacher stress affecting the learning environment, thus prevents the

teachers from attaining the educational goals leading to discontent, negligence,

bitterness and absenteeism (Springer, 2011).

According to Manjula 2007, the causes of stress depend on the

personality, general outlook in life, problem solving abilities and social support

system. The causation of stress starts from a threat that leads to fear which

escalates and deepens with uncertainty or generalized anxiety that is triggered

by psychological reactions, Cognitive dissonance (Manjula, 2007) exists when

what one does and what one thinks is hampered by a gap that crosses the

whole life of the individual and leads to the manifestation of stress symptoms.
 27

The study conducted by U.K. Moksnes in 2011, of the Norweigian

University of Science and Technology used the basic transactional view that

stress is a relationship between environmental events and conditions with the

individual appraisal of the degree of challenge threat harm or loss. It is a

subjective individual experience and is appraised by the individual himself

(Moksnes, 2011). When teachers are able to get a clear insight into the

experience of stress from its early onset with symptoms and reactions the

capacity to counteract the stress progression process increases depending on

the specific factors inherent in the person and called forth in the situation. When

the stress process cannot be halted by the stress and left unchecked this will be

correlated with tension and irritability, fatigue, headache and sleep disorder.

Burnout has been found with people who are in emotionally charged

situations. It is often found among teachers and other service professionals.

Burnout is likely to occur in people who feel overworked and unappreciated.

Those who are dedicated and committed were more prone to burnout for they

work too much and too intensely (Spooner Lane 2004).

According to the study by Fisher in 2011, Analysis of Variance (ANOVA)

statistics were conducted that found the burnout levels between new and

experienced teachers are significantly different with novice teachers having

higher burnout. General views about teaching as emotionally taxing and

potentially frustrating (Lambert, O’Donnell, Kushermann and McCarthy,2006)

were supported by further studies which revealed high departure rates of

 28

teachers in the first five years of practice due to burnout (McCarthy,Lambert,

O’Donnell, 2009). These studies of teachers who changed schools revealed

32% affected by poor working conditions, and 37% pursued jobs outside

teaching, Geving(2007) found poor student behaviour as main contribution to

teacher stress especially in the secondary levels.

The perception of control over the potentially threatening situation is

related to stress where time pressure and high self-expectation were considered

as main sources of stress for teachers (Ravichandran and Rajendran 2007).

(Ken Mrozek,2011) wrote in a list of common stressors as well as

prolonged physical stressors and cognitive behavioral /emotional stressors. He

cited that every societal malfunction affects the classroom be it drugs, alcohol,

disease or poverty. He added school conditions related to job dissatisfaction like

poor administrative support, lack of faculty influence, classroom interior and class

size which usually occurred in high poverty urban areas.

The teachers’ job satisfaction was directly related to emotional exhaustion

strongly related to time pressure whereas depersonalization and reduced

personal accomplishment were more strongly related to parents. It can be said

that teachers who felt unsatisfied are those teachers who experience high

stresses in terms of time limitations and parental intimidations.

A study on work stresses of primary and secondary teachers in Hongkong

by (Chan, 2010), noted that the health of teachers could be strongly affected by

stress which in turn can adversely affect the students in promoting the learning
 29

environment which eventually leads to increase in teaching costs. perception and

readiness and the psychodynamic approach were noted for this may lead to

personality disorganization as a result of stress.

Researches by Anwar Khan(2011) in Pakistan noted that the success of

the educational institution is negative ly affected by the stresses which exhibit

friction that inhibits performance and lowers down institutional and individual

productivity (Gillespie,Walsh, Winefield ,2001).

The researcher observes that the occurrence of personal stresses was

really affected by the working conditions that might cause less effectivity and

efficiency on the job. Thus, the researcher is inclined and feels obliged to carry

out a study on working conditions as it relates to the personal stresses that

might be linked to incidence of certain disease conditions . A close look into the

related diseases caused by stress is thereby needed to allow room for health

promotion, disease prevention, treatment and rehabilitation for concerned

teachers to further the goals of quality education. Effective rendition of teaching

merits quality performance through the healthy teacher of a healthy nation.

Local Literature

The nature of the teaching profession demands a sense of total

commitment to the tasks at hand. In our globalized era, added pressures and

expectations cropped up from the goals and objectives of EFA 15 (Millenium

Development Goals). As part of the ASEAN community, the Philippines had

embarked on the adoption and implementation of the K12 curriculum where

 30

higher expectations from the government for teacher effectiveness is demanded

thereby prodding the teachers towards excellent performance towards a well-

rounded education from grade1 to 10 effective School Year 2012-2013. Under

DepEd Order no.31, s.2012 the Policy Guidelines for the Implementation of the

Grades 1 to 10 of the K12 Basic Education Curriculum (BEC) School Year 2012-

2013 was implemented in all public elementary and secondary schools and were

called upon to enhance the curriculum with corresponding guidelines as

enclosed. (DepED-PNU 2012) This was followed by DepEd Order no 8, s.2015

which adopted policy guidelines on classroom assessment as an integral part of

curriculum implementation to allow teachers to track and measure the learner’s

progress and make adjustments to instruction accordingly. (DepEd Order no.8,

s.2015)

The adoption of more innovative performance system pose higher

challenges on the teachers’ capabilities so as to make the students get higher

and passing marks on the National Achievement Tests Teachers are pressed

more to lead students to achieve acceptable passing marks as a reflection of

their teaching competencies. Teachers must learn newer strategies and augment

students’ knowledge, enhance skills a nd develop deeper appreciatio n and

integration of the right attitudes towards life time learning.

These newest developments in the field of education in the country

led teachers towards a heightened state of awareness that much work is in the

process especially when seminars in series where conducted all over the country
 31

pertaining to the new curriculum and performance standards had also been

upgraded with the adoption of newer methods of classroom assessment and

higher performance targets were also imposed. Teachers have to be updated

hence most teachers felt obliged to enroll in their graduate studies as part of the

upgrading process, use new and more updated technologies using the internet

and even provide electronic learning thru research work and use of the websites .

Teachers and students are sound partners on the effective rendition and

execution of all educative processes. The sound physical, mental, social and

emotional as well as spiritual health of an individual is a necessity before the

teaching and learning processes can take place and progress effectively. A

teacher shall place premium upon self-respect and self-discipline as the principle

of personal behavior in all relationships with it others and in all situations as

quoted from Article XI Section 3, Code of Ethics for Professional Teachers

(Bilbao, Corpuz, Llagas and Salandanan(2006). This implies that the teacher

can perform her best when she possesses a healthy personality.

Article 4 of the Magna Carta for Public school teachers cited specific

provisions in maintaining teacher health through regular annual medical

examination. The effects of physical and nervous strain are likewise considered

or recognized as compensable under existing law (Bilbao et al 2006). Specifically

cited under CSC memorandum circular no.25 , s. 2010 is the availment of the

Special Leave benefits under RA no. 9713. Said Memorandum Circular gives

female teachers and personnel enough coverage to undergo surgical operation

and prevent further worsening of their condition if left unattended

 32

The book written jointly by Helping Hands and Hearts Inc. and Gary A.

Yupangco Foundation, Inc. states that the world today is full of tension.

Hospitals are full of patients who suffer from stress. It becomes a distress

when the person loses balance as it quickly affects the individuals. Stressful

energy situations squeeze and limit emotions and reactions and saps one’s

energy thus undermines one’s being. Among the causes of stress in the

workplace are work overload, conflicts in personality, overresponsibiliy and

underemployment. Occupational stress can be shown like fatigue, hypertension,

insomnia, headache, heartburn, poor concentration, appetite changes, poor

sexual interest, and hopelessness with a trapped feeling of being immobilized..

This includes being realistic to handle situations, to slow down and develop

honesty in dealing with people, and emphasis on health care as a matter of

concern with awareness of danger signals or symptoms of stress.

Hassles are little problems of daily living which may perk up to become a

major source of stress which are called micro stressors (Uriarte, 2008). A

teacher who may be caught in a traffic jam, heavy rains and flooding, losing or

misplacing her belongings is already predisposed to the experience of stress.

Stress that is too intense can have destructive physiological and

psychologicaeffect that may manifest thru allergies, headaches, high blood

pressure, heart disease, ulcer and aches. These are affected by factors like

predictability, control over duration, cognitive evaluation, feeling of competency

and social supports (Evangelista, 2004). These factors influence the severity of
 33

stress that the individual encounters over a certain point in time which left

unmanaged and prolonged can lead to psychosomatic illness.

The common cause for resignation or early retirement of teachers were

attributed to occurrence of some illness notably cardiovascular diseases like

hypertension and heart attack, respiratory tract diseases like asthma and

pulmonary tuberculosis, urinary tract infections that oftentimes lead to serious

renal problems, dermatological problems that lead to asthma and skin allergies,

intestinal ailments like ulcers and hyperacidity, hormonal problems of organ

involvement like Diabetes Mellitus, specifically Type 2 or better classified as Non-

Insulin Dependent Diabetes Mellitus(NIDDM); goiter or hyperthyroidism. There

were also frequent reports of psychological and physiological imbalances that

suggested the occurrences of stress-related illness as causative factor. These

were suggestive of Psychosomatic diseases affecting mind and body as caused

by some stressful situations encountered on the job.

Reports from QCPSTA included teachers who incurred kidney disease

that led to kidney transplantation with the occurrence of eye problems that led to

surgical management. (www. Qcpsta.com).

In a book written by TIP (Technological Institute of the Philippines)

mentors, it was stated that most of the teachers are remembered by thousands

of people for most of their lives. New learnings that teachers empower the

students with is their lighthouse in the storms of their lives and the sun in the high

of their lives (Quirino, 2012). There is no doubt then that the performance of
 34

these teachers in the lives of their students is par excellence. These are the

teachers who really taught so well and practically lived and coped with the events

of stresses, big and small in their daily teaching encounter with the students in

the classroom.

(Salandanan, 2009) noted that the teachers’ entire performance in a given

learning situation is essentially influenced by the methods she uses in and how

she regards teaching in the way she executes it given a wide range of diverse

learning situations. (Corpuz, 2011) stressed that the teachers’ personality

contains the capacity to adjust the relationships and allay the tension and save

time and effort for appropriate remediation. One’s ability to meet disquieting

situations with cool headedness is relevant to the alleviation of stress in the

classroom. (Bilbao, et al, 2006) noted that the teacher’s personality and

appearance are often obscured by personal problems coupled with many tasks

to attend to. They become so stiff, unattractive and unapproachable and the

students feel repulsed with no one to turn to.

However, statistics have shown that the profile of the Filipino teacher

particularly in Quezon City has not been too good in the last decade for it

revealed the existence of poverty and the inadequate facilities in terms of

structural machinery, building, electricity, water, telephone and toilets (Aquino,

2000). Undoubtedly, these conditions were too stressful to its secondary

teachers within a highly populated school given the voluminous tasks of school

management and actual classroom teaching.

 35

The quest for quality education for all has not been truly satisfied since the

educational crisis was clearly felt. Some studies have identified various factors

that contributed to high dropout rate such as poverty, desire to do more

household chores be done by children of parents who were dropouts too, poor

health and high cost of going to school. Actual class sizes in highly urbanized

area exceeded 60 per class which was an indication of dwindling quality of

education in the public school sector. Reports of a patient who incurred arthritis

with pneumonitis were decided upon by the court in favour of the teacher who

contracted the disease in the co urse of her tasks as a teacher. She was

constantly exposed to heavily polluted air and congestion and to varying degree

of temperature along the way being assigned in the afternoon shift and used to

stand for long hours in the course of her travel to and from the school. Having

contact with two hundred fifty students a day who are carrier’s o flu or cold virus

or other bacterial diseases, and having inadequate nutritional intake, she is most

susceptible to airborne diseases. (www.lawphil.net)

Reports of long hours of workload, delayed payments of salaries and

benefits and cases of teachers who died waiting for the release of their

retirement pay were noted and documented (Ang, 2000).

Undoubtedly, these predicaments encountered by teachers are indeed

stressful and definitely affected the level of their performance on the job. Daily

challenges faced by teachers each day indicate the socio-economic facts of low
 36

salaries to meet family needs, school needs of teachers, hence leading them to a

life in debt and material insufficiency (http//asiancorrespondent.com).

According to( Carino,), the most important component of the educational

system is the teacher and no educational reform can begin unless it first begins

with a teacher. As a member of a bigger organizational structure, (Salvador,

2010) emphasized Rensis Likert’s Supportive Theory of Organizational Behavior.

According to him, the teacher’s personal worth and importance is backed up by

this theory built upon organizational power and employee satisfaction through

motivation. This relates to the quality of performance that teachers are expected

to come up with as an outcome measure of the teaching learning processes of

the students

Performance to be truly effective must relieve the environmental climate of

the conflicts brought by stressors. No two people experience the same level and

amount of stress for one will have greater or lesser on stress than another.

Overstressed teachers may manifest less job performance, greater absenteeism

and workplace aggression characterized by hostility in interpersonal relationship

with students, co-teachers and administration (Arora, 2007). \. Such performance

is justified by theories on expectancy, motivation and equity. It can be said that

those with higher self-efficacy develop greater reliance due to higher level of

efficiency unlike those with negative behaviour which tend to develop more

stress symptoms. A positive attitude helps the immune system in fighting

distress. People with positive emotions have a great ability to fight of infectious
 37

diseases like the common cold. A supportive social system helps increase

immunity. Stress therefore should be kept within its limits. Emotions are stirred-

up states of the individual where the body responds as a whole. It involves

internal and external responses. Mild and strong emotions are called

disintegrative emotions producing body trembling and great mental upset.

(GaerlanLimpingco, Tria 2008.,)

Local Studies

Local and foreign studies will be of great help to strengthen the

foundations of the study. To add more depth and substance some local studies

were noted

Coping is a necessary component of facing crisis in the stressful situation

of a teacher. (Pureza, 2000) in a study emphasized that human beings respond

to stress by examination, judgment and adjustment of the emotional effect and

physiology as well as family to attain resolution of the crisis, hence the teacher

must develop insights into the crisis situation and turn these insights into action

to be able to form better ways to adaptation.

Studies by (Cabanting, 2011) noted that according to Gold and

Roth(1993), teacher awareness is a key component for managing stress.

According to the study, teachers who handle children with emotional behaviour

disorders experiences high stressful situations primarily with unwanted noise.

The challenges on teachers are bigger in terms of imparting the lesson and to

maintain orderliness of classes to attain effective learning.

 38

Stress is undoubtedly inherent in teaching and this process is stressful.

Psychosomatic diseases are noted to develop if there is a prolonged exposure to

the job stressors. There is a need to find o ut the progress of stress, identify and

prevent exposure to it (Roxas, 2009). This study centered on the stresses among

public elementary school children in Baguio City. Work-related illness develops

because a person is unable to cope with the disorder associated with it. It can be

a significant cause of illness and is known to be linked with high level sickness,

absence, staff turnover and other issues such as more errors. (www.elib.gov.ph)

In a study (Langguyuan-Kadtong, 2013) among teachers in Cotabato City,

there were attempts to find out the relationship between work performance and

job satisfaction as their contentment on job satisfaction facets were asked in

terms of school policies, supervision, pay, interpersonal re lations, opportunities

for promotion and growth, working conditions , work itself ,achievement,

recognition and responsibility. The study aimed to relate satisfaction with

productivity. Among the facets answered, pay have the lowest mean using

NCBTS tool kit. The teacher respondents felt that their salaries cannot move at

par with the present economic condition.

As a significant factor in the analysis of teacher performance, relationship

with colleagues is linked to the concept of good working conditions to achieve

maximum performance of professional tasks. In any organization, the positive

relationship between workers plays an important part in stress management.

Studies made in the last fifteen years have confirmed the health promoting power
 39

of social interaction. At the UCLA School of Medicine, it was discovered that

senior citizens remained more mentally alert as they did simple things like

walking with a friend or having phone conversation with a relative played a part in

maintaining a strong healthy body (Reyes, 2004).

Synthesis of Reviewed Literature and Studies

Based on the foreign and local literature and studies, the current study is

not a form of duplication of any research in this paper.

The present study initially sought to describe the working conditions

experienced by teachers and assessed the personal stress levels using different

kinds of indicators using physical, sleep, behavioral and emotional aspects.

The present study is similar to the above cited studies because primarily,

the study conducted by J. Springer(2011) and supported by the study of

Spooner-Lane(2004) emphasized teaching as an extremely stressful job in daily

life and is felt in the learning environment, the long and intense hours of work are

felt and experienced by the teacher and resulting in burnout yet social support is

also found therein.

The multitude of unsatisfied needs by Ravichandran and Rajendran(2007)

and the perception of a threatening situation with time, pressure and self-

expectation is similar since these are potentially threatening situations. This is

also true with the works of Chan,Chen, Chang(2010) on the relationship of job

satisfaction to job stress. Health is affected by stress according to Chan. The

 40

focus on personality and outlook in life with problem solving ability contributed to

a social support system by Manjula (2007) was also the concern of Ken Mrozek

(2011). Studies by Kadtong(.2013) on work performance and job satisfaction

noted teachers’ expressed satisfaction as regards to working conditions, work

achievement, recognition and responsibility.

Stress is a subjective individual response that is appraised by the teacher

through insights about stress and its interactions was studied by U.K Moksnes

who considered stress as subjective and objective as appraised by the

individual himself. This was also aligned with the study of Fisher(2011) who

noted the burnout levels that causes teaching to be emotionally taxing and

potentially frustrating.

These essential similarities are found in the present study whereby all the

possible work-related or occupational stressors and personal stresso rs are

considered in the analysis of the causation of stress and the incidence of

possible diseases physical, mental and emotional .that may arise in the teacher

in the performance of her duties and functions.

The difference of the present study are seen in the following aspects:

Kadtong’s studies specifically focused on the level of satisfaction and utilized the

NCBTS tool kit Jensen’s study noted that women have the most part in the

occurrence of expected simple stressors. Likewise, Springer’s studies were

focused on primary schools having high turnover rate for teachers . Fisher cited

effects of culture on people and response to stress varies in disease causation

 41

and manifestation. Cabanting in her study focused on taking care of emotionally

disturbed children who are noisy.

Manjula’s Cognitive Dissonance is a more physiological process of

analyzing deeper effects of stress on individual performance.

These studies contributed much to this research study for it provided

much insights and enhanced the researcher ‘s view further about the subject

matter of stress clarifying the concepts that made strengthened the theoretical

framework and made it possible to illustrate their interactions and

interrelationships with the given paradigm.

 42

Chapter 3

RESEARCH METHODOLOGY

This chapter describes the nature of the study. It also presents the

method of research used. It further discusses the instruments used in gathering

the data, the respondents of the study and the treatment of data.

Research Method Used

This study utilized the descriptive correlational research type. The

descriptive correlational research study are studies based on quantitative

measures on two or more parameters derived from a variety of statistical

techniques and instruments. Correlational studies are dependent on two or more

variables present as dimensions of the same occurrence. Measures on the two

variables are correlated to assess the level of probability that they are

interrelated with no cause and effect relationship expected (Carague, Castolo,

Naval, 2009.) The use of the descriptive method aimed to describe the level of

personal stresses and working conditions of selected public secondary school

teachers in different perspectives using different indicators as their health was

affected resulting in diminished output on their teaching tasks. The study further

denoted the insights into the disease conditions caused by stress and working

conditions as individual questionnaires shed light into its occurrence by

 43

frequency using several scales that were descriptive of the degree of stress

experienced by the teacher respondents.

Population and Sample Size

The respondents of the study are public secondary school teachers from

the two big high schools in District V of the Division of City Schools of Quezon

City namely Lagro High School and Novalic hes High School for the school year

2014-2015. There were a total of 235 teacher respondents from the two

schools.

The SLOVIN FORMULA was used in the determination of the number of

samples:

n = N/ 1+Ne²

Where n = sample size

N= population size

e= margin of error

To use 176 as sample population for the two schools with a

confidence level of 95% and 5=% acceptable error,

n= 176/1 + 176(.05)2

n= 176/1 + 176(.0025)

= (176/1) + (0.44)
 44

=176/1 + 0.44

= 176/1.44

= 122,22

= 122 teachers

Table 1

Population and Sample Size

School Population Sample

Lagro High School 200 113

Novaliches High School 176 122

Total 376 235

The table presents the schools involved In this study namely: Lagro

High School with a teacher population of 200 and a target sample of 113

teachers and Novaliches High School which has a total population of 176 and a

target sample of 122 teachers. The total population for both schools is 376 with

a total sample size of 235 teacher respondents .

 45

Sampling Technique

The respondents of the study were chosen through simple random

sampling. It follows that in such a procedure every member of the population is

equally likely to be selected.

Description of the Respondents

The respondents are the public secondary school teachers from Lagro

High School and Novaliches High School for School Year 2014-2015.

They are as Classroom teachers. Mostly are married and single while

some are widow/er and single parent. They are around 20-29; 30-39 ; 40-49;

50-59 years old and above. Most of them are teaching for 1-5 years and 6-10

years. Majority are with master units.

Instrumentation

The major tool for gathering data needed in this study is the standardized

questionnaire.

The standardized questionnaire was derived from the Work Related

Stress Questionnaire by David Smith from the HSE(Health and Safety Executive)

used by UNITE Health and Safety representative from Fujitsu. It was used in the

preparation of Part II on Working Conditions.

The Stress Questionnaire by the Counseling Team in San Bernardino

California, USA was used in the preparation of Part III on Stress Level .
 46

Permission was sought through email to utilize the said questionnaires,

The questionnaire has two parts. Part I deals with working conditions

describing experiences at the work situation Part II deals with analysis of

personal stress levels. Scoring and interpretation of personal stress levels are as

follows:

Weighted Mean Range Scale Verbal Interpretation

1.00- 1.50 1 Never

1.51 – 2.50 2 Seldom

2.51- 3.50 3 Sometimes

3.51- 4.50 4 Often

4.51-5.00 5 Always

Data Gathering Procedures

The researcher sought permission from the Schools Division

Superintendent, Division of City Schools, and Quezon City to administer the

questionnaires to the teacher respondents during their vacant periods. The

questionnaires were administered to the target population across year levels of

each subject school after the necessary permit have been received from the

Schools Division Superintendent. The respondents were assured of the

confidentiality of their identities and responses. The researcher sought the

 47

assistance of the school principal and the head teachers of each department who

in turn distributed the questionnaires to the available teacher respondents in the

said units. Questionnaires were retrieved within five days to ensure the

promptness of returns. The researcher personally retrieved the questionnaires

from each department after five days.

Statistical Treatment of Data

The following statistical tools were used for the data gatherted in this

study:

1. Weighted Mean

The weighted mean was used to determine the working conditions and

personal stress levels of the respondents.

Weighted mean = X = W1X1+W2X2+....+Wn xn= WiXi

W1W2+.......+Wn Wn
Where W1=the weight of first item X1= value of ith

Pertaining to the rating procedures carried out in the schools, all classified

responses of each respondent were counted and given equivalent values,

average, weight and ranks. To determine how those rating procedures were

done, the averages were computed and given the corresponding equivalent

description adopted from the

5-point rating scale, and evaluating device for appraising the levels of

occupational stress of the respondents.

 48

2. Pearson-r (Pearson Product-Moment Correlation(r)). This statistical

measure was done to measure correlation among the variables tested, The

formula for testing the significance of Pearson r is called the t-test . The formula

for t-test is ,

t= r√ n-2/1-r 2

where r= correlation coefficient

N- number of samples

Chapter 4
 49

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation and interpretation of data that

were gathered through the questionnaires prepared for the purpose of the study.

In the process of distributing questionnaires, some direct observations and

interviews were done with some of the head teachers and the principal to

supplement and strengthen the data obtained.

1. Respondents’ Working Condition

Table 2

Respondents’ Assessed Working Condition

A O So Se N
Working Condition 5 4 3 2 1 Mean Description
Frequency
1. I am clear what is expected of
188 37 3 - 1 4.79 A
me at work
2. I can decide when to take a
110 64 31 7 13 4.12 O
break
*3. Different groups at work
demand things from me that are 7 23 73 66 55 2.38 Se
hard to combine
4. I know how to go about getting
157 62 7 1 2 4.62 A
my job done
*5. I am subject to personal
harassment in the form of unkind 81 42 28 18 52 3.37 So
words and behavior
*6. I have unachievable
57 54 44 27 43 3.24 So
deadlines
7. If work gets difficult, my
94 65 49 13 8 3.98 O
colleagues will help me
8. I am given supportive
90 85 42 9 2 4.11 O
feedback in the work I do
9. I have to work very intensively 95 95 30 6 2 4.21 O
10. I have a say in my own work 100 33 5 3 4.14 O
 50

speed 83

11. I am clear what my duties

172 46 8 1 1 4.70 A
and responsibilities are
*12. I have to neglect some
tasks because I have too much 39 48 57 44 41 3.00 So
to do
13. I am clear about the goals
160 52 10 1 5 4.58 A
and objectives of my school
*14. There is friction or anger
60 56 36 49 28 3.31 So
between colleagues
15. I have a chance in deciding
94 100 23 4 6 4.20 O
how I do my work
*16. I am unable to take
31 52 57 43 44 2.93 So
sufficient break
17. I understand how my work
fits into the overall goals of the 118 85 19 4 2 4.37 O
organization
*18. I am pressured to work long
29 52 65 37 44 2.93 So
hours
19. I have a chance in deciding
139 76 8 2 3 4.52 A
what I do in the classroom
*20. I have to work very fast 8 13 61 85 60 2.22 Se
*21. I am subject to bullying at
97 40 24 31 34 3.60 O
work
22. I am aware of others being
41 39 47 57 41 2.92 So
subject to bullying at work
23. If I were aware of bullying I
58 53 57 34 25 3.37 So
would be able to challenge it
24. If I reported bullying, I would
be confident that it would be 66 69 47 21 23 3.59 O
stopped
*25. I have unrealistic time
40 51 60 39 34 3.11 So
pressures
26. I can rely on my school
superiors(Department
92 64 45 20 6 3.95 O
Head/Principal) to help me out
with a work problem
27. I get help and support from
99 84 37 6 3 4.18 O
my colleagues
28. I have some say over the
81 81 44 10 6 4.00 O
way I work
29. I have sufficient opportunities
to question school 52 34 47 41 52 2.97 So
superiors(Department Heads
 51

and Principal) about change at

work
30. I receive the respect at work
122 72 30 1 3 4.36 O
I deserve from colleagues
31. Teachers are always
79 66 49 15 13 3.82 O
consulted about change at work
32. I can talk to my school
superiors(Department
Head/Principal) about something 67 57 55 24 18 3.59 O
that has upset or annoyed
me about work
33. My colleagues are willing to
listen to my work-related 105 70 44 5 4 4.17 O
problems
34. When changes are made at
work, I am clear how they will 83 93 40 4 7 4.06 O
work out in practice.
35. I am supported through
52 92 59 13 8 3.75 O
emotionally demanding work
*36. Relationships at work are
24 41 76 45 37 2.87 So
strained
37. My school superiors
(Department Head/Principal) 99 67 48 6 5 4.11 O
encourages me at work.
Overall Mean: 3.73 O

Presented in Table 2 is the respondents’ assessment of their working

condition. It obtained an overall mean of 3.73, verbally interpreted often.

The highest mean of 4.79 was given to Item No.1 “ I am clear of what is

expected of me at work”, verbally interpreted as Always. Item No. 11 “ I am clear

what my duties and responsibilities are” with weighted mean of 4.70; item No. 4

“I know how to go about the goals and objectives of my school” with weighted

mean of 4.62; and Item No. 13 “I am clear about the goals and objectives of fmy

school” with weighted mean of 4.58. All these are also with verbal interpretation

Always. Majority of the items received weighted mean verbally interpreted as

 52

Ofen include: Item No. 30 “ I received the respect at work I deserve from the

colleagues” (4.36); No. 15 “I have a chance in deciding how I do my work”(4.20);

No. 27 “I get help and support from my colleagues” (4.18; ).

The respondents’ assessment of their working conditions reflected their

knowledge on job expectations, duties and responsibilities, goals and objectives

of the organization and classroom decision making rooted from the way human

resources in the department provided the maintenance functions including proper

orientation on working conditions and other provisions stated in Article 3 to 5 of

the Magna Carta for public school teachers.

Items No. 3 “ Different groups at work demand things from me that are

hard to combine (2.38) and No. 20 “I have to work fast” (2.22) are the only two

items that obtained weighted mean verbally interpreted Seldom. It could be

inferred that it was not common for teachers to be stressed with demands from

different work groups within and outside the learning situation unless demands

go beyond their limits or capacity to endure. Working fast may not also be a

factor since speed at work might depend on individual differences among

teachers considering the different physical, behavioral, sleep and emotional

indicators utilized. People differ widely in intelligence, knowledge and skills and

what he can do now or later determines their proficiency in certain tasks. This

then has a measurable influence on our behavior(Evangelista, 2004). Teachers

shall at all times be imbued with the spirit of professionalism, loyalty, mutual

confidence and faith in one another, self –sacrifice for the common good and full
 53

cooperation with colleagues according to Section 1, Article V, Code of Ethics for

Professional Teachers (Bilbao, et al 2006).

2. Respondents’ Personal Stress Levels

2.1 Physical indicators

Table 3

Assessed Stress Level in terms of Physical Indicators

A O So Se N
Physical Indicator 5 4 3 2 1 Mean Description
Frequency
1. My body feels tense
- 16 104 59 49 2.38 Seldom (Moderate)
all over
2. I have a nervous
5 10 72 50 94 2.06 Seldom (Moderate)
sweat or sweaty palms
3. I have a hard time
- 9 104 57 59 2.28 Seldom (Moderate)
feeling really relaxed
4. I have severe or
7 14 89 54 63 2.33 Seldom (Moderate)
chronic lower back pain
5. I get severe or chronic
4 10 69 74 74 2.12 Seldom (Moderate)
headaches
6. I get tension or
muscle spasms in my
2 11 49 70 97 1.91 Seldom (Moderate)
face, Jaw, neck or
shoulders
7. My stomach quivers
1 11 54 87 76 2.01 Seldom (Moderate)
on feels upset
8. I get skin rashes or
3 4 54 58 109 1.83 Seldom (Moderate)
itching
9. I have problem with
my bowels (constipation, 2 9 50 67 102 1.88 Seldom (Moderate)
diarrhea)
10. I need to urinate
11 13 57 71 77 2.17 Seldom (Moderate)
more than most people
11. My ulcer bothers me 1 4 41 43 139 1.62 Seldom (Moderate)
12. I feel short of breath
6 26 70 71 58 2.35 Seldom (Moderate)
after mild exercise like
 54

climbing up from flights

of stairs
13. Compared to most
people, I have a very
5 21 93 55 55 2.41 Seldom (Moderate)
small or a very large
appetite
14. My weight is more
than 15 pounds higher
than what is
8 25 60 50 82 2.23 Seldom (Moderate)
recommended for a
person my height and
build
15. I smoke tobacco 3 4 29 13 181 1.41 Never (Very Low)
16. I get sharp pains
when I am physically 4 5 51 66 104 1.87 Seldom (Moderate)
active
17. I lack physical
2 7 65 76 80 2.02 Seldom (Moderate)
energy
18. When I am resting,
my heart beat more than 3 5 55 57 103 1.87 Seldom (Moderate)
100 times a minute
19. Because of my busy
schedule, I miss at least
8 10 70 61 81 2.14 Seldom (Moderate)
two meals during the
week
20. I don’t really plan my
meal for balanced 12 24 86 59 49 2.53 Sometimes (High)
Nutrition
21. I spend less than
three hours a week
Getting vigorous
physical exercise 9 21 83 59 56 2.42 Seldom (Moderate)
(running, playing
basketball, tennis,
Swimming and others)
Overall Mean: 2.09 Seldom (Moderate)

It is presented in Table 3 that the stress level of the respondents in terms

of physical indicator has an over all mean of 2.09, verbally interpreted Seldom.

Most of the items under this indicator got weighted mean verbally interpreted as

seldom except for item 20 “I don’t really plan my meal for balanced Nutrition” with
 55

a mean of 2.53, verbally interpreted Sometimes and item 15 “I smoke tobacco”

with a mean of 1.41, with verbal interpretation Never. The over-all mean score

of 2.09 Seldom denotes moderate stress level since most of the indicators of

physical stress are seldom experience by the respondents, Item No. 15 “ I

smoke tobacco” rated as Never is a good sign of a very low stress level. By

not resorting to tobacco or cigarette smoking could mean teachers still exercise

self-control.

Cigarette smoking which tops the list of preventable hazards to health has

a definite cultural dimension and is also being considered now as a mild form of

social deviance. It is a struggle that should be overcome(Ramos JV, June, 2011)

There ought to be a constant exercise of will power for someone to hurdle the

obstacles to be able to quit smoking.

These findings denotes that a sound foundational moral principle is

ingrained in man’s nature. and a virtuous life as Panizo claimed involves a

good habit that avoids a vicious life which leads one to perdition and misery due

to the habit of yielding to impulse which results in weakening of self-

control.(Bilbao,et al 2006) . Therefore, teachers who are able to exercise self-

control have a firm training of the will to do good for their bodies in the pursuit of

excellence in the profession.

Even the only one indicator of physical stress rated as sometimes

experience which is “ I don’t really plan a mean for balance nutrition connotes

lesser stress, since this is still on a moderate level. One’s diet must be balanced
 56

with all the required nutrients for healthy living Having regular food habits is

good therefore workaholics who fail to find sufficient time for proper mealtimes

are inviting stomach ulcers (Walia, MM 2005). Eating just a single food also

makes for poor nutrition (Macionis, John J 2000). One who has to keep the self

healthy must target the stress situation with a nutrient attack of varied minerals ,

vitamins ,proteins, fats , carbohydrates as stated in the food energy

pyramid,(Arora, Anjali, 2007). Constant pressure from work can cause much

anxiety coupled with bad eating habits hence the deleterious effects of industrial

social stress on bodily constitution affects learning ability and capacity.(Gaerlan,

Limpingco, Tria 2007) Keeping one’s nutritional intake adequate entails

adherence to healthy lifestyle practices .

2.2 Sleep Indicators

Table 4

Assessed Stress Level in terms of Sleep Aspect

A O So Se N
Sleep Indicator 5 4 3 2 1 Mean Description
Frequency
1. I have trouble falling
6 20 84 39 73 2.31 Seldom (Moderate)
asleep
2. I take pills to get to sleep 1 2 45 6 169 1.48 Never (VeryLlow)
3. I have nightmares or
- 4 50 35 134 1.66 Seldom (Moderate)
repeated bad dreams
4. I wake up at least once
in the middle of the night 4 14 61 47 96 2.02 Seldom (Moderate)
for no apparent reason
Overall Mean: 1.87 Seldom (Moderate)
 57

Table 4 presents the stress level of the respondents in terms of sleep

aspect. It has an overall mean of 1.87, verbally interpreted Seldom. All the sleep

indicators of stress are seldom experience by the respondents as represented by

the mean scores they received which are 2.31, 2.02 and 1.48 respectively. Item

2 “I take pills to get to sleep” got a mean of 1.48, verbally interpreted Never.#

which indicates a very low stress level. This means that respondents could still

sleep without resorting to the use of pills. While sleep is oftentimes deprived

from one , It also has its own restorative process for constant sleep deprivation

leads to stress and tension and difficulties in coping with the demands of life,

(Reyes, 2004). Researches by Walter Heiss, a Swiss neurophysiologist have

confirmed that certain localized brain structures actually induces sleep: high

frequency electrical impulses acting on the preoptic hypothalamic regions

produce sleep, hence even if surrounded by plenty of sensory stimuli, a person

can still g0o to sleep.(Gaerlan, Limpingco, Tria. 2007). This justified why people

can still sleep even in the absence of pills and within a stressful experience or

situation as perceived by the selected teacher respondents.

2.3 Behavioral Indicators

Table 5

Assessed Stress Level in terms of Behavioral Indicators

S S
A O N
o e Mea
Behavioral Indicators Description
5 4 3 2 1 n
Frequency
 58

1. I stutter or get tongue-

tied when I talk to other 1 2 65 67 92 1.91 Seldom (Moderate)
people
2. I try to work while I am 1 2
86 67 42 2.53 Sometimes (High
eating lunch 0 3
1 Seldom
3. I have to work late 8 97 72 36 2.50
5 (Moderate)
4. I have to work even 4
8 95 47 37 2.72 Sometimes (High)
when I feel sick 1
5. I have to bring work 3 2
98 42 23 3.02 Sometimes (High)
home’ 2 9
6. I drink alcohol or use 20
1 2 9 8 1.16 Never (Very Low)
drugs to relax 6
7. I have more than two
beers, eight ounces of 21
- 5 6 7 1.15 Never (Very Low)
wine or three ounces of 0
hard liquor a day
8. When I drink, I like to get 20
- 2 6 12 1.13 Never (Very Low)
really drunk 6
9. I get drunk or high with
21
other drugs more than - 2 4 4 1.08 Never (Very Low)
5
once a week
10. When I feel high from
21
alcohol or Drugs, I will - 2 5 5 1.09 Never (Very Low)
4
drive a motor vehicle
11. I tend to stumble when
walking or have more 19
1 4 11 18 1.25 Never (Very Low)
accidents than other 3
people
12. In any given week, I
take at least one
prescription drug without
19
the recommendation of a 1 3 18 13 1.27 Never (Very Low)
2
physician (e.g.
amphetamines/barbiturates
)
13. I have problems with 18
4 3 22 15 1.38 Never (Very Low)
my sex life 0
14. At least once during
16
the week, I will make bets 2 3 34 19 1.47 Never (Very Low)
3
with money
15. After dinner, I spend
more time alone Or 2
7 75 52 70 2.32 Seldom (Moderate)
watching TV than do 3
talking with Family and
 59

friends
1
16. I arrive at work late 7 67 72 71 2.16 Seldom (Moderate)
0
17. At least once during
the week, I have A 16
1 5 37 18 1.49 Never (Very Low)
shouting match with a co- 7
worker or supervisor
Seldom
Overall Mean: 1.74
(Moderate)

Table 5 shows the respondents stress level in terms of behavioral

indicators. An overall mean of 1.74 was given to this indicator with verbal

interpretation of Seldom. This means that in terms of behavior indicators

respondents have a moderate stress level. Ten out of seventeen indicators of

stress under behavioral obtained weighted mean verbally interpreted never. This

shows a very low stress level. Behavioral Indicator No. 2 “I try to work while I am

eating lunch” and Behavioral Indicator No. 5 “ I have to bring work home”

obtained mean of 2.53 and 3.02 respectively which are verbally interpreted

Sometimes which is further interpreted as moderate stress level.

It could also be noticed in this table that the lowest mean of 1.08 was

given to Item 9 “I get drunk or high with other drugs more than once a week”,

verbally interpreted as Never. Which is a good indicator that respondents’ stress

level is very low? They do not experience getting drunk which is really less

expected from teachers since teachers are considered as role model. Section 2

of Article X1 of the Code of Ethics for Professional Teachers states that a

teacher shall place premium upon self-respect and self-discipline as the principle

of personal behavior in all relationships with others and in all situations. Section
 60

3 further states that a teacher shall maintain at all times a dignified personality

which could serve as model worthy of emulation by learners, peers, and others..

Section 3 of Article 111 also emphasized that teachers merit reasonable social

recognition for which his behavior reflects honor and dignity at all times and

must refrain from activities like gambling, smoking, drunkenness and other

excesses.(Bilbao, et al, 2006) Drinking is a double-edged sword impairing

mental judgement and can lead to a lot of diseases. (Olegario, Ivan,June, 2011).

According to Dr. Marcus Manalo of the University of Bristol, a study showed that

one particular genetic variant called DRD2 appeared to influence the “high” that

people derive from drugs or alcohol. People without this variant might derive less

pleasure from alcohol and my therefore drink less. (Gaerlan, Limpingco, Tria,

2007) This implies that the teacher does not use drugs or alcohol hence

validates the description (NEVER). Values have a behavioral, affective and

cognitive dimension and a teacher ought to live by that value. Training of the will

must be self-training for the habit of yielding to impulse results in the

enfeeblement of self-control. Habitually yielding to any vice diminish the ability to

resist temptation (Bilbao, et al 2006). This shows that at this indicator concerning

drinking, teachers have again exercised self-control considering the respondents’

set of accepted values. Values, goals and interests along with competencies are

among the most stable cognitive-affective units with emotion-eliciting properties

wherein the individual may place a negative value on certain habits where

aversion is likely to persist due to strong negative emotions correlating to the

habit. This is counter to the positive emotions that comes from patriotic values
 61

that equates to security and attachment to one’s home (Feist, Jess, Feist,

Gregory,2010) This then related psychological dynamics that justified non-

drinking among certain groups of teacher respondents.

2.5 Emotional indicators

Table 6

Assessed Stress Level in terms of Emotional Aspect

A O So Se N
Emotional Indicators 5 4 3 2 1 Mean Description
Frequency
1. I have found the best
way to deal with hassles
and problems is to
29 52 89 26 23 3.17 Sometimes (High)
consciously avoid
thinking or talking about
them
2. I have trouble
3 18 88 66 48 2.38 Seldom (Moderate)
remembering things
3. I feel anxious or
frightened about problems 2 6 78 61 76 2.09 Seldom (Moderate)
I can’t really describe
4. I worry a lot 1 8 79 60 75 2.10 Seldom (Moderate)
5. It is important to me not
to show my emotions to 8 30 85 58 40 2.58 Seldom (Moderate)
my family
6. It is hard for me to relax
3 11 57 46 105 1.92 Seldom (Moderate)
at home
7. It is best if I do not tell
even my closest friend 3 19 77 57 65 2.27 Seldom (Moderate)
how I am really feeling
8. I find it hard to talk
1 11 71 50 90 2.03 Seldom (Moderate)
when I get excited
9. I feel very angry inside 4 4 59 58 97 1.92 Seldom (Moderate)
10. I have temper outburst
2 6 67 43 103 1.92 Seldom (Moderate)
I can’t control
11. When people criticize
me over in friendly
2 7 62 60 90 1.96 Seldom (Moderate)
constructive way , I feel
offended
 62

12. I feel extremely

3 7 60 53 97 1.94 Seldom (Moderate)
sensitive and irritable
13. My emotions change
unpredictably and without 2 6 50 68 95 1.88 Seldom (Moderate)
any apparent reason
14. I feel like I really can’t
3 6 57 64 91 1.94 Seldom (Moderate)
trust anyone
15. I feel like other people
1 7 65 53 96 1.94 Seldom (Moderate)
don’t understand me
16. I really don’t feel good
2 6 50 47 116 1.78 Seldom (Moderate)
about myself
17. Generally, I am not
optimistic about my 5 15 46 43 112 1.90 Seldom (Moderate)
Future
18. I feel very tired and
2 7 41 28 143 1.63 Seldom (Moderate)
disinterested in life
19. Impulsive behavior
1 6 54 43 117 1.78 Seldom (Moderate)
has caused me problem
20. I have felt so bad that
I thought of hurting 5 4 43 16 154 1.60 Seldom (Moderate)
myself
21. When I have an
important personal
problem I can ‘t solve 11 15 56 33 106 2.06 Seldom (Moderate)
myself, I do not seek
professional help
Overall Mean: 2.04 Seldom (Moderate)

Respondents’ stress level in terms of emotional indicator as show in Table

6, got an overall mean of 2.04, verbally interpreted as Seldom. This means that

respondents stress level under emotional indicators is in moderate level. Almost

all the items in this indicator got a mean with verbal interpretation of Seldom

except for item 1” I have found the best way to deal with hassles and problems is

to consciously avoid thinking or talking about them” with a mean of 3.17 and Item

5 “ It is important to me not to show my emotions to my family” with a mean of

2.58. Both were verbally interpreted Sometimes and further interpreted as

 63

Moderate stress level. The teachers here manifested some degree of defensive

reactions to the stress situation to ward off their hassles and problems. They

denied or avoided the actual experience of stress yet these were felt only

sometimes. it means it does not happen often. Emotions may be mild, or strong,

pleasant or unpleasant. They may take the form of feelings which may be less

disruptive as in mild annoyance. Attitudes and prejudices influence everyday

activities by increasing or decreasing readiness for response(Gaerlan,

Limpingco, Tria, 2008). Hence , emotions may produce alertness or lowered

performance and impaired health.

Item no. 2 (2.38) was described “ I have trouble remembering things”

verbally interpreted as Seldom. This is concerned with the memory loss that

becomes pathologic as age increase yet as described by the respondents is still

felt only at times, Normal memory loss is just a slowing of general efficiency

and becomes abnormal when it interferes with normal life, according to Dr.

Michelle Anlacan of the Philippine General Hospital(Dy, Adrienne, September,

2011).

3. Relationship between the respondents working condition and personal

stress levels

Table 7

Test for Significant Relationship between the Assessed

Working Condition and Personal Stress Level

Working Condition
Stress Indicators Pearson
P-value Remarks
Correlation
 64

..
-0.138* 0.038 Negatively, Weak
Physical
Sleep -0.051 0.451 Negatively, Very Weak
Behavioral
-0.026 0.703 Negatively, Very Weak

Emotional -0.060 0.380 Negatively, Very Weak

*Correlation is significant at the 0.05 level

Table 11 presents the test for significant relationship between the

assessed working conditions and stress level of the respondents. Physical

indicator got a p-value of 0.0138, which is lower than the assumed level of

significance of .05. This indicator shows a negatively weak correlation. While

Sleep indicator has a p-value of 0.051, Behavioral indicator has a p-value of

0.703 and Emotional indicator has a p-value of 0.380. All these p-values are

lower than the assumed level of significance of 0.05. These three indicators

showed a negatively, very weak correlation between respondents’ working

condition and stress level. The assumed level of significance at .05 is the basis of

determining the degree of correlation hence all four indicators manifested weak

to very weak level of correlation hence all insignificant.

Chapter 5

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

 65

This chapter covers a brief overview of the study, the summary of the findings

, the conclusions arrived at and the recommendations of the study.

Summary

The study dealt with the relationship between the working condition and the

personal stress level of public secondary school teachers in two schools of the

Division of City Schools in Quezon City during the School Year 2014-2015. The

respondents of the study were the 235 public secondary school teachers of

Lagro High School and Novaliches High School. The study used a descriptive

method of research using the Work-Related Questionnaire produced by the HSE

(Health and Safety Executive issued by UNITE Health and Safety

Representatives within Fujitsu and the Stress Indicators Questionnaire by the

Counseling Team International in San Bernardino, California. These

questionnaires were administered with some actual observations and interview

done with the assistance of the Principal and the Head Teachers.

The data obtained were treated statistically using weighted average, Pearson

r and tests for significance using the Analysis of Variance(ANOVA-F-Test).

Findings

The data were analyzed and the follo wing findings were formulated in

accordance with the specific questions giv n under the statement of the problem.
 66

1. The assessment of the respondents’ working conditions with items no

1,4,11,13 and 19 each gained mean scores of 4.79; 4.62; 4.70; 4.58; and 4.52

respectively. These areas covered clarity of job expectations, knowledge of the

job, clarity of duties and responsibilities, goals and objectives of the school and

classroom decision making. Rated as Often were item no. 17 with mean score of

4.37; item no 9 with score of 4.21 and item no. 7 with a mean score of 3.98.

These areas covered understanding how work fits with the over-all goals of the

organization; working very intensively and help or support from colleagues. The

items which were rated sometimes, seldom or never were less felt as justified by

their lower frequencies and mean average. The respondents assessed working

condition was a pleasant one..

2. For respondents’ stress level, all the indicators evaluated obtained mean

which are verbally interpreted as Seldom and further interpreted as Moderate

stress level: Physical Indicators (2.09); Sleep Indicators (1.87); Behavior

Indicators (1.74) and Emotional Indicators(2.04).

3. The test of significant relationship between the assessed working conditions

and stress level of the respondents reveals that Physical indicator got a p-value

of 0.0138, which is lower than the assumed level of significance of .05. This

indicator shows a negatively weak correlation. While Sleep indicator has a p-

value of 0.051, Behavioral indicator has a p-value of 0.703 and Emotional

indicator has a p-value of 0.380. All these p-values are lower than the assumed
 67

level of significance of 0.05. These three indicators showed a negatively, very

weak correlation between respondents’ working condition and stress level.

Conclusions

In the light of the foregoing findings, the following conclusions were drawn

1. The working conditions that the respondents always experience in their work

environments which covered areas on job expectations ,knowledge of job,

duties and responsibilities, goals and objectives of the school a nd classroom

decision-making as well as the indicators that are often experience by the

respondents like fitness of work to over-all goals of the organization; support or

help from colleagues and intensive work are reflective of a pleasant working

condition.

2. The respondents have moderate personal stress level in all areas evaluated

namely physical, sleep, behavioral and emotional indicators.

3. Teachers working condition is not related to the following personal stress

indicators: physical, sleep, behavioral and emotional.

Recommendations
 68

In view of the findings, and conclusions, the following recommendations

are hereby given:

1. Improvement of the working conditions of teachers entails focusing on

leadership empowerment that will pave the way for improvement of faculty

facilities and resources, class sizes and physical structure in the work

environment. There should be a concerted effort on the part of the government

for allocations towards the provision of a safe supportive environment for each

teacher in every division or district through a manageable work climate that

rebounds to improvement of student learning. Principals who are to serve as

instructional leaders who prioritizes and provides avenues for teacher growth

and teacher empowerment must be called for this task. More intensive policy

recommendations towards better working atmosphere through a strengthened

School Improvement Program at both the school and district level is highly and

strongly recommended.

2. An innovative Stress Management Program is suggested that will be diffused

to each and every school through the Principal and its Heads down to the

classroom teachers where there will be a positive impact on the educational

environment through self-reflection, cognitive restructuring techniques,

meditation, physical measures like massage and exercise, music and drawing

activities in a quiet place for respite will help reduce or tone down the moderate

stress levels encountered by teachers each day is further recommended.

Parents must also be involved in the process to ensure the cooperation and
 69

participation of the whole school community. Based on a quote by Dolly Parton

“Nobody gonna live for ya” she meant that mental health be given priority and to

avoid toxic influences in life for stress is only a perception and you have control

of your perceptions.” Hence more positive ways of looking at life itself is a must

for every teacher in every school to adopt as a philosophy in the teaching craft.

3. Since the result of this study showed weak and very weak relationship

between working condition and personal stress le vel of teachers, similar study in

other districts or divisions using the same instrument is recommended to other

researchers to validate the results of this study and other studies correlating

teachers personal stress level to other factors that cause stress to teachers are

also recommended.
 70

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www.cedu.nni.com

www.webmd.com

www.deped.gov.ph

www.ourunion.org., uk
www.worksafe.vic gov.ou

www.slideshare.net/sajidatariq 16 stress management for teachers

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APPENDICES

APPENDIX A
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APPENDIX B
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APPENDIX C

SURVEY QUESTIONNAIRE

I. PROFILE

Name: Optional_______________________________________________

School/District:_______________________________________________

Position: _____Subject Teacher

Civil Status: Age__

___Single ___20-29
___Married ___30-39
___Widow/Widower ___40-49
___Separated ___50-59
___Widowed ___60 and Above
___Single Parent

Teaching Experience Educational Attainment:

____1-5
____6-10 ____Bachelors Degree Holder
____ 11-15 ____With Master’s units
____ 16-20 ____MA degree Holder
____ More than 20 ____With units in doctoral
____Doctorate Degree Holder

II – WORKING CONDITION
Direction: Please assess your work condition for School Year 2014-2015. Put a
check in one of the boxes which most apply to you where:

5- Always
4- Often
3- Sometimes
2- Seldom 1- Never
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5 4 3 2 1
1. I am clear what is expected of me at work
2. I can decide when to take a break
3. Different groups at work demand things from me that are
hard to combine
4. I know how to go about getting my job done
5. I am subject to personal harassment in the form of unkind
words and behavior
6. I have unachievable deadlines
7. If work gets difficult, my colleagues will help me
8. I am given supportive feedback in the work I do
9. I have to work very intensively
10. I have a say in my own work speed
11. I am clear what my duties and responsibilities are
12. I have to neglect some tasks because I have too much to
do
13. I am clear about the goals and objectives of my school
14. There is friction or anger between colleagues
15. I have a chance in deciding how I do my work
16. I am unable to take sufficient break
17. I understand how my work fits into the overall goals of the
organization
18. I am pressured to work long hours
19. I have a chance in deciding what I do in the classroom
20. I have to work very fast
21. I am subject to bullying at work
22. I am aware of others being subject to bullying at work
23. If I were aware of bullying I would be able to challenge it
24. If I reported bullying, I would be confident that it would be
stopped
25. I have unrealistic time pressures
26. I can rely on my school superiors(Department
Head/Principal) to help me out with a work problem
27. I get help and support from my colleagues
28. I have some say over the way I work
29. I have sufficient opportunities to question school
superiors(Department Heads and Principal)
about change at work
30. I receive the respect at work I deserve from colleagues
31. Teachers are always consulted about change at work
32. I can talk to my school superiors(Department
Head/Principal) about something that has upset or annoyed
me about work
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33. My colleagues are willing to listen to my work-related

problems
34. When changes are made at work, I am clear how they
will work out in practice.
35. I am supported through emotionally demanding work
36. Relationships at work are strained

37. My school superiors,dept heads/principal encourages me

at work

III-STRESSLEVEL

Direction: Check the response in the box which best indicates how often you
experience each stress indicator during a typical week guided by this scale:

5–Always(5daysaweek)
4-Often(3daysaweek)
3-Sometimes(oneandahalfdaysaweek)
2-Seldom(lessthantwohoursaweek)
1-Never

Physical Indicators: How often would you say:

5 4 3 2 1
1. My body feels tense all over
2. I have a nervous sweat or sweaty palms
3. I have a hard time feeling really relaxed
4. I have severe or chronic lower back pain
5. I get severe or chronic headaches
6. I get tension or muscle spasms in my face, Jaw, neck or
shoulders
7. My stomach quivers on feels upset
8. I get skin rashes or itching
9. I have problem with my bowels (constipation, diarrhea)
10. I need to urinate more than most people
11. My ulcer bothers me
12. I feel short of breath after mild exercise like climbing up
from flights of stairs
13. Compared to most people, I have a very small or a very
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large appetite
14. My weight is more than 15 pounds higher than what is
recommended for a person my height and build
15. I smoke tobacco
16. I get sharp pains when I am physically active
17. I lack physical energy
18. When I am resting, my heart beat more than 100 times a
minute
19. Because of my busy schedule, I miss at least two meals
during the week’
20. I don’t really plan my meal for balanced Nutrition
21. I spend less than three hours a week Getting vigorous
physical exercise (running, playing basketball, tennis,
Swimming and others)

Sleep Indicators

5 4 3 2 1
1. I have trouble falling asleep
2. I take pills to get to sleep
3. I have nightmares or repeated bad dreams
4. I wake up at least once in the middle of the night for no
apparent reason

Behavioural Indicators

5 4 3 2 1
1. I stutter or get tongue-tied when I talk to other people
2. I try to work while I am eating lunch
3. I have to work late
4. I have to work even when I feel sick
5. I have to bring work home’
6. I drink alcohol or use drugs to relax
7. I have more than two beers, eight ounces of wine or three
ounces of hard liquor a day
8. When I drink, I like to get really drunk
9. I get drunk or high with other drugs more than once a
week
10.When I feel high from alcohol or Drugs, I will drive a motor
vehicle
11. I tend to stumble when walking or have more accidents
than other people
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12. In any given week, I take at least one prescription drug

without the recommendation of a physician (e.g.
amphetamines/barbiturates)
13. I have problems with my sex life
14.At least once during the week, I will make bets with money
15. After dinner, I spend more time alone Or watching TV
than do talking with Family and friends
16. I arrive at work late
17. At least once during the week, I have A shouting match
with a co-worker or supervisor

Emotional Indicators
5 4 3 2 1
1. I have found the best way to deal with hassles and
problems is to consciously avoid thinking or talking about
them
2. I have trouble remembering things
3. I feel anxious or frighthened about problems I can’t really
describe
4. I worry a lot
5. It is important to me not to show my emotions to my family
6. It is hard for me to relax at home
7. It is best if I do not tell even my closest friend how I am
really feeling
8. I find it hard to talk when I get excited
9. I feel very angry inside
10. I have temper outburst I can’t control
11. When people criticize me over in friendly constructive
way , I feel offended
12. I feel extremely sensitive and irritable
13. My emotions change unpredictably and without any appar
ent reason
14. I feel like I really can’t trust anyone
15. I feel like other people don’t understand me
16. I really don’t feel good about myself
17. Generally, I am not optimistic about my Future
18. I feel very tired and disinterested in life
19. Impulsive behavior has caused me problem
20. I have felt so bad that I thought of hurting myself
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21. When I have an important personal problem I can ‘t solve

myself, I do not seek professional help

CURRICULUM VITAE

MARIA LUISA CRUZ ALANES

BLOCK 4 LOT 10 PHASE IB DIAMOND STREET

PLEASANT HILLS SUBDIVISION

SAN JOSE DEL MONTE CITYBULACAN

NATIONALITY- Filipino

DATE OF BIRTH- May 29, 1959

Female
CP # 0918-547-1656

EMAIL ADDRESS:marialuisaalanes@yahoo.com

PROFILE

Science Teacher II with 18 years experience in classroom teacher in the public

school
College Instructor of 16 years experience in nursing schools
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Senior Clerk-Stenographer with 7 years experience in a government school

Staff Nurse with 1 year experience in a government hospital

WORK EXPERIENCES

August 1997 to Present - Regular Permanent Teacher II

Maligaya High School, Quezon City

June 1996 to March, 2008 – Part-time College Instructor

J.P. Sioson General Hospital and Colleges,Bago Bantay,

Quezon City

June 2003-March 2004 -Part-time College Instructor

World Citi College, Aurora Blvd. Quezon City

June 1996 – March 1997 - College Instructor and Clinical Coordinator

St. Dominic Savio College,Ciudad Real, SJDM Bul

January1993- March 1996 -Faculty Member,College of Nursing

Medical Secretarial Department

Coordinator, School of Midwifery,

J.P.Sioson Medical Center, School of Midwifery

Bago Bantay, Quezon City

May 27, 1992-Dec, 1992 – Registrar and Clinical Instructor

J.P. Sioson Medical Center, School of Midwifery

Bago Bantay, Quezon City

November 21,1983-June 1990 – Stenographer-Board of Trustees

Senior Clerk, Administrative Services Division.

Philippine Science High School

Diliman Quezon City

October, 1981 –December 1982- Staff Nurse

Philippine National Railways Hospital.

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Caimito Road, Caloocan City

EDUCATION

Far Eastern University

Bachelor of Science in Nursing with 18 units of Education

Graduated in April, 1980

Polytechnic University of the Philippines-Open University

Pre-Master of Educational Management (18 units)

Summer April to May 2011

Polytechnic University of the Philippines –Open University

Master of Educational Management 36 units)

June 2011 – to March 2013

Passed Written Comprehensive Examinations – September 20, 2013

Vocational – Cora Doloroso Career Centre

Secretarial Course Career Development

July to September 1983 with 372 hrs on the job training(CDCP now PNCC )
Non –Education Units(Nursing)-Philippine Women’s University Manila

Master of Arts in Nursing – 30 units academic requirements completed

Nov.1992 to May 1995

PROFESSIONAL LICENSE/CIVIL SERVICE ELIGIBILITY

Licensure Examination for Teachers - August 24-25, 1996

Nurses Board Examination - April 26-27/May 1, 1980

Career Service Professional Examination- Dec, 7, 1980

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Stenographer Examination - July 25, 1983

PERSONAL COMPETENCIES AND SKILLS

Languages spoken: tagalog, English

Skills: Nursing, teaching , writing

Hobbies: listening to music, poetry writing, drawing

AFFILIATIONS:

Philippine Public School Teachers Association

Quezon City Public School Teachers Association

Couples for Christ, Pleasant Hills, Subd. SJDM Bulacan