1

Chapter 1

THE PROBLEM AND ITS RESEARCH DESIGN

Introduction

Rationale of the Study

Teaching is becoming a more challenging profession worldwide. Surveys

conducted revealed a widespread concern about the effects of stress on

teachers’ sense of well-being and their willingness to stay in the profession.

Before 1970's, teaching was considered as a noble profession (Ravichandran &

Rajendran, 2007). But, in the recent years, researches have proven that teaching

profession is one of the stressful professions (Parav, et al., 2016).

Teachers are vulnerable to occupational stress, hazards and even

disorders due to varied routines and activities. Teachers’ occupation is physically

and mentally challenging and needs a lot of energy in the classroom coupled with

many personal and family commitments. This trend is already a practice for a

teacher and may cause a lot of stress or pressure to them. Stress can be defined

as the result of any emotional, physical, social, economic or other factors that

requires a response or change and hazards is any condition or situation that may

be dangerous to the safety and health of workers.

Bellingrath, et al., (2009) have identified teaching as a high stress

occupation and results showed that between 19.90% and 30.70% of teachers

reported feeling their job was either very stressful or extremely stressful. In the

21st century education, teachers have to face different demands from school

management, parents and society. They are required to acquire many new skills
 2

to cope effectively in a very fast changing society. They have to equip

themselves in terms of creativity, innovations and critical thinking.

Ekundayo & Kolawole (2013) conducted a study on the stress among

secondary school teachers in Ekiti State, Nigeria. The study examined the

various sources of stress and results revealed that poor working conditions, poor

relations with superiors and late payment of salaries were major sources of

stress. The study also revealed that managing one’s time effectively is the main

strategy for coping with stress.

In the Philippines, a stress profile of public elementary teachers conducted

by Pagayanan, (2016) in Tacloban City Division showed that the teachers’ level

of stress was generally high. Researchers strongly believed that stress arising at

work has detrimental effect on the behavior of people, which ultimately results in

personal and organizational inefficiency.

The secondary teachers in the district of San Francisco, Cebu are not

exempted with this work related stress. Many of the teachers felt the same

situation and experienced a more stressful life than before. In addition, the district

of San Francisco is separated from the mainland of Cebu where the division

office is located. San Francisco district is an island separated by water in the

northern part of the province of Cebu. Submission of reports and other work

related activities which are in the mainland added stress to teachers’ works due

to transportation and other hazardous condition that may hamper along in

accomplishing reports, attending trainings and conferences and other school

related concerns.
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However, improvements in the working conditions, understanding the needs, and

feelings of teachers could possibly lead to improved student achievement,

productivity at schools, and quality in education. Preventing and reducing stress

may benefit teachers, students, administrators, parents, and schools in general.

This study will ascertain the occupational stress of secondary teachers in the

district of San Francisco, Cebu in order to recommend intervention activities to

cope with occupational stress.

Theoretical Background of the Study

This study is anchored on trait based theories as described by Smith

(2012). This also holds on stress coping theories as well defined by Lazarus’

theory (Torres et al., 2009) and the self-efficacy theory as predictor of

occupational stress and is described by Aggarwal (2012).

The trait based theories category focus on coping as a product of

personality among all diverse life situations. One theory under this category is

based on Hans Selye’s work in systemic stress that related to physiology and

psychobiology as General Adaptation Syndrome (GAS) type of responses. This

model states that if an event threatens an organism’s well-being (stressor) leads

to three bodily responses that include: alarm, resistance and exhaustion. Some

of the examples of trait based theories include Gleser and Ihilevich’s Defense

Mechanisms Inventory which assesses an individual’s reference between five

protective actions and Goldstein’s measure of coping-avoiding, which relates

reactions to personality characteristics. Although trait based coping has some

 4

relevance to determining an individual’s preference for the use of specific coping

mechanisms, research indicates that it has a low predictive value in regard to the

coping process, and may underestimate the complexity of the coping process

(Smith, 2012).

The second is stress coping theories that looks at coping as a process

and is well defined by Lazarus’ theory which views coping as a process

characterized by the continuous appraisal and reappraisal of a person’s

interaction with his/her environment (Torres et al., 2009). The way a person

views the stressor is based on the outcome he/she expects from the situation.

This view of a stressor was originally called an “appraisal” as described by Arnold

in the year 1960’s and elaborated by Lazarus in regard to stress. Shifts in the

way an individual views stress may come from the environment or situations

outside of the individual’s control, or they may come from efforts to manage the

stress by the individual. This theory suggests that research examining coping

mechanisms related to a specific event, rather than as generalized statements,

will yield a more accurate appraisal of individual coping strategies

Aggarwal (2012) described self-efficacy as predictor of occupational stress

among academic faculties. It explained the interactive and relative effects of self-

efficacy on occupational stress of academic faculty and indicated that self-

efficacy is effective in predicting role insufficiency and role ambiguity. According

to this theory, coping is a process which is based on shifts in the way an

individual views a potential stressor. The way a person views the stressor is

based on the outcome he/she expects from the situation. This view of a stressor
 5

was originally called an “appraisal” as described by Arnold in the year 1960’s and

elaborated by Lazarus in regard to stress. Shifts in the way an individual views

stress may come from the environment or situations outside of the individual’s

control, or they may come from efforts to manage the stress by the individual.

This theory suggests that research examining coping mechanisms related to a

specific event, rather than as generalized statements, will yield a more accurate

appraisal of individual coping strategies.

It was described that teachers are increasingly stressed (American

Psychological Association [APA], 2011). This is considered due to increased

performance standards of the fast changing educational system. Teachers and

even stakeholders are still adjusting and adopting the new curriculum. This put

teachers into a stressful situation.

As more and more research was conducted concerning occupational

stress, teacher stress as a type of occupational stress began to be studied.

Research on teacher stress, conducted since at the late 1960’s has led to

teaching being classified as a high stress occupation (Smith, 2012).

Teacher’s social relationship are core aspect of the teaching profession

and teacher’s effectiveness is higher in schools where teachers perceive

supportive collegial relationships (Johannsen, 2011). Jackson and Bruegmann,

(2009) revealed that teachers performed better when the quality of their peers

improves within the same school over time. Research indicates that the quality of

relationships between teachers and school leaders (Principal) can influence

school outcomes. Yoon, et al., (2007) mentioned that teachers who receive
 6

substantial professional development can boost students’ achievement. Several

studies showed that teachers’ working conditions influence teachers’ job

satisfaction, retention, and school outcomes. The status of teachers’ job,

influences one’s contentment in their work, can easily absorb things or topics to

discussed and contribute to the development or progress of one’s school.

The type of teachers greatly affects the nature of students as well as the

condition of the occupational environment of teachers greatly affects student

learning. In addition to, working condition of teachers also affects performance

and effectiveness of the teacher in the teaching profession. Thus, decreasing

work related stress and hazards positively impact pupil’s achievement, school’s

performance and job satisfaction of teachers.

In this study, this strongly believed that high level of stress for teachers

eventually affect their performance as well as student’s achievement, school’s

productivity and job satisfaction.

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Stress- Coping Theories:

Occupational stress and
1. Trait-based theory
hazards
2. Stress coping theory
3. Self-efficacy theory

Workplace stress
Psychological stress
Social stress
Emotional stress
Financial stress
Moral stress

Secondary Teachers’ Working

Students Outcomes, condition and Performance
achievement and
performance

Figure 1
Theoretical Framework of the Study

Related Literature and Studies

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The word ‘Stress’ is defined by the Oxford dictionary as “state of affair

involving of demand on physical or mental energy”. It is a state of mental tension

and worry caused by problems in one’s life, work, etc. Stress is a general term

applied to various psychological (mental) and physiological (bodily) pressures

experienced or felt by people throughout their lives (Parrav et al., 2016).

The word stress nowadays is widely used. Stress definition according to

Beehr and Newman (2013) is a condition arising from the interaction of people

and their jobs. It is a feeling that will be created when we react to particular

events. It's the body's way of rising to a challenge and preparing to meet a tough

situation with strength and alertness.

There are various types of stress as mentioned in the study of Hunnur, et

al., (2013) with corresponding definitions. Job stress defined as harmful physical

and emotional responses that occur when the requirements of the job do not

match the capabilities, resources, or needs of the worker where it leads to poor

health and even injury. Occupational stress on the other hand is the experience

of negative feelings, such as worry and frustration. It is further described by

(Lath, 2010) that the physical and emotional response occurs when workers

perceive an imbalance between their work demands and their capability and

resource to meet these demands.

Stress problem is not only felt or experienced in developed information

societies but also for developing countries. However, there may be differences in

these countries in the sources of stress that people face and their degree of

importance. Studies show that stress is not always a negative fact. Some experts
 9

argue that those who work in a moderate level of stress work with a higher

performance. Besides, a moderate level of stress may have a motivating effect if

the individual’s comprehension of roles is positive (Little, 2007). Each profession

causes a specific level of stress. However, teaching is among the professions

that cause more stress compared to other professions and it affects both the

teacher and the learners in the teaching process.

Research on stress among academic and general staff of universities from

across the globe indicates that the phenomenon of stress in universities is

alarmingly widespread and increasing. From the above studies, their findings and

recommendations concluded that stress among university teachers is somehow

similar at different levels of positions. Nagra & Arora, (2013) pointed out different

stressors among university teachers that includes role of gender and marital

status with regard to stress while other researchers have indicated role

insufficiency and role ambiguity as a factor of stress. Apart from that some other

has clearly concluded that university/ college are mostly affected by not other

than work stress. Sources of teachers stress may be summarized as low

motivation in students, discipline problems, pressure of time and work load,

colleague relationship, conflict and indefiniteness of roles, bad working conditions

and self-respect, students’ discipline problems, inadequate support of

colleagues, family and friends. The students’ behaviors inside the classroom or in

the school have greatly causes stress in teachers (Demjaha et al., 2015).

It is strongly believed that the most important teacher’s working conditions

were the meaningful teacher retention and student achievement. Hirsch and
 10

Emerick, (2007) mentioned teachers working conditions are students learning

conditions and teachers working condition are directly associated with teacher

effectiveness as well as teacher productivity. It is also believed that the condition

of the teacher to absorbs facts and the meaningful way of control things beyond

(retention) together with the achievement of students towards your lesson are the

most important type of teacher’s working condition.

A study cited by Parrav et al., (2016) on the determinants of occupational

stress and coping strategies of physical education teachers and revealed that too

many students and not enough physical education facilities/equipment was the

most stressful factor in their jobs. This further indicates that the unavailability of

school facilities increases stress scenario of teachers. This is also true to

teachers situated in rural areas and small schools in which lack of school

facilities and equipment adds burden to teachers. Furthermore, Bhuvaneshwari

(2013) revealed that stress in married working women is caused due to long

working hours, various family and official commitments, harassments and

improper work life balance. The consequences of such stressors may result in

hypertension, depression, obesity and headache according to the study. Many

working women in India are stuck in stress and depression. Sindhu (2014)

proved that colleges teachers are affected by stress especially work stress and

that recommended adapt coping strategies for overcoming the stress.

Furthermore, a theory developed that type of stress leads to various problems

such as prolonged headaches, hypertension and obesity. Some studies revealed

 11

that stress can be relieved from institutional support, balancing work and life by

spending time with family, entertainments, yoga and rest.

A study investigated by Ghania, et al., (2014) to the elementary teachers

of Malaysia shows the factors that contribute stress and level of occupational

stress among special education teachers who are teaching in special education

classes in the state of Penang, Malaysia. The results from their study revealed

that pupil misbehavior is the main source of teacher stress among special

education teachers, followed by workload, time and resources difficulties,

recognition, and interpersonal relationship.

Teachers are blindly criticized if they fail to provide knowledge and

services to society according to expectations. The issue of stress among

teachers is becoming as one of the serious problem where adequate attention is

needed. Experiencing high level of stress could lead to various negative

consequences such as poor performance, lack of commitment, lack of motivation

and poor quality of classroom teaching. Thus, stress seems pervasive among all

teachers working at different level in different institutions.

As studied by Kerr et al., (2011) that most of the perceived teacher’s

stress in Ireland includes factors on dealing with students with personal

problems, dealing with disruptive student behavior and heavy workload of

teachers. It was found out also in this study that these teachers with high level of

stress lack suitable training and preparation felt by the participants particularly in

methods in dealing with sensitive and stressful situations in pupils, and in

appropriate means of reaction to student misbehavior.

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Another study was conducted pertaining to the stress level experienced by

the teachers in Turkey and Macedonia wherein the level of stress in male

teachers is higher with those of female teachers in terms of the socio cultural and

economic situations. The Turkish teachers have a mild level of stress whereas

Macedonian teachers have a moderate level of stress. The stress level of

Macedonian teachers is higher compared to Turkish teachers and was found out

the stress levels of teachers in Turkey are low compared to teachers in other

countries. The transition from primary school to secondary school and the

transition from secondary school to high school is made with a difficult exam in

the Turkish Education System. Besides, studies have shown that teachers in

Turkey have various professional problems (Eres & Atanasoska, 2011).

As mentioned in the study of Hunnur et al., (2013) in the result of their

investigation on job stress of teachers which indicate that the stress levels of

teachers in the Bagalkot area are average, and most of the teachers say they

feel stress due to work overload and also they mentioned inadequate salaries,

lack of discipline in the school, unmotivated learners, coping with large classes,

time demands, and lack of involvement in decision-making and emotional

reactions such as depression. In a survey assessing the stress levels of various

jobs by the Health and Safety Executive, teaching came out top. It further

analyzes the impact of demographic factors and type of job where it was found

out that 41.50% of teachers reported themselves 'highly stressed', while 58.50%

came into a 'low stress' category, while 36% of teachers felt the effects of stress

all or most of the time. On other survey in USA, it shows different reasons that
 13

cause distress to teachers: anxiety and depression 27%, conflict with managers

or colleagues 14%, pressure of workload and excessive changes 9%, loss of

confidence and performance anxiety 9% and the relationship, marital and family

problems is 5%. This further shows that the highest percentage is job related

stress that may wreck sometimes professional teacher personally while

discharging his duties. A major source of distress among teachers is result of

failure of school to meet the social needs and jobs demands of the teachers.

Kaur (2011) studied the occupational stress of teachers working in public

and government schools in relation with their age, gender and teaching

experience where it was found out that school teachers face high amounts of

stress during teaching and handling students; classroom in developing countries

like the Philippines remain overcrowded and teacher face intensive verbal

communications, prolonged standing, high volume of work load. As mentioned by

Ravichandran & Rajendran, (2007) teaching profession occupies important and

prestigious place in society. They are considered as the creators of leaders,

scientists, philosophers, advocates, politicians and administrators.

Nobile (2014) investigated the relationships between biographical

variables of gender, age, experience, and employment position and occupational

stress of staff members in catholic primary schools. They found that age, gender

and position were related to three out of the four identified domains of

occupational stress as well as overall occupational stress. In addition, male staff

experience higher levels of general occupational stress than their female

colleague overall. With the changing socio-economic scenario and increasing

 14

unemployment, the values of teacher and their professional concerns associated

with the job have undergone a change, increasing stresses and hassles to them.

Thus, occupational stress in teachers can lead to a variety of negative outcomes

including emotional exhaustion, feelings of depersonalization, and a sense of

failure with one's personal accomplishment. In other words, the negative

outcomes of teachers' occupational stress can be both internal and external.

Demjaha, Minov, Stoleski, & Zafirova (2015) investigated the stress

causing factors among teachers in elementary schools and their relationship with

demographic and job characteristics. The results of the study depicted that the

highest levels of perceived teachers’ work-related stress were caused by

changes in terms and conditions without consultation and given responsibility

without the authority to take decisions. Moreover, findings revealed that the

majority of interviewed teachers perceived their work-related stress as high or

very high. In terms of the relationship between the level of teachers’ stress and

certain demographic and job characteristics, the level of work-related stress has

shown significantly high relation to gender, age, levels of grades taught as well

as working experience, and significant relation to the level of education.

As indicated by Ozturk (2011) effects of job stress need to be monitored,

because they impact not only the teachers, but indirectly affect students and

schools. One early works of Nagra & Arora (2013) proves that occupational

stress had a significant relationship to health among the teacher educators in

relation to their gender and marital status. Furthermore, the study revealed that

female and married teacher educators experienced moderate level of

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occupational stress. Married and female teachers are most vulnerable to stress

than male counterparts due to family related and health condition.

THE PROBLEM

Statement of the Problem

This study will ascertain the occupational stress experienced by

secondary school teachers in San Francisco district, San Francisco, Cebu for the

school year 2018-2019 as basis for coping strategies.

Specifically, it answers the following questions:

1. What is the profile of the secondary teachers in terms of:

1.1. age and gender,

1.2. marital status,

1.3. distance of home to school,

1.4. number of children,

1.5. teaching Experience,

1.6. salary grade,

1.7. present rank/position, and

1.8. highest educational attainment?

2. What is the perceived level of occupational stress felt and experienced by

the teachers as categorized into:

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2.1. psychological,

2.2. physical,

2.3. moral,

2.4. social,

2.5. financial,

2.6. emotional,

2.7. professional inadequacy, and

2.8. workplace?

3. What are the coping mechanisms employed by the teachers for stress felt?

4. Is there significant relationship as to the profile of teachers with the level of

stress felt?

5. Based on findings what coping mechanisms or strategies will be designed to

secondary teachers?

Statement of Hypothesis

At five (5) percent level of significance the following null hypotheses

will be tested:

H01: There is no significant relationship between teachers’ profile and the

level of occupational stress experience or felt.

Significance of the Study

This study is beneficial to the following:
 17

School administrators/ Principal and school heads. The results

of the study will bring suggestions and or recommendations for them in

formulating possible intervention and or mitigation measures of coping varied

occupational stress and hazards to teachers or if not to suggest approaches of

overcoming stress in the workplace.

Elementary and Secondary school teachers. This study will be

very beneficial to the secondary school teachers as well as elementary teachers

for this will help them identify as to what level of stresses and hazards they

experienced and will then be given attention to administrators or school heads as

to what intervention measures to take.

Medical Staff. The result of this study will give them substantial

findings as to what intervention measures and other medical support they can

extend and impart to teachers to lessen stress in the workplace.

Physical Education (P.E.) Coordinators. The findings of this

study is an additional information to PE school coordinators as to what physical

activities can be suggested to lesser the stress and burnout experienced by

teachers in the workplace.

Researchers. The output of the study can be a reference to the

different researchers in conducting further studies relation to work or job stress.

This can be a basis for formulating proposals and action plan to improve

teachers’ health and coping strategies in dealing with work related stress.

Statement of Hypothesis
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At five (5) percent level of significance there is no significant

relationship on the teachers’ profile in different geographic locations and the level

of occupational stress and hazards felt.

RESEARCH METHODOLOGY

The research study used the descriptive type of research using semi-

modified questionnaires based on the quantitative description of the study. This

method was used to describe variables and to examine relationships among

variables of the level of stress and coping mechanisms and its significant

relationship among variables in the secondary school teachers of the district of

San Francisco, Cebu, Philippines.

Research Design

The study is a descriptive – correlational type of research with the use of

structured questionnaires and ascertains the level of occupational stress. A

standard semi-modified questionnaire will be developed by the researcher based

from the Work Safe Alberta Occupational Health and Safety Teacher Resources

and from the other studies conducted. This will be used to measure the level of

occupational stress and hazards in the teachers’ working conditions. A Likert

type will be used which provides the respondents with a series of statements to

which they could indicate the degree on how they felt the stressors and the

agreement or disagreement on the coping mechanisms for occupational stress.

Research Environment
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The study will be conducted to the five (5) public secondary schools

situated in the district of San Francisco part of Camotes Islands. Camotes group

of Islands is part of Cebu Province, Region VII. Municipality of San Francisco has

five public secondary schools namely: Cabonga-an National High School,

Camotes National High School, Consuelo National High School, Santiago

National High School, Tulang Integrated School and Lorenzo C. Tanza Memorial

National High School. These schools are located in the mountainous, plain and

across body of water surrounding the municipality of San Francisco. The

students of the secondary schools from junior to senior high schools ranges from

100 to 1800 students enrolled the School Year 2017-2018.

Research Participants

The respondents of the study are the secondary school teachers in the

five national high schools of the district of San Francisco, Cebu. There are 150

teachers in the public secondary schools of San Francisco District. Random

sampling will be used in each grade level with 50% of the total number of

teachers each grade level. They will be given questionnaires during the conduct

of the study.

Table 1
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Distribution of Respondents in the San Francisco district

Name of Elementary Schools Number of Sampled
Teachers (N) Respondents
1. Camotes National High School 43 22
2. Cabungaan National High School 30 15
3. Lorenzo C. Tanza Memorial National 28 14
High School
4. Consuelo National High School 25 13
5. Santiago National High School 24 12
Total 150 76

There will be 76 teachers who will be interviewed which are 50% of the

total respondents of 150 teachers in the secondary schools of San Francisco

district.

Flow of Research Process

This research goes through the process presented in Figure 2.

The research has for its input on the level of occupational stress and hazards

felt by the teachers including the causes and effects perceived by the elementary

teachers in the district of San Francisco in different geographical locations.

The study utilized descriptive survey method with the use of structured

questionnaire as the main instrument for data gathering. The processed data was

presented, analyzed and interpreted.

Based on the findings, its expected output is the intervention activities of

coping out with stress and hazards among elementary school teachers.
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Figure 2

Map of the Research Locations

Table 2
Description of the Research Locations per school

Name of Schools Distance from the Description

 22

Municipality (km)
1. Camotes National 1.0 Is the mother school situated near
High School the town proper and is along the
road with big school grounds
2. Cabungaan 10 A barangay school located far from
National High School the municipal and can be reached
through a motorcycle; a one
kilometer away from the barangay
proper of Cabungaan and is
located along the road
3. Lorenzo C. Tanza 8.5 A barangay school situated north
Memorial National eastern part of San Francisco
High School town, along the main road with
nearby lake which is a tourist
destination.
4. Consuelo National 12 Situated at the southeast part of
High School the municipality along the road and
is located 1 kilometer away from
the port area.
5. Santiago National 13 Is located southern most of the
High School municipality which is near a beach
area considered as tourist
destination.

Table 2 presents the description of the schools which are considered as

the research locations considering the geographical locations of the area.

 Profile of Teacher
A. Fielding of
respondents questionnaires
age and gender, B. Uses scale for the
marital status, level of stress/ and
distance of residence
number of children,
coping mechanisms
teaching experience, C. Statistical
salary grade, designation/s Treatment of Data for
the profile of teachers
 23

Figure 3

Research Instrument

The research instrument used in this study will be a semi structured

questionnaire (close ended) with is a Likert scale type of questions. The Likert

questions help the respondents to ascertain how strongly they agree to the
 24

particular statement on the occupational stress felt. This are helpful to them on

how they feel towards certain condition of their occupation. The first part of the

questionaire will be the profile of techers in terms of age and gender, marital

status, distance of residence number of children, teaching experience, salary

grade and designation/s. For the second part is the perceived level for

occupational stress with regards to psychological, physical, moral, social,

financial, emotional, workplace and professional inadequacy.

Analysis of data with the use of statistics using Pearson Correlation and

Multiple Regression Analysis will be used in order to proceed with the

discussions and interpretations. Frequency and percentage distribution was used

to quantify the responses of the respondents in terms of the level of occupational

stress and hazards and the perceived causes and effects. The tabulated data on

the level of stress will be treated with the use of frequency distribution,

percentage and weighted means determining the mode, median and standard

deviation. Pearson correlation was used to compute the significant relationship of

the respondents’ profile with the level of stress and hazards felt. Pearson chi

square correlation was used in determining the linear relationships of the

variables on respondent’s profile and hazards and stress of teachers felt, while

eta-correlation coefficient was used in measuring the strength of the non-linear

relationships.

Statistical Treatment of Data

Percentage. Frequency and percentage distribution was used to quantify

the responses of the respondents in terms of the level of occupational stress and

the perceived causes and effects.

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Average Weighted Mean. The tabulated data on the level of stress and

will be treated with the use of frequency distribution, percentage and weighted

means determining the mode, median and standard deviation. Pearson

correlation was used to compute the significant relationship of the respondents’

profile with the level of stress and hazards felt. Pearson chi square correlation

was used in determining the linear relationships of the variables on respondent’s

profile and stress of teachers felt, while eta-correlation coefficient was used in

measuring the strength of the non-linear relationships.

Scoring Procedure
A. A Likert scale was used to quantify responses of the respondents in terms
of the level of stress felt:
Scale Mean Range Category Verbal Description
3 2.40-3.00 High Stress felt is great
2 1.70-2.30 Moderate Had adequate level of stress
1 1.00-1.60 Low A small degree of stress

B. For the indicators on coping mechanisms of occupational stress and hazards

the rating scale used is:
Scale Mean Range Category Verbal Description

3 2.40-3.00 Agree Accept the mechanisms profoundly

2 1.70-2.30 Neutral Does not agree nor disagree on the type of
mechanisms
1 1.00-1.60 Disagree Refused the mechanisms on stress and hazards

DEFINITION OF TERMS

This section presents the terms as used in the study in order to

understand them and for the purpose of having common frame of reference. The

following operational definitions are given:

 26

Behavioral. This means the result or change of behavior or attitude of a

person due to the experienced stress in their workplace or in the kind of jobs they

have.

Coping mechanisms. These are the perceived strategies of the teachers

on how to deal and handle stress in the workplace.

Economic. The condition of teachers in terms of available resources or

finances that they have.

Emotional. This refers to the expressive or sensitive result of the stress

and hazards as experienced by the teacher respondents.

Family. This refers to the personal and or household reasons for the

stress and hazards experienced by the teacher.

Intervention Measures. This refers to the process or ways and the

coping mechanisms of relief that a teacher can do as a result of their

occupational stress and hazards.

Occupational Stress. This refers to the status of the job as experience by

the teachers that result to any emotional, physical, social, economic or other

factor that requires in relation to their jobs or working conditions.

Physiological. This means the physical or bodily result of the stress and

hazards experienced by the teacher respondents.

Physical. This relates to the human or bodily condition of the teachers to

perform in their respective working areas.

Professional inadequacy. These are the factors that refer to the

insufficient skilled or expertise the teachers in their profession. These are also
 27

factors that include insufficiency of trainings, seminars, professional development

and other work related conditions that may result to the occurrences of the stress

and hazards felt by the respondents.

Psychological. Are the emotional, spiritual and or mental results or

outcomes of the stress been felt. The negative feelings, such as worry and

frustration in the physical and emotional response that occurs when workers

perceive an imbalance between their work demands.

Peer. This refers to state of the relationships of the co -teachers as peers

in the working environment that may causes stress to the teacher respondents.

Social. This means the societal or community condition of the teachers

towards parents, to the community and all other societal relationships.

Student factor. This means the occurrence of the occupational condition

felt by teachers in terms of student’s behavior and characteristics shown inside

the classroom.

Workplace. This refers to the place or area of work the teacher assigned

in each station of the district of San Francisco, Cebu and is where they are

working or teaching as part of their occupational condition.

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BIBLIOGRAPHY

BIBLIOGRAPHY

A. BOOKS

Beehr, T.A. and J.E. Newman. 2013 “Job Stress, Employee Health and
Organizational Effectiveness: A Facet Analysis, Model and Literature
Review”, Personal Psychology, 31, pp.665-699.
 29

Bellingrath, S., Weigl, T., & Kudielka, B. (2009). Chronic work stress and
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CURRICULUM VITAE

CURRICULUM VITAE

PERSONAL BACKGROUND

Name : FOBE MECHAEL A. NUDALO

Address : San Isidro, San Francisco, Cebu.

Age : 28

Birthdate : March 6, 1993

Birthplace : San Isidro, San Francisco, Cebu

Contact No. : 09213086466

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Gender : Male

Religion : Roman Catholic

Nationality : Filipino

Civil Status : Single

Parents : Mr and Mrs. Sabino Nudalo

EDUCATIONAL BACKGROUND

Graduate Studies : Master of Arts in Education

Cebu Technological University,
San Francisco Campus
March 2014

College : University of Cebu

Bachelor in Secondary Education
Major in Social Studies
March 2013

High School : Campillo Progressive School Inc

Western Poblacion, San Francisco, Cebu
Fourth Honorable Mention
March 2009

Elementary : San Isidro Elementary School

San Isidro, San Francisco, Cebu

March 2002

WORK EXPERIENCE
September 5, 2014 to present : Teacher 2
Cabonga-an National High School
Cabonga-an, San Francisco, Cebu

TRAININGS AND SEMINARS ATTENDED

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