ABSTRACT

This quantitative research study used correlational design. This study sought to

determine the relationship between the occupational stress and satisfaction level in terms

of pay amenities through conducting a survey to (30) high school teachers of Science and

Technology Education Center, Marigondon National High School and Babag National

High School for the school year 2019-2020. Based on the findings, there was a significant

correlation on the teachers’ occupational stress level and pay amenities.

Keywords: occupational stress level, satisfaction level, pay amenities

 ACKNOWLEDGEMENT

The researchers, would like to express their sincerest gratitude to the people who,

in one way or another, contributed to the realization of this quantitative research project.

The researchers’ appreciation and gratitude for the support and dedication provided by

the following:

Mr. Aljun M. Amancio, the researchers’ adviser, for his valuable suggestions and

insights, guidance and assistance all throughout the completion of this research project;

To their parents, for their undying support and allowing them to commit their time

in realizing the study, whose moral and financial support were never absent;

Ms. Jessabel Pino, RPm, for giving us her valuable time and sharing her own

inputs for the improvement of our project, and as well as validating our research

questionnaire;

To the principals and teacher respondents of Marigondon National High School,

Babag National High School and Science and Technology Education Center, who lent us

their time and effort in participating to the data gathering;

Most of all, to the Lord God Almighty, for whom words are not enough to express

their deepest gratitude for the wonderful gift of life, knowledge, wisdom, strength,

courage and perseverance.

To all of those who were forgotten to be mentioned and acknowledged, who also

made this research project possible, their sincerest thanks and gratitude to you all.
 TABLE OF CONTENTS

CHAPTER 1: THE PROBLEM AND ITS SCOPE

Rationale of the Study …………………………………………………….6

Conceptual Framework of the Study ………………………………………

Statement of the Problem

………………………………………………….9

Hypotheses ………………………………………………………………10

Significance of the Study

………………………………………………...10

Definition of Terms ……………………………………………………...11

Scopes and Limitations of the Study

……………………………………..12

CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES

Work-related Stress ……………………………………………………...13

Stress Among Teachers ………………………………………………….14

Stressors of Teachers

…………………………………………………….15

Organizational Stressors …………………………………………………

16

Students’ Behaviour ……………………………………………………..16

 Administrative Problems

………………………………………………...18

Interpersonal Relations

…………………………………………………..19

Age of Teachers

………………………………………………………….20

Workload ………………………………………………………………...22

Teacher Workload in the Philippines

…………………………………….25

Impact of Teacher Workload

…………………………………………….26

Pay Amenities …………………………………………………………...28

CHAPTER 3: RESEARCH METHODOLOGY

Research Design …………………………………………………………31

Research Environment ……………..……………………………………31

Research Participants …………………………………………..………..33

Research Instrument ……………………………………………………..34

Data Gathering Procedure ……………………………………………….34

Statistical Data Treatment Plan

…………………………………………..35

Ethical Consideration ……………………………………………………36

CHAPTER 4: PRESENTATION OF DATA, RESULTS AND DISCUSSION

Table no. 1: Age of Respondents ………………………………………………………37

Table no. 2: Sex of Respondents ……………………………………………………….38

Table no. 3: Occupational Stress Level and Satisfaction Level in terms of Pay Amenities

Table no. 4: Occupational Stress Level versus Pay Amenities ……………………….40

CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATIONS

Summary of Findings ……………………………………………………42

Conclusion

……………………………………………………………….42

Recommendation

………………………………………………………...42

BIBLIOGRAPHY ……………………………………………………………………...43

CHAPTER 1

THE PROBLEM AND ITS SCOPE

Rationale of the Study

Knowledge economy is vital worldwide. Countries are spending a major part of

their budget on education. This year, the Republic of the Philippines has allocated the

largest portion of its P4.1 trillion 2020 National Budget on education, approximately

amounting to P692.6 billion pesos. This just shows how important education is not just in
the Philippines but to all countries. And in any country’s education system, the educators

have the most vital role, as the educational institutions’ success is mainly dependent on

them who educates the young valued assets of the country. The educators, educational

institutions and the society itself has to work hand in hand to ensure the sustainable

socio-economic growth and development of the country.

Teachers are valued assets of any society. They impart knowledge and skills to

different sectors and contribute towards the development of the economy. Recent changes

have resulted in creation of new challenges that shape of global competition,

technological advancements, quality assurance, standardization and cost maximization.

And it is important to note that their performance is a fundamental concern. They are

constantly under immense pressure to meet the expectations and through the process of

meeting these expectations, teachers are exposed unwanted internal and external factors.

Due to heavy workload, unsecured state of job and low salary pay in the teaching

profession, the presence of stress at work is inevitable. An early analysis came from

Kyriacou (2003), who presented a model of teacher stress which conceptualized teacher

stress as "a response syndrome mediated by an appraisal of threat to the teacher's self-

esteem or well-being and by coping mechanisms activated to reduce the perceived

threat".

Skills and techniques are needed by teachers to keep students organized, attentive,

and productive in class however, there are bad circumstances which cannot be avoided.

One teacher’s responsibility is the teaching load. It is the number of contact hours

assigned to a faculty member in a given semester or academic year. The physical

environment of a workplace is also one factor to consider that causes stress to teachers

along with the management and budget of compensation.

It is not stressed enough how vital educators are to the current society with a

demanding educational system that aims to produce globally competitive individuals, and

so the researchers conducted this study to determine if there is a relationship between the

occupational stress levels and compensation of the public Senior High School teachers of

Lapu Lapu City. Hopefully with the generated findings, recommendations could be made

to help the hardworking educators of the country.

Conceptual Framework of the Study

VALIDATED SURVEY QUESTIONNAIRE

OCCUPATIONAL STRESS LEVEL PAY AMENITIES

Classroom Management

Work Environment
 RESULTS (Pearson’s r)

RECOMMENDATIONS

Statement of the Problem

The main objective of this study is to determine the relationship between the

occupational stress and satisfaction level in terms of pay amenities among the public

Senior High School teachers in Lapu Lapu City.

This study also seeks to answer the following queries:

 1. What is the profile of the respondents in terms of:

1.1 Age;

1.2 Sex;

2. What is the level of occupational stress of the respondent in terms of:

2.1 Classroom Management

2.2 Work Environment

2.3 Time Demands and Work Load?

3. What is the satisfaction level in terms of pay amenities among respondents?

4. Is there a significant relationship between occupational stress level and

satisfaction level in terms of pay amenities among public High School

teachers?

5. Based on the generated findings, what recommendations could be formulated?

Hypotheses

There is no significant difference between the occupational stress level and

satisfaction level in terms of pay amenities among public High School teachers.
Significance of the Study

There is little literature in the Philippines regarding the occupational stress of

teachers and whether it affects their satisfaction towards their pay amenities. Existing

studies only identify the stressors and replicate it according to previous data, and thus

there is a need to conduct an actual research to find if there really is a relationship

between the teachers; occupational stress level and satisfaction level in terms of their pay

amenities.

The findings of this study are beneficial to the following:

Educators. That this research can help acknowledge the occupational stress of

high school teachers, and help realize of what may be strengthened and improved in the

current educational system, to help improve their working conditions and help lessen the

level of their occupational stress.

Definition of Terms

Classroom Management - the student’s behavior towards their teacher and academic

engagement inside the school institution

Compensation - the satisfaction level of teachers towards the pay amenities they have

earned from their teaching labor

Occupational Stress - psychological stress that teachers experienced due to heavy

workload, unsecured state of job and low salary pay in their profession that threatens the

teacher's self-esteem or well-being

Pay Amenities - agreed upon and fixed payment periodically received by the teachers for

their regular labor or service of teaching n

Work environment - the surrounding conditions of the school institution where teachers

operate and their social interactions with their co-educators and supervisors

Work load - it is the number of contact hours assigned to a faculty member in a given

semester or academic year

Scopes and Limitations of the Study

This study focuses on the occupational stress level and compensation (satisfaction

level in terms of pay amenities) among public school teachers through determining if the
following variables are correlated: Occupational Stress Level (Classroom Management,

Work Environment, Time Demands and Work Load) and Compensation (Satisfaction

Level in terms of Pay Amenities). The researchers will utilize survey questionnaires to

collect data on the independent variables. The questionnaire will collect data from 30

teachers in 3 different schools in the area of Lapu-Lapu City at the High School level of

education in the school year 2019 - 2020 namely Science Technology Education Center,

Marigondon National High School, and Babag National High School.

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

Work-related Stress

Work stress may contribute to physical illness, as well as psychological distress

and mental illness. The increasing rise in work stress has been associated with the global

and national recession, employment instability and work intensity, both contributing to

greater workloads and further interpersonal conflicts, which may have an effect on

children's mental wellbeing by interrupted parenting. Essentially, stress in the workplace

may be the product of sensitivity to a broad variety of job stressors which tends to occur

as individuals seek to handle their responsibilities, activities or other sources of work-

related stresses and face difficulties, strains, anxieties or worries in this attempt. Work

stressors can take different forms depending on the characteristics of the workplace, and

may be unique to an organization or an industry. Theoretical models of stress consider it

to be either related to adverse life events and stressful environments or the individual's

physiological and psychological responses to stressors, or a ‘transactional’ interaction

between the individual and environment. Although theoretical models conceptualize

stress as a result of an imbalance between perceptions of external demands and internal

resources, the consensus between theoretical academic models and lay representations of

definitions of stress is far from clear.

Definitions of stress in the research literature as well as those reported by lay

people vary considerably. For example, Kinman & Jones found that there was a lack of

consensus on conceptualizations of stress, and a number of different personal, social,

environmental and work-related factors were used to define and interpret the meaning of

stress. Brooker & Eakin suggest that concepts such as power or control in relation to
gender and class are related to stress, yet models of stress do not explicitly take them into

account. For example, Page et al found that participants perceived stress as a feminine

trait associated with weakness, thus few people admit to it.

Work stress has been recognized as impacting heavily on the productivity and

health costs of companies and countries: as studies of stress-related illness and mortality

show, stress has a big effect on individual health and well-being as well as on

organizational productivity. In fact, recent findings confirm that productivity is

jeopardized by the increase in absenteeism and turnover rates.

Stress Among Teachers

Stress in teaching profession restrains the quality of the teachers and the same

creates a misery in the minds of the teachers due to heavy workload, unsecured state of

job, low pay emoluments, lack of career development, lack of communication,

harassments in the school or college by peer teachers/workers/students/others, family and

financial problems. Teachers stress erodes the peacefulness in the mind and life of

teachers. It has negative effect on their work performance. Teacher stress may be defined

as the experience by a teacher of unpleasant, negative emotions, such as anger, anxiety,

tension, frustration or depression, resulting from some aspect of their work as a teacher

(Kyriacou 2001). In general, people believe that the teacher’s life is stress free or less

stressed in nature. It’s because of the myth in the community that teachers has to work

only two to three class hours in school or college and they are in leisure for the remaining

five to six hours. Whether it is true or not, teaching profession is also not exempted from
the stringy stress. Stress in teaching profession is acknowledged extensively and it was

found that their mental health is significantly poorer than that of other high stressed

professions (Travers and Cooper, 1991). 21 King and Peart (1992) found that 66% of

teachers had vigorously considered leaving the teaching profession which is an outcome

of stress. Kyriacou et al. (2003) found that the school level factors impact negatively on

teacher preservation. Factors which include emoluments, workload, troublesome pupils

and the position of the teaching career are the reasons behind teachers leave the

profession early. Jayashree Nayak (2008) in her study about the factors influencing stress

and coping strategies among the degree college teachers of Dharwad city stated that

28.5% of (34% of male and 23% of female teachers) college teachers are always blended

with stress due to the complex nature of work. In a study on job satisfaction and

occupational stress among primary school teachers and school Principals in Ireland,

explored that 45% of teachers and 70% of Principals are experienced job-related stress

(Merike Darmody and Emer Smyth, 2011). The above studies reveal that the teachers are

also not exempted from stress, but the proportion of vulnerability is different in every

case.

Stressors of Teachers

Factors which are root cause for the stress is known as stressors. Multiple factors

influence the stress among college teachers. Findings of so many research studies pointed

out that organizational stressors like over work load, frequent changes in working

environment, new innovations, pay amenities, pupils’ discipline, work culture, lack of
communication, career hurdles, administrative problems, lack of management support

and funding polices are some of the causes of stress. Now, let us see the different causes

of teachers’ stress discovered by various researchers.

Organizational Stressors

Factors which are related to an organisation and are the reasons for the ambiguity

among employees are known as organizational stressors. They affect the employees

working style and their efficiency. Its outcome may be positive or negative in nature.

Kyriacou (2001) enlisted the key causes of stress among teachers like maintaining

control; time demands and workload; frequent changes; evaluated by students and

superiors; dealings with peer educators; self-respect and position; management and

administration; role clash and vagueness and non-standard working conditions.

Students’ Behaviour

Wilkinson (1988) conducted a study on reasons, impacts and defending methodology

concerning to comprehensive high school teacher stress. He found that lack of students’

motivation was spelled by most of the respondents as stress indicator and pull them to

mess. High school teachers face assorted problems with teen age students also. Pierce and

Molloy (1990) established that the propensity for teachers to develop 26 unenthusiastic,

sarcastic attitudes on the road to learners is the second peak factor of teachers' reactions

to stress.

King and Peart (1992) conducted a study on teaching profession with 17,000

teachers from crossways of Canada by means of questionnaires and 223 by interviews,

giving wealthy information concerning the profession. They found that teachers who

relate

themselves with the students satisfied more in their profession. Teachers attracted by any

other reasons are satisfied less in teaching. Leung (1994) in his work on causes and

prevention of teachers’ suicide in Hong Kong exhibited the importance of environmental

factors in the family or society that cause teacher stress. He identified the motives for

three Chinese teachers’ suicide in 1994, which happened because of pupils’ suicide. He

also pointed out the changes that took place in the Chinese society on child nurturing

practices. When addressing the issues of disturbed learners, teachers are said to have a

greater workload and stress. Kasyoki (1997) conducted a study to determine the teachers’

perceptions on causes of stress in South Dakota regular and special education class

rooms, with 200 samples each from both segments. He found that there are differences

between special school and ordinary education. But student’s violent behavior is

significant in both the education systems. Abel and Sewell (1999) inspected the basis of

stress and signs of exhaustion in 51 rural and 46 urban secondary school teachers from 11

schools in Georgia and North Carolina, United States. He concluded that poor working

conditions and staff relations are less significant than students’ behaviour in perceived

stress among both rural and urban school teachers. Saptoe (2000) wanted to

determine the share of teachers suffered from stress in the Southern Cape. The Fimian

Teacher Stress Inventory (FTSI) was used to get access the related information from the

teachers. He found that lack of dedication of students soon wears a teacher behind and

the condition can become so intolerable that teachers can reach a state of being exhausted

or go on medical leave.
Administrative Problems

King and Peart (1992) found that the teachers in school are less stressed when the

management extends its support to all of them with well time-honored and corrective

policies in critical and crucial situations. Earlier it was also recognized by Vance et al.

(1989). Ferreira (1994) in his study on organizational stress in education intended to

establish the factors affecting stress among school teachers. He also found that

administrative duties emerged as a third big factor among the list of factors which

contributes teachers stress. Mbokodi (1995) indicated that the key portion of work load is

administrative duties only. Extreme and unnecessary paperwork is wasteful. It has

reduced the teaching time of the teachers, which is the most important duty of a teacher.

It puts a stop to teachers’ key role and degraded as clerks. Vandoan (1999) evaluated

sources and symptoms of stress between Genessee County Catholic and public

elementary school teachers. 81 teachers from catholic schools and 104 teachers from

public schools were participated. He found that public school teachers recognized the

administrative support, fundamental attitude of the schools and the variety of learners

attending the schools are the reasons for their stress. Kyriacou (2001) administration and

management support are identified as the source of teachers stress along with students’

low level motivation, discipline maintenance, over workload and time pressures, coping

with changes, evaluated by others, interpersonal relations with peers, poor functional

area and conflicts as well as ambiguity in role of teachers’ are other sources stress.
Interpersonal Relations

Fimian (1986a, 1986b) scrutinized 1,107 Vermont and Connecticut teachers on

the

reception of peer and supervisory support experience and found that the receipt of peer

and

supervisory support as an active eliminator of teacher stress. Buwalda and Kok (1991)

studied about the stress factors among middle level managers in schools and exposed that

62.3% of the teachers significantly accepted teacher-principal communication as a stress

problem while 73.7% rejected teacher-teacher communication as a stress problem. Cook

(1992) found that teachers feel helpless and frustrated when working in a school with low

infrastructure and worst maintenance. The unrelieved problems of withdrawal are

emotionally exhausting and lead to regular conflicts. This situation is linked to stress.

Griffith et al. (1999) in their study on coping strategies for teacher job 28 stress in UK

found that high occupational stress was correlated with low social support at work and

that took place because of detachment and repression of rival activities in the institutions.

Upadhyay and Singh (1999) evaluated the job stress level experienced by the 20

executives and 20 college teachers. The executives confirmed lower levels of stress than

teachers on participation and good peer group relational factors. But, some studies found

that student misbehavior and time pressure were significantly greater than poor

staff relations in case of rural and urban school teachers (Abel and Sewell 1999).Dick and

Wagner (2001) found that German school teachers felt overload of assignment assigned

as a major cause of stress. Smith and Bourke (2002) discovered job-related stress and job

satisfaction among Australian secondary school teachers and found that staff tensions
and conflicts are vital in stress formation among the teachers. Merike Darmody and

Emer Smyth (2011) said that teachers stress is correlated negatively with interpersonal

relationship of co-staff members. Good and healthy interpersonal relationships

reduce/eliminate job stress among teachers.

Age of Teachers

Sarros (1988) proved that age and experience contributed to the knowledge of

stress. School teachers with 16 or more years of experience in the current spot evidenced

significantly more exhaustion symptoms than those with 10 or below 10 years of

experience in the current spot. Rastogi and Kashyap (2003) in their study on occupational

stress and work adjustment among working women constituting 150 nurses, clerks, and

teachers found that their typical age is pretty matured and experiencemd which shield

them to overlook stress and preserve the smoothness in their organization. 29 Manjula C

(2007) in her study on personality factors causing stress among school teachers found

that teachers in the age group of above 40 years and teachers below 30 years experienced

high level of stress. Jayashree Nayak (2008) found that the age of teachers persuaded

significantly the sources of stress because of its direct relation with capacity to learn,

prospect cleverness and working proficiency and efficiency. Merike Darmody and Emer

Smyth (2011) found that teachers in the midst of forty years had higher stress level than

other age clusters.

Ushashree et al. (1995) conducted a study with 80 samples each from male and

female high school teachers in the age group of 25-40 years and 41-60 years. They aimed
to know the impact of gender on teacher’s job satisfaction and stress. Results indicated

that significant impact of gender prevailed on stress. Sahu and Mishra (1995) made an

attempt to discover the gender differences in connection with stress in various vicinity of

life with the sample size of 240 consisting 120 each from men and women teachers. The

findings revealed that there exists significantly positive correlation between job stress and

society stress among males while in case of female, a significant positive correlation was

found between family and society stress. Chaplain (1995) discovered biographical

features with regard to job stress in UK primary schools and established significant

differences between men and women teachers. Male teachers accounted more stress than

female in professional tasks and pupil behavior/approach while female teachers

accounted more on professional issues. Bhagawan’s (1997) study on job stress and burn

out in teachers of secondary schools in Orissa consisting 53 male and 47 female teachers

from 20 Orissa schools found that male teachers acknowledged more stress contrasted to

female teachers. Ma and MacMillan (1999) investigated 2,000 elementary school

teachers in Canada. They found that female teachers were satisfied more in professional

role as a teacher. They further concluded that teachers who have more experience in

teaching field were less satisfied with their professional responsibility. 30 Klecker and

Lodman (1999) found that female elementary school teachers in US acknowledged their

job satisfaction positively, even though they have more number of teaching experiences.

Triveni and Aminabhavi (2002) in their study verified the gender difference in job stress

of professional and non- professionals with 300 professionals (doctors, lawyers and

teachers) and 100 non-professionals. The findings exposed that women professional’s

experience significantly higher job stress than men due to under/non participation in work
environment. Jangaiah (2005) carried out a study on job stress among school teacher and

explored that female teacher’s job satisfaction was higher than that of male teachers.

Kaur (2008) in her study on job stress of the school teacher found that women senior

secondary school teachers are more significantly under job stress than their male

counterparts. Merike Darmody and Emer Smyth (2011) in their study found that female

teachers were more satisfied in their job than male teachers, even though gender was not

a significant factor in teacher stress.

Workload

Kasyoki (1997) conducted a study to determine the teachers’ perceptions on

causes of stress in South Dakota in regular and special education class rooms, with 200

samples each from both segments. He found that regular class teachers perceived

workload and teachers’ respect are the significant causes for stress. Whereas special class

room teachers perceived excessive paper work was the reason for their stress. Wilkinson

(1988) concluded the same in his work on teacher stress and coping strategies. Kyriacou

and Chien (2004) concluded the same in the case of Taiwan primary school teachers and

suggested to reduce the workload for the elimination of stress among school teachers.

Manjula (2007) conducted a study to identify the personality factors that cause stress

among school teachers. She found that seven out of ten teachers are exhausted because of

inflexible working hours and lost their control in class rooms. Jayashree Nayak (2008) in

her study on the factors influencing stress and coping strategies among the degree college

teachers of Dharwad city, stated that 28.5% of (34% of male and 23% of female teachers)

college teachers were always in stress due to the multifaceted nature of the work.
Sudalaiyandi et al., (2011) in their study on the impact of work load on job satisfaction of

self financing engineering college teachers in Tirunelveli found that more than half of the

teachers were not satisfied with the work load and specifically on extra special coaching

classes given by the colleges.

Teaching itself is becoming more and more complex. Creating student-centered

classrooms that enable multiple sensory stimulation in a collaborative work environment

where students focus on inquiry-based and authentic real world experiences, demands

much more than a teacher-centered classroom where the teacher simply transmits

information to students. Also, today’s classrooms are diverse and demanding. Never

before has there been so much potential for excellence and at the same time so many

challenges for learning. Some students can read when they come to school, while others

cannot read when they enter high school. Children are characterized by different learning

styles and bring with them numerous attitudes about school and learning. Furthermore,

after years of research, the technology of teaching is still not well defined or clearly

accepted. Researchers are only just beginning to understand the human brain and how

students learn, and as a result, how they should be taught. Critics of educators often say

teaching is not rocket science and they are correct – good teaching is much more

complex!

It is beyond the scope of this paper to define what good teaching is, but we do

know that it is more than the efficient administration of a curriculum, program or

educational system. Teaching and learning are profoundly emotional activities (Fried,
1995; Hargreaves & Evans, 1997) involving what Hochschild (1993) refers to as

“emotional labor”. Hargreaves & Evans (1997) use Hochschild’s work and claim that:

This emotional labor requires a kind

of acting: not just acting out feelings

superficially, but also consciously working

oneself into experiencing the necessary

feelings required to perform one’s job well...

In many respects this emotional labor is a

positive aspect of teaching. Classrooms would

be (and sometimes are) barren and boring

places without it. But emotional labor also

exposes teachers, making them vulnerable

when the conditions of the demands on

their work make it hard for them to do

their emotional work properly. (p.109)

[Emphasis added by author]

When teachers are overwhelmed by the demands of change such as new

curriculum, those who invest themselves emotionally are likely to become racked by

guilt, feeling they are victimizing those for whom they care (Hargreaves 1994). In coping

with KinderStart and other new programs, many of the Kindergarten teachers in this

study provide an excellent example of how teachers are becoming crippled by their own

conscientiousness (Campbell & Neil, 1994), by their determination to make the best of
unreasonably imposed demands for the sake of the students they teach. The costs of such

intense emotional labor when teachers over-extend themselves are quite high, as we will

see.

Teacher Workload in the Philippines

The chronically overworked state of public school teachers in the Philippines is

well-known (Esguerra 2018). The workload of public school teachers is not only limited

to teaching but also to other nonteaching tasks. Given this workload, actual teaching is

increasingly being sidelined by the multitude of other responsibilities and roles that

teachers play. Following the tragic suicide of two public school teachers in 2018, the

Department of Education (DepED) has vowed to reduce teachers’ workload, details of

which have remained unclear (Mateo 2018).

Every public school teacher has a regular full-time teaching load and is mandated

to devote a maximum of six hours of actual classroom instruction a day, under the Magna

Carta for Public School Teachers. In reality, however, several additional administrative or

student support roles are assigned to each teacher. These include paperwork on seminars

and trainings they are tasked to attend and additional designations in line with student

guidance, budget, disaster response, and health. Teachers are likewise expected to

participate in the implementation of various government programs, such as mass

immunizations, community mapping, conditional cash transfer, deworming, feeding,

population census, antidrug, election, among others. However, according to the

interviewees, these administrative tasks are not figured into the staffing patterns in public

institutions. While private schools employ administrative staff to do enrollment,

registration, records, daily operations, and janitorial services, among others, there is

insufficient support and administrative staff, if any, for the teachers in public schools.

This means that the teachers are doing the administrative work—a situation that while

hidden from view of the normal metrics can erode teaching quality.

Impact of Teacher Workload

One of the most basic concepts of economics is “opportunity cost” – the idea that

everything has a cost associated with it. This concept also applies to time. For example,

the opportunity cost of teachers having to search for their own resource materials or

develop alternate lessons is the activities they might have been able to work on if they

didn’t have to complete these tasks. This is not to suggest that either of these examples is

an unimportant part of a teacher’s work, however, when new policies that require

teachers to do something new get implemented, there are two possible responses. The

first is that the new actions will be at the cost of something that was previously being

done.

In this situation teachers just replace an old task with the new task or expectation

and continue their work as if little had changed. The second, and more likely response, is

that the new task or expectation gets “added on” to what for most teachers has an already

busy schedule, and their work becomes increasingly intensified (Hargreaves, 1992).
 There is a developing body of evidence to show that as a result of such factors as

increased levels of accountability, a policy of inclusion, downsizing of the educational

infrastructure, a shift to an outcomes-based curriculum, and the integration of new

technology, teachers’ work has intensified over the past decade (e.g., Hargreaves, 1992;

Harvey & Spinney, 2000; Belliveau, Lie & Murphy, 2002; Naylor & Malcolmson, 2001;

Naylor & Shaffer, 2003; Canadian Teachers’ Federation, 2003).

In 1992 Andy Hargreaves of the Ontario Institute for Studies in Education,

studied teacher work in Ontario using the work intensification theory developed by

Larson (1980). Larson focused on intensification as one piece of a broader analysis of the

labor process. Drawing on this work, Hargreaves examined the implications of what

appeared to be a case of intensification of teaching – the scheduling of additional

statutory preparation time for elementary school teachers. Prior to this study, the research

on intensification had relied primarily on single or two teacher case studies. However, as

noted by the various sources (e.g., Harvey & Spinney, 2000; Belliveau, Lie & Murphy,

2002) the empirical evidence to support the concept in education has increased

considerably since that time.

Hargreaves uses Larson’s definition of intensification as the framework for his

research and the same definition and its component parts are used in this study. By

definition, work intensification “represents one of the most tangible ways in which the
work privileges of educated workers get eroded” (Hargreaves, 1992, p.88-89). In his

discussion of the concept Hargreaves made the following claims:

• Intensification leads to reduced time for relaxation during the working day . . . ;

• Intensification leads to a lack of time to retool one’s skills and abilities and keep

up with one’s field;

• Intensification creates chronic and persistent overload (as compared with the

temporary overload that is sometimes experienced in meeting deadlines) …;

• Intensification leads to reductions in the quality of service, as corners are cut to

save time;

• Intensification leads to enforced diversification of expertise and responsibility to

cover personnel shortages, which can in turn lead to excessive dependency on

outside expertise and further reductions in the quality of service;

• Intensification is voluntarily supported by many teachers and misrecognized as

professionalism.

Pay Amenities

The salaries earned by teachers are of considerable interest to both policymakers

and researchers, and many question whether teacher salaries in the U.S. are sufficient to

make teaching a financially attractive career choice (Goldhaber and Player, 2005).

Importantly though, identifying quality teachers is no small task, and there is little

consensus on the characteristics that make for a good teacher (Hanushek and Rivkin,

2006).
Much literature in education finance investigates both the determinants of teacher salaries

and the effects that teacher salaries have on teacher employment and student outcomes.

With the possible exception of students, teachers are widely agreed to be the most

important input into the education process (Goldhaber, 2002; Rivkin et al. 2005).

Wage, salary or pay is considered a significant reward to motivate the workers

and their behavior towards the goals of employer (Oshagbemi, 2000). It is also

extensively studied that pay satisfaction positively influence overall job contentment,

motivation and enactment, performance, and lead to less absenteeism and turnover

behaviors. of employee (Judge, Cable, & Higgins, 2000).

As studied by Sweet, Nelson, and Moberg (2006), there is positive influence of

pay satisfaction on job satisfaction and it can obviously observe in every field of life.

Sweet et al. (2006) critically examined that the employee satisfaction level has little

relationship to income and is similar across most variables for example working

environment, professional uniqueness, amount of scientific activity in work, whereas

income gratification showed stronger association to real income, at least at the higher

income ranks.

In the wider logic it might be possible that pay satisfaction and job satisfaction usually

balancing to each other. Carraher, Carraher, and Whitely (2003) exemplary proposed that

job satisfaction highly influence pay satisfaction comprising actual salary satisfaction

level and job satisfaction significantly augmented modification for each measurement of

pay satisfaction.
 In the study of Lee and Wilbur (1985) to 1707 public employees in the United

States, results showed that job satisfaction increased with age. Younger employees were

less satisfied overall with their jobs, but especially with the intrinsic characteristics of the

work. Older employees were more satisfied with the extrinsic characteristics than were

the two younger groups of employees.

A number of studies have found that teacher pay is an important factor in the

recruitment and retention of teachers, though other factors seem to matter as well. A few

recent studies have also suggested that teacher salaries in a district may be positively

affected by teacher salaries in nearby districts (e.g. Wagner and Porter, 2000;

Greenbaum, 2002; and Millimet and Rangaprasad, 2007). This spatial dependence in

teacher salaries may result from districts competing for quality teachers. Districts that pay

teachers less than their surrounding districts are likely to have considerable difficulty

attracting and retaining quality teachers.

Hoppock’s (1935) seminal study of job satisfaction revealed that dissatisfaction

with wages was the most important reason advanced for voluntary separation across a

broad array of occupations. His study of teachers determined that the earnings of teachers

less satisfied than average were 56% below that of teachers more satisfied. Therefore,

both theory and empirical evidence suggest that there are behavioral implications

resulting from pay satisfaction or dissatisfaction (Gerhart & Rynes,2003).

 CHAPTER 3

RESEARCH METHODOLOGY

Research Design

This study will utilize a descriptive correlational study approach in garnering the

necessary information from the Senior High School Teachers in Lapu – Lapu City,

specifically their occupational stress level as a high school teacher in terms of classroom

management, work environment and time demands or workloads, and the satisfaction

level in terms of pay amenities. This study will further determine the correlation of: 1.)

occupational stress level 2.) level of satisfaction in terms of pay amenities.

Research Environment

The study traverses public high schools located in the main island of Lapu- Lapu

City which comes 3 over 10 registered public schools, meanwhile the other remaining
schools aren’t included as of the research nature as to its limitations. The researchers of

this study targets the public SHS namely;

 Marigondon National High School (MNHS) located in Maximo V. Patalinghug Jr

Ave, Lapu- Lapu City.

 Science and Technology Education Center (STEC) located in Basak, Lapu- Lapu-

City.

 Babag National High School (BNHS) located in Purok Butterfly, Babag 1, Lapu-

Lapu City.

PUBLIC SHS DISTRICT NO.

Marigondon National High School District 5

Science and Technology Education Center District 6
Babag National High School District 8

Lapu-Lapu City consists of 30 barangays with at most 147 Schools in total. The

research population covers a total of 16 teachers from Marigondon National High School,

15 teachers from Babag National High School and one teacher from Science and

Technology Education Center.

 Figure 1. Marigondon Natlonal High School

(https://www.google.com/maps/place/ MarigondonNationalHighSchool/)

Figure 2. Science and Technology Education Center

https://www.google.com/maps/place/ScienceandTechnologyEducationCenter)
 Figure 3. Babag Natl. High School

(https://www.google.com/maps/place/ BabagNationalHighSchool/

Research Participants

In this study, the target population will be 30 comprising of 16 teachers from

Marigondon National High School, 13 teachers from Babag National High School and

one teacher from Science and Technology Education Center in the area of Lapu-Lapu

City at the high school level of education.

School Number of
teachers
1. Marigondon National High School 16

2. Science Technology Education Center 1

3. Babag National High School 13

In addition, the participants of this study were considered appropriate as

population of the research because they had requisite amount of years of teaching and

therefore, they are in the best position to furnish the researcher with the information

needed to answer the research question of this study.

Research Instrument
 The researchers will use survey questionnaires to collect data on the independent

variables. The questionnaire will collect data on demographic information including age,

sex, and years of teaching. The self-reported stress levels of the teachers will be collected

through a scale questionnaire that will be formulated by the researchers, which will be

then submitted to an expert for review and validation before it will be used in the study.

Data Gathering Procedure

The researchers first submitted a transmittal letter to the school’s assistant

principal, Mrs. Concepcion V. Garzota. After receiving the permission to conduct the

data gathering for the study, survey questions were created which were validated by Ms.

Jessabel Pino, RPm. After the validation of the research questionnaire, the researchers

went into the field to collect data from the different Senior High Schools in Lapu-Lapu

City which are the Babag National High School, Marigondon National High School, and

Science and Technology Education Center. After collecting data from all the respondents,

the data were treated and analyzed with the aid of the Statistical Packages for Social

Sciences (SPSS).

Statistical Data Treatment Plan

All the results of the occupational stress level and compensation among public

school teachers were summarized in a table by the researchers for checking the data’s

normality. The normality must be tested for it is used to determine if a data set is well-

modeled by a normal distribution and to compute how likely it is for a random variable
underlying the data set to be normally distributed. The normality test used in this analysis

is the Pearson Correlation Coefficient or the Pearson’s r to measure the statistical

relationship, or association, between two continuous variables namely occupational stress

level and compensation among public school teachers. It is known as the best method of

measuring the association between variables of interest because it is based on the method

of covariance. It gives information about the magnitude of the association, or correlation,

as well as the direction of the relationship.

Ethical Consideration

The following are the ethical considerations observed in the evaluation:

Informed Consent. Respondents should participate on the basis of informed

consent. The principle of informed consent involves researchers providing sufficient

information and assurances about taking part to allow individuals to understand the

implications of participation and to reach a fully informed, considered and freely given

decision about whether or not to do so, without the exercise of any pressure or coercion.

Confidentiality. The protection of the privacy of research participants has to be

ensured while collecting, analyzing, and reporting data. Adequate level of confidentiality

of the research data should be secured. The researcher gathers information from

participants, and it is this information that becomes the data to be analyzed. For the social

scientist, peoples’ behaviors and experiences are of great interest, rather than an exposé
about individuals. Researchers are expected to respect their participants but are not as

interested in reporting the actions of a named person.

Anonymity. Anonymity of individuals and organizations participating in the

research has to be ensured. Privacy and anonymity or respondents is of a paramount

importance of the research. Providing and assuring the participants’ anonymity means

either that the project does not collect individual topic identity details or that the project

cannot link individual responses to the identities of participants.

CHAPTER 4

PRESENTATION OF DATA, RESULTS AND DISCUSSIONS

The educators of the country are susceptible to many stressors ever present in

their field. Many literature has been done to measure and investigate these, but little has

been done to determine if a relationship occurs between the teachers’ occupational stress

levels and satisfaction levels in terms of their pay amenities. The results of the survey

conducted is discussed below.

Table 1

Age of Respondents

Age Range Number of Teachers Percentage

20-22 3 10%

23-25 4 13.33%
 26-28 2 6.67%

29-31 4 13.33%

32-34 4 13.33%

35-37 3 10%

38-40 2 6.67%

41-43 2 6.67%

44-46 3 10%

47-49 2 6.67%

Age of Public High School Teachers

Table 1 presents the age range of 10 public high school teachers. Out of 100%,

teachers whose age range from 23-25, 29-31 and 32-34 gets the highest percentage with

13.33%. Two teachers each fall on the age range of 26-28, 38-40, 41-43, and 47-49. As

shown in the table above, most of the teachers we conducted our interview age at most 20

years old and above.

Table 2

Sex of Respondents

Sex Number of Teachers Percentage

Male 8 26.67%

Female 22 73.33%

Sex of Public High School Teachers

 The table above shows the sex of in total, 30 teachers. There are more

female than male proving the 73.33%.

Table 3.

Occupational Stress Levels and Satisfaction Level in terms of Pay Amenities

OCCUPATIONAL SATISFACTION
STRESS LEVEL LEVEL
(PAY AMENITIES)
Classroom Work Time Demands
Management Environment and Work Load

3.366667 3.42619 3.653333 3.275555556

(Average) (High) (High) (Average)
Legend: 1.0 – 2.6 = Low, 2.61 – 3.4 = Average, 3.41 – 5 = High

The table above shows the average occupational stress level of teachers in terms

of classroom management, work environment, and time demands and work load.

Based on the results summarized in Table 3 it can be concluded that the teachers’

stress is high on time demands and work load (3.653) and work environment (3.426)
compared to classroom management (3.367). The teachers’ satisfaction level (in terms of

pay amenities) was also indicated in the table. The average satisfaction level of the

teachers’ is at an average 3.275

Every public school teacher has a regular full-time teaching load however several

additional administrative or student support roles are assigned to each teacher. These

include paperwork on seminars and trainings. King and Peart (1992) found that the

teachers in school are less stressed when the management extends its support to all of

them with well time-honored and corrective policies in critical and crucial situations.

Earlier it was also recognized by Vance et al. (1989). Fimian (1986a, 1986b) found that

the receipt of peer and supervisory support as an active eliminator of teacher stress. King

and Peart (1992) found that teachers who relate themselves with the students satisfied

more in their profession.

Occupational Stress Level and Pay Amenities of Public High School Teachers

Table 4

Occupational Stress and Satisfaction Level in terms of Pay Amenities

Occupational Satisfaction Level P-value Decision

Stress Level (in terms of Pay r
Amenities)

3.478 3.42619 0.511 0.004 Reject H0

The respondents have their corresponding occupational stress; the respondent’s

pay amenities are also correlated to their stress level. Using Pearson’s r as the statistical
tool, the result below explains that these two variables (Occupational Stress level and Pay

Amenities) could be correlated. The Occupational Stress Level of the respondents are

based on their experiences they had in their field so as their Pay Amenities. These two

variables are tested and validated based on the validated questionnaires. The table below

shows the correlation of the two variables. The measured result is .004 and did not reach

to the level of significance (.005) which means, there is a significant relationship between

the two correlated variables. Since the data measured tells that there is a certain

relationship of two variables therefore the null hypothesis will be rejected.

Salary or pay is a form of episodic compensation from a firm to its worker, which

is completely stated in an employment contract. It is weighed with piece wages, where

each job, period of job (timings) or other unit is paid distinctly, rather than on a periodic

basis. Insight of pay-for-performance is a positive stimulus on pay satisfaction. Omar and

Ogenyi (2006) observed that perceived associations between pay and performance

account for additional changes in pay increase satisfaction than entire demographic

variables put together. Consequently, launching a pay-for-performance salary system

may be the greatest effective technique to encourage salary level satisfaction.

According to Sweet, Nelson, and Moberg (2006), there is positive influence of

pay satisfaction on job satisfaction and it can obviously observe in every field of life.

Sweet et al. (2006) critically examined that the employee satisfaction level has little

relationship to income and is similar across most variables for example working

environment, professional uniqueness, amount of scientific activity in work, whereas

income gratification showed stronger association to real income, at least at the higher

income ranks.

In the wider logic it might be possible that pay satisfaction and job satisfaction usually

balancing to each other. Carraher, Carraher, and Whitely (2003) exemplary proposed that

job satisfaction highly influence pay satisfaction comprising actual salary satisfaction

level and job satisfaction significantly augmented modification for each measurement of

pay satisfaction.

CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

SUMMARY OF FINDINGS

The data being tested is non directional thus, two-tailed. The occupational stress

level is 3.478 while the satisfaction level (in terms of Pay Amenities) is 3.42619. Using

Pearson’s r as the statistical tool, the result shows that the two variables, Occupational

Stress level and Pay Amenities has a significant correlation.

CONCLUSION

Base on the gathered result of the data, the researchers find out that the occupational

stress level of the public high school teacher and their satisfaction level (in terms of Pay

Amenities) has significant relationship. The increase of stress level has direct correlation
on the increase of satisfaction with regards to the pay amenities enjoyed among public

high school teachers.

RECOMMENDATIONS

Based on the findings and conclusions presented, the researchers recommended to do

the same research but with different research participants (ex. private school teachers.)

Compare and contrast the gathered findings of both different school sectors and to

evaluate and interpret the collected data based on your desired focal point of your

research (ex. Is there a significant difference of stress levels between public and private

teachers). The researchers recommended to study the coping mechanisms that the

teachers adapted in order to deal with their occupational stress towards their profession.

Prove the effectiveness of the specified coping mechanism by determining the statistics

of the numbers of teachers whom adapted such coping strategies with their own

evaluation. For future researchers, a quasi-experimental design would also fit and further

this study.
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