Research Problem:

Public School Language Teacher’s Level of Work-Related Stress, Job Satisfaction, and Job
Performance During the Pandemic and Its Intervention

Research Questions:
1. What is the level of work-related stress among teachers in terms of:
a. Demands
b. Support
c. Relationship
d. Role
e. Change
2. What is the level of job satisfaction among teachers in terms of:
a. Physiological Needs
b. Safety and Security
c. Sense of Belongingness and Love
d. Esteem
e. Self- Actualization
3. What is the effect of the intervention program to the respondent-teachers?

Scope and Delimitations

This study is conducted primarily for the purpose of identifying the level of Public School
Language teachers’ work- related stress and job satisfaction and its relationship to their job
performance during this pandemic period. It assesses the relationship of stress, satisfaction and
work performance of secondary school teachers within the Department of Education, Division of
Cavite City. This study is limited on the actual data and records of public secondary school
language teachers’ performance and their level of stress and satisfaction at systematic random
sampling. The researcher would gather the needed information from the 2 public secondary
schools in the Division of Cavite City. The conduct of the study is limited on the availability of
real data provided by the respondents in the questionnaires and teachers’ reports and
documents. It will also assess the effects of intervention program to the teacher-respondents.

Related Literatures:
1. Anderson, D. M. (2017). Kraus' Recreation & Leisure in Modern Society. Jones & Bartlett
Learning.

2. Bentley, P. J., Coates, H., Dobson, I. R., Goedegebuure, L., & Meek, V. L. (2013).
Academic job satisfaction from an international comparative perspective: Factors
associated with satisfaction across 12 countries. In Job satisfaction around the academic
world (pp. 239-262). Springer, Dordrecht.

3. Burbank, M. D., Bates, A., & Gupta, U. (2016). The influence of teacher development on
secondary content area supervision among preservice teachers. The Teacher
Educator, 51(1), 55-69.
4. Callaway, J. M. (2015). Georgia State University. Behavioral Disorders, 25(1), 41-51.

5. Christodoulou, J. A., Murtagh, J., Cyr, A., Perrachione, T. K., Chang, P., Halverson, K., ...
& Gabrieli, J. D. (2017). Relation of white-matter microstructure to reading ability and
disability in beginning readers. Neuropsychology, 31(5), 508.

6. Drakich, J. Faculty Work Life and Job Satisfaction: University of Windsor, 2012.

7. Dror, O. E. (2017). Deconstructing the “Two Factors”: The Historical Origins of the
7.a.1. Schachter–Singer Theory of Emotions. Emotion Review, 9(1),
716. https://doi.org/10.1177/1754073916639663

8. Dworkin, A. G., Saha, L. J., & Hill, A. N. (2003). Teacher burnout and perceptions of a
8.a.1. democratic school environment. International Education Journal, 4(2), 108-120.

9. Dunekacke, S., Jenßen, L., & Blömeke, S. (2015). Effects of mathematics content
knowledge on pre-school teachers’ performance: A video-based assessment of perception
and planning abilities in informal learning situations. International Journal of Science and
Mathematics Education, 13(2), 267-286.

10. Dunn, A. H. (2011). Global village versus culture shock: The recruitment and preparation of
foreign teachers for US urban schools. Urban Education, 46(6), 1379-1410.
 Rubrics for Problem Statement, Research Questions and Scope and
Delimitation
CONTENT
The research problem and research questions give more focus on one of the 21 st century
communication skills (viewing, listening, speaking, reading or writing skill)
5 4 3 2 1
FEASIBILITY
The research problem and research questions is realistic and within the mental capacity of
the learners
5 4 3 2 1
BACKGROUND KNOWLEDGE
The research problem is supported by related literature, particularly journal articles.
5 4 3 2 1
RELEVANCE
The community or the institution would benefit from the study.
5 4 3 2 1
CORRELATION
The research problem and research questions are greatly related to each other.
5 4 3 2 1
SPECIFICATION
The research problem is clearly stated. It shows the purpose of the learner in pursuing a
study. In addition, the research questions show the aspects of the research problem.
5 4 3 2 1
.
INTERROGATIVE PRONOUNS
The research questions would activate the learner’s high-order thinking skills through the
right interrogative pronouns used in the said questions.
5 4 3 2 1
SCOPE AND DELIMITATION
The Scope and Delimitation is clearly written. It the coverage of the study area, the
participants or the respondents, the research instruments, the length for the study, and
the restriction that have direct effect on the result of the study.
5 4 3 2 1

Submitted By:
Camacho, Sachiko
Delos Santos, Rosalyn
Merced, Princess Sarah