1

THE LEVEL JOB STRESS BETWEEN ELEMENTARY AND

HIGH SCHOOL TEACHERS OF THE DIVISION OF
NAVOTAS CITY: A BASIS FOR A STRESS
MANAGEMENT PROGRAM

A Thesis
Presented to the
Faculty of the Graduate School
Governor Andres Pascual College
Navotas City

In Partial Fulfillment
Of the Requirements for the
Degree of Master of Arts In Education
Major in Administration and Supervision

By

RICHARD L. MADRONIO
2022
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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Stress is an unavoidable part of life due to increasing workload and

complexities in daily life. Now-a-days the world is said to be full of stress. Stress

is anywhere and everywhere, whether it is in one’s family, friends, business,

institute or society. Right from birth to death, each and every individual is

exposed to stress.

According to Walter Cannon, On his research in 1914 (cited in

Seaward 1997),stress reaction is as "Fight to flight". This response occurs in an

emergency situation in which an individual must either to fight or escape from an

emergency situation which means that it is a coping mechanism that the body

and mind has as a resistance to the stressors in one’s environment. On the

other hand, Dr.Selye Hans said "Without stress, there would be no life" ,which

means that stress is a normal part of life and shall not be a real deal with a
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person if he or she can handle it well. The National Institute of Occupational

Safety and Health (NOISH) defines occupational stress as "The harmful physical

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

match the capabilities, resources or needs of the worker” which means that

stress can occur in the job place when there are external factors that are

associated with it.

Teachers are subjected in everyday life to a wide range of pressures.

Most teachers have developed a wide range of resources and strategies for

coping with pressure. Sometimes teachers cope well and do feel that the

pressure is having no any adverse effect upon them. At other times teachers will

have difficulty in dealing with the situation and this is when the term “stress” may

be used. Any situation that places a teacher under pressure is technically

"stressful". Stress is not necessarily harmful or unpleasant. When a teacher is

able to cope satisfactorily with the stress and finds it positive in its effect, it is

referred to as "stimulation" or "challenge". For the purpose of this guide, the term
 4

"stress" refers to the reaction of a teacher to those pressures that are harmful,

unpleasant, or disabling.

In the Philippine setting, Pacete (2015) in his article, cited that teachers

(especially in public schools) experience stress because they have more

students (50 and above) in a small classroom without enough chairs. Sometimes

books do not come on time and if some are lost, teachers are obliged to pay.

Teachers are obliged to prepare credible lesson plans, update their class records

and grade sheets, and expected to make miracles by not failing the non-

performing students in class. Teachers have also their own economic and

personal problems (as human beings). Teachers are bombarded with activities

related to book week, language week, nutrition month, parents-teacher’s

activities, drug problem seminar, tourism week, cultural activities, and alumni

homecoming. The said problems are just the few stressors that a teacher has in

the job which means that teaching in the Philippines is a very stressful job. In an

article by Adam (2012), he cited that Filipino teachers faces a lot of stressful

distractions in the classroom daily. They may have to deal with uninterested
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students or they may suffer from burden in absence of parent’s support. The

most common stressors faced by teachers in classroom include interpersonal

relationships such as: young students often showing an ignoring and neglecting

behavior as they do not know the importance of education. Such uninterested

and unmotivated students cause stress and frustration in teachers and are a real

challenge. Disrespectful behavior from students is also a problem teachers

usually face. Especially teens of this era show such behavior to their teachers as

they see disrespectful attitudes towards teachers in different movies or shows.

Teachers who wanted to solve this problem, involve the parents in this matter

and encourage them to become involved in their child’s educational issues

although some parents are neglectful to teach respect to their children. Filipino

teachers also complain about lack of parental cooperation and guidance with

them towards students. but in fact, Filipino parents nowadays start attacking the

teacher when they hear complain from their kid against the teacher. Parents like

to defend their child without knowing their child’s behavior and problems. Filipino

teachers are also stressed when sometimes they are afraid to discipline a
 6

student because of the risk of a lawsuit if they fail to handle situation correctly.

They also must prepare a lot of lesson plans and paper works. Many Filipino

teachers also spend well over 50% of their time simply handling behavior and

disciplining before they are able to engage in actual instruction. The Philippine

government also expects Filipino teachers to be wizards that can transform

students to be productive citizens someday although they are stressed because

they don’t have the right support when they are attempting to make it happen and

to achieve the unrealistic goals of education, with those problems their likelihood

of success in instruction rapidly fails.

Teaching is one of the most stressful professions just like many other

professions. Teachers nowadays, have to perform multiple roles and

responsibilities. Not only this, they have to also maintain a cordial relationship

with their Principal and colleagues. According to Kyriacou (1987) teacher stress

is the experience by a teacher of unpleasant emotion such as tension, frustration,

anger and depression resulting from the aspects of his work as a teacher. They

are perennially exposed to high level of stress, cutting across all cultures. The
 7

combination of long working hours, role ambiguity, poor teaching facilities, lack of

social recognition, poor organizational climate and strained relationship with

colleagues make up a stressful recipe. So It is in this light that the researcher

became interested to know about the level of job stress being experienced by

the elementary and public school high school teachers and to give valuable

suggestions to overcome such stress.

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Conceptual Framework
INPUT PROCESS OUTPUT

1. Demographic Profile 1. Data Gathering

of Public Elementary through:
and High school a. Questionnaires
teachers b. Interview
c. Observation
1.1 Age 2. Use of Statistical
1.2 Sex Treatment
1.3 Civil Status a. Frequency Effective Stress
b. Percentage Management Program
1.4 Years in Service for Public School
c. Weighted Mean
2. The Level of Job Stress d. Ranking Teachers
in terms of: e. Chi-Square
a. Personal Stressors Test
f. Z-test
b. Professional Distress 3. Analysis and
c. Teaching Learning Interpretation of
Process Data
d. Interpersonal
relationship
3. Solutions suggested to
address the job stress of
teachers

Figure I

Research Paradigm
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The figure above shows the conceptual framework for the study where

the input of the study have used the demographic profile of the secondary

teachers and elementary teachers from the public schools. The demographic

profile of the teachers consists of sex, age, years in service and civil status.

Their level of job stress will be determined with the factors that were

related to personal stressors, professional distress, teaching-learning process

and lastly with their interpersonal relationship. The personal stressors consist of

the personal problems that a teacher has in personal life such as personal

relationships and family problems, on the other hand, professional distress is

composed of factors that makes a teacher stressed in terms of promotion and

other factors that promotes professional and personal growth in terms of a

teacher’s career. Lastly, Interpersonal relationships, contained some stressors

that a teacher has in dealing with their school principal, co-teachers and parents

of their students. Lastly, the study also will use the input of gathering the

preferred solutions of the respondents to lessen their job stress to be able to

create an effective stress management program for teachers.

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The process of identifying the result of the study has involved a

questionnaire and statistical treatment. The study will have an output of

developing a program to address the job stress of a teacher for efficient

classroom instruction.

Statement of the problem

The primary purpose of this study will be to identify and compare the level

of job stress between and among elementary and high school teachers to the

teaching profession in the Division of Navotas City. Specifically, it will seek to

answer to the following questions:

1. What is the demographic profile of the public elementary and high school

teachers in terms of the following?

1.1 Sex

1.2 Age

1.3 Civil Status

1.4 Educational attainment

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1.5 Years in service

2. What is the level of Job stress of the two groups of respondents in the

teaching profession in terms of:

a. Personal stressors

b. Professional distress

c. Teaching-learning process

d. Interpersonal relationship

3. Is there a significant relationship between the demographic profile and level of

job stress of the respondents?

4. Is there a significant difference between the Job stress of elementary and

public high school teachers in the teaching profession terms of:

a. Personal stressors

b. Professional distress

c. Teaching-learning Process
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d. Interpersonal relationship

5. What solutions can be given to address the job stress of teachers?

Null Hypotheses

 There is no significant relationship between the demographic profile

and level of job stress of the respondents.

 There is no significant difference between the job stress of elementary

and public high school teachers in terms of:

a. Personal Stressors

b. Professional Distress

c. Teaching-Learning Process

d. Interpersonal relationship

Significance of the study

It is hoped that the results of this study could be beneficial to the following:
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For the School Administrators, The results of this study will help administrators

to provide a less stress environment for teachers. The administrators could also

help the teachers for their problems encountered in the school in terms of

interpersonal relationship of the teachers with their co-teachers, students and

other stakeholders. They can also provide help to the teachers in order to make

their classroom instruction more convenient and conducive. The program that will

be the output of the study will be implemented to help the teachers to manage

their stress

To the teachers, The outcome of this study will provide the teachers a

harmonious and less stress environment. They will be able to enjoy teaching and

be satisfied with their job. Teachers will also be able to bring out their best

performance and be more productive.

For the students, The results of this study will provide better and improved

instruction for them. If teachers will be able to have a stress-free environment,

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they will be able to teach the students effectively. The students will be able to

learn well and improve their class performance.

To the parents, The study will benefit them by giving more efficiency on the

classroom instruction that a teacher can give to their children. Their children will

learn more lessons because the teachers will be able to manage themselves in a

more conducive work environment.

Lastly, for the future researchers, The findings of this study will augment the

sources of reference materials which can provide other researchers with

pertinent information on job stress of teachers and how can it be managed.

Scope and Limitations of the Study

The study will determine and compare the level of job stress of

secondary and elementary teachers from the public school in the Division of

Navotas City.
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The respondents of the study will be the selected elementary and

secondary school teachers in Navotas They will be chosen at random. For the

public schools, Teachers with permanent status will be included.

The study will involve one hundred (100) teachers from the secondary

level of the public school and one hundred (100) elementary school teacher

respondents for a total of two hundred (200) respondents for School Year 2021-

2022. The study will be conducted in selected elementary and public secondary

schools in Navotas, namely: Tanza National High School, Tanza elementary

school, San Roque National High School, San Roque elementary school, Tangos

National High School, Tangos Elementary School, Navotas National High School

, Navotas Elementary Central School, San Rafael Technological Vocational

School, San Rafael Village Elementary School, Kaunlaran High School and

Kapitbahayan Elementary School.

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Definition of Terms 

The following terms were conceptually and operationally defined for better

understanding of the readers:

Interpersonal relationship stressors- This refers to factors or difficulty that a

teacher has in dealing with his colleagues and administrators and student’s

parents in the teaching profession

Job Stress-It refers to the negative, physical and emotional responses that can

happen when there is a conflict between job demands of the teacher and the

amount of control a teacher has over meeting these demands

Organizational Pressure- This refers to the stress a teacher gets from the

demands of her colleagues or principal.

Personal Stressors- These are personal problems that a teacher has in life that

may interfere with the fulfillment of one’s job in the workplace.

Professional Distress- These are factors and circumstances that refers to

professional growth and development that causes stress to a teacher

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Stressors-  These are an environmental condition, external stimulus or an event

that causes stress to a teacher.

Teaching-Learning Process Stressors- These are problems or factors that

gives stress to a teacher within the classroom setting or during the actual

teaching job.

Teaching Profession- This is the profession of specialized application of

knowledge, skills and attributes designed to provide unique service to meet the

educational needs of the students and of society.

Work Stressors- These refer to the job circumstances that causes stress to a

teacher
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Chapter 2

Review of Related Literature and Studies

This chapter presents various readings of literature and studies.

The researcher believes that these readings have significance to the

present study.

Foreign Literature

Teaching is a stressful profession in our nation. Teacher stress results in

such consequences as early retirement, long and excessive absences, new

teachers leaving during training, and an increase in teachers leaving the

profession within their first five years (Bachkirova, 2005). In recent years,

professional satisfaction has been decreasing while job pressure has been on a

steady rise for teachers. These issues have raised many questions about the

growing problem of teacher stress (Guglielmi&Tatrow, 2008).In North Carolina,

about 28% of teachers who resign each year leave the profession due to a

career change, health, being dissatisfied with teaching or for unknown reasons
 19

(Annual Report of the Reasons Teachers Leave the Profession, 2007).

Unexpectedly, half of private school teachers who resign each year, do so, to

teach at a public school (Miner, 2009).

The common effect of stress on behavior may be easily discernible.

Some common features include pacing and fidgeting, talking too fast and rushing

everywhere, hyperventilation, nervous tics such are wringing hands, inability to

relax, crying, constant fatigue, increased fatigue, substance abuse,

indecisiveness, insomnia and sleeping problems, increased eating and weight

gain, loss of effectiveness at work, over spending, increased smoking and

drinking (Kumar, 2008).

A person’s attitude can influence whether or not a situation or emotion

is stressful. A person with a negative attitude will often report more stress than

would someone with apositive attitude (Medical Encyclopedia, 2008). According

to Croasman as cited by Gamozo (2008) age is not a predictor of workrelated

stress of workers.
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Moreover, emotional stress usually occurs when people consider

situations difficult or unable to manage. Different people consider different

situations as stressful. On the other hand, physical stress refers to a physical

reaction of the body to various triggers. Physical stress often leads to emotional

stress, and emotional stress often occurs as physical discomfort (e.g., stomach

cramps) (Ballas, 2008).

On the other hand, stress can be both healthy and unhealthy. This is

where stress plays its part; either helping or hindering, depending on how one

responds to it (Gamozo, 2008). Meanwhile, some employers assume that

stressful working conditions are a necessary evil that companies must turn up the

pressure on workers and set aside health concerns to remain productive and

profitable in today’s economy. But research findings challenge this belief. Studies

show that stressful working conditions are actually associated with increased

absenteeism, tardiness, and intentions by workers to quit their jobs all of which

have a negative effect on the bottom line. Recent studies of so-called healthy
 21

organizations suggest that policies benefiting worker’s health also benefit the

bottom line (NIOSH, 2007).

Dubrin (2007) states that an optimum level of stress exceeds for most

people at most tasks. In general, performance tends to be best under moderate

amount stress. If the stress is so great, progress tend to become temporarily

effective; under too little stress, people may become lethargic and ineffective.

According to Daft (2003) when the level of stress is low relative to

person’s coping resources, stress can be a positive force, stimulating desirable

change and achievement. He also said that almost all jobs have some level of

stress associated with task demands. Meditation is wonderful in that it’s free, is

always available, and is amazingly effective in short-term stress reduction and

long-term health. Benefits can be felt in just one session. Newstrom (2007)

stated that stress becomes too great it turns into a destructive force.

Performance begins to decline at some point because excess stress interferes

with performance. An employee loses the ability to cope; she or he becomes

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unable to make decisions and exhibits erratic behavior. If stress increases to a

breaking point, performance becomes zero; the employee has a breakdown,

becomes too ill to work, is fired, quits, or refuses to come to work to face the

stress.

Teachers are managers in the classroom. Along this line, Caplan as

cited by Goh (2003), established that managerial work is basically stressful the

simple reason that its nature requires the managers to work for and with people

in order to accomplish and reach organizational goals sometimes resulting in

quantitative and qualitative work overload.

Foreign Studies

In a study by Pettegrew and Wolf (2010) working with North American

schools as their subjects, they theorized that teacher’s stress is arising from

three conceptually different sources. (a)Task/events stress - which stems from

the variety of specific tasks which teachers perform as part of their duties (b)role-

related stress - which is associated with the degree of congruity between the
 23

teacher's expectations of his/her teaching role and the actual teaching

experiences and (c) work/events stress -which are specific events that teachers

experience while performing their duties.

In a study undertaken by the ESRI on Behalf of The Teaching Council,

Darmody, & Smyth, (2011) they found that 45% of Irish Primary School

teachers experienced stress in their jobs and that occupational stress were

affected by a number of factors such as, gender, age, length of service, class

size, school facilities and inadequate resources. Although it is recognized that

teachers face numerous stressors, their research has identified a number of

specific organizational stressors that affect teachers differently across

different contexts which are: workload and student behaviour, role conflict,

school stress, stake holder’s non-participation, role overload, poor

management style, role ambiguity, and lack of supervisory and peer support

(Adams, 2007).
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Multiple studies have also explored the specific conditions that make

teaching stressful which are: teacher’s coping abilities, role-stress, pupil

behaviour and poor inclusion which also increases the stress of the teachers

that were investigated in this study. Antoniou, Polychroni and Vlachakis (2006)

compared occupational stress between primary school and high school teachers

in Greece. They found that the most highly rated sources of stress refer to

problems in interaction with students such as the large number of pupils in

the classroom, the lack of interest on the part of the pupils, handling students

with “difficult” character and the slow progress of certain students.

McCormick & De Nobile (2010) studied the relationship between

biographical variables to aspects in occupational stress of Catholic Primary

School teachers in New South Wales, Australia. The study found males were

more stressed than females, younger teachers reported higher levels of

stress than older colleagues and classroom teachers reported the highest

levels of general stress. McCormick et al. (2010) have concluded that these
 25

differences in levels of stress could be explained in terms of the coping skills of

the older teachers that enable them to manage occupational stress.

Chaplain (2010) studied sources of stress among primary school

teachers in England. He found that approximately 23% of the teachers identified

their work as ‘very’ or ‘extremely’ stressful. In contrast to the findings on gender

by McCormick and De Nobile (2010), Chaplain (2010) reported gender

differences in relation to occupational stress experienced by teachers with female

teachers scoring higher stress than male teachers. Females and males not only

experienced different levels of stress, but also reported different sources of

stress.

According to Chaplain (1995) females scored higher than males on

professional concerns including supporting developmentally delayed and

learning-disabled children, helping children with problems, and accomplishing

personal goals.
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According to Maguire & O’Connell (2007) Teacher stress may lead to

negative consequences such as ill health (Maguire & O’Connell, 2007),

absenteeism and even job dissatisfaction , reductions in student performance

and the most serious consequence related to burnout. Long-term exposure to

stress may lead to burnout. Burnout is described as “a syndrome of

cynicism and emotional exhaustion that is a response to chronic stress,

particularly in jobs where individuals work with people” (Mears & Cain, 2003, p.

72).

According to Pettegrew & Wolf (2012),teacher stress came from

instructional problems that includes difficulties with student discipline,

competence, inappropriate procedures for student placement, instruction,

inadequate standardized tests and grading systems. While Sutton (2014), stated

that teacher’s job stress comes from the notification of unsatisfactory work

performance, being physically threatened by students (Pettegrew& Wolf, 2012)

and sparse or dangerous working conditions (Bacharach, Bauer, & Conley,

2006). Teachers also experiences difficulty in Interpersonal relationships which

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refers to relationships that teachers have with fellow professionals or community

members within the educational environment. This may include some conflict

with other staff members, and a lack of social support from supervisors and co-

workers.

Causes of teacher stress can also be broken down into environmental

and individual stressors. Most stressors can be found in the work environment

which include unfavorable working conditions, heavy workloads, organizational

problems, scarcity of resources, lack of support and or autonomy, and decision

making. The work environment can also include physical stressors such as task-

related noise, crowding, the size of the classroom and or school, safety or youth

violence, as well as administrative pressures such as lack of support from

managers and role ambiguity.

According to Hastings &Bham (2003),A major source of teacher stress

can be directly attributed to the students. Through survey and interview

responses, teachers most commonly refer to students as being responsible for

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most of their stress. Stress resulting from student discipline is associated with

teachers having to play the different roles of babysitters, police officers, or even

harsh authoritarians, which can cause role demand overload. Most teachers view

disrespectful behavior, student inattentiveness, and excessive sociability as the

most stressful student misbehaviors (Hastings &Bham, 2003).

Jain, Malik and Ahmed (2013) had a study on private and government

school teachers to measure the level of their job stress. Results indicated that

private school teachers were found more stressed when compared to

government school teachers. In another study by Lath (2012), it was revealed in

his study which was conducted on 200 teachers of private and government

schools that government school teachers scored lesser on the scale of job stress

than those teachers in the private schools.

Rani and Singh (2012) conducted a study on private and government

school teachers to measure their job stress. Its result indicated that private

school teachers were higher on the measure of job stress as compared to

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government school teachers. Kumar et al (2013) found in their study on private

and government school teachers in terms of their job stress that teachers

working in private school experienced more job stress in comparison to teachers

working in government schools.

In Kumar &Yundav’s study (2014) They stated that teachers of private

schools scored higher on the measure of job stress as compared to teachers of

government school teachers. The presented result was interpreted that teachers

working in private schools usually feel embattled due to sudden observation by

principal, parent’s complaints, annual poor performance of their students and

poor job security as they are not having any permanent employment in a private

institution, But on the other hand, teachers working in government schools are

not anymore affected by all such issues. So, teachers working in government

schools experience less job stress as compared to teachers working in private

school.
 30

In a study by Zembylas (2004), She stated that private school

teachers in Cyprus earn less salary, they have to work longer working hours,

while they also have a lot less holidays compared to their public school

counterparts. Consequently, It should not come as a surprise that private

kindergarten teachers in the study were stressed with their working hours and

with their salaries compared to the public kindergarten teachers. On the other

hand, private kindergarten teachers tended to be lowly stressed with their

working environments (e.g. school building, facilities, etc.). This result may be

explained that private kindergartens in Cyprus tend to make considerable

investments to improve their physical working environment and thus remain

competitive in the market. In contrast, public kindergartens in Cyprus rely on

funding from the government and are therefore limited in the amount of

improvements that may be performed to their physical working environment.

Furthermore, teachers in public kindergartens indicated that they were less

stressed with the way of promotion that is not based on merit in their school

system. This happens because the current promotion system in public schools in
 31

Cyprus is the same for kindergarten, elementary and secondary school which is

not based on merit (see Kyriakides, 2009; Kyriakides& Campbell, 2003, 2004).

Promotions in Cyprus in public schools tend to be solely based on years of

experience, and not on the quality or merit of a teacher’s work.

The study also showed that private school teachers are less stressed

with their status and the reputation they have in their schools, communities and

the society in general. This result may be explained by the fact that private

schools in Cyprus attract more children from higher income families and are

therefore considered to have a higher status than public schools. Consequently,

the private kindergarten teachers themselves may be looked upon as having

higher status, even though their salaries are much lower than those of public

kindergarten teachers.

Local Studies
In terms of local setting, a study by Rubio (2011) which was

undertaken to determine the stress level and it’s affecting factors in relation to

performance of teachers in Basud National High School, discovered that

 32

teachers shows the following stress: Moderate stress in terms of workload and

assignment, High stress in terms of school environment, interpersonal

relationships (Moderate Stress), students’ behavior and discipline (High Stress)

and school management (High Stress). The recommendations of the study also

stated an appropriate support to teachers should be given by the school principal

to help them enrich their sense of motivation and enthusiasm on their job.

According to a research done by Alontoga and Durban (2013) they

made a quantitative study to examine the different sources of stress among

elementary school teachers in Metro Manila. The study reported that of the four

sources of stress identified, the pupils’ behaviour and achievement recorded a

significant relationship to the stress of the teachers.

Roxas (2009), in her thesis which is entitled as “ Stress Among Public

Elementary Teachers In Baguio City”, revealed that the teachers are not easily

affected by the difficulties that they encounter in relation to their job. Seemingly,

they have a high level of stress tolerance and coping-up. The primary sources of
 33

stress experienced by the teachers in Baguio City in order of prevalence are as

follows: (1) large class sizes (2) excessive paperwork or documentation, and (3)

inadequacy of resources , materials and equipment to do the job.

In a research conducted by Pagayanan (2016), Stressors were

categorized into three: school – related sources, classroom – related sources

and home – related sources of stress. The most common school-related stress

which were identified by most of the teacher-respondents are the following: lack

of teaching guides and learning materials, working under deadline pressures,

pressure to produce better exam results, having to perform tasks not trained for,

and extreme temperature in classrooms. The following were the most common

sources of classroom-related stress: pupils’ lack of interest, poor study habit,

having to deal with students’ misbehavior/misconduct, limited sanctions available

to reprimand pupil indiscipline due to children’s rights, pupils’ generally low

academic performance, and absenteeism and tardiness among the pupils. On

the other hand, Financial burden, health problems, and having to attend to the

needs of husband/wife and/or children were the common home-related sources

 34

of stress. The study concluded that teachers have high level of school-related

stress. The most common which caused them high- school related stress are the

following: low salary, lack of teaching guides and learning materials and pressure

to produce better examination results. The top stressors are as follows: having to

deal with students’ misbehavior/misconduct, limited sanctions available to

teachers to reprimand pupil in disciplining due to children’s rights ,and pupils’

lack of interest, and poor study habits. There is also a generally high level of

home-related stress in terms of financial means were also the cause of high

stress to the teachers.

According to Betonio (2015), in her research, majority of the faculty

members experienced high level of stress in terms of Economic related stress,

School Policies, and Management Practices. High level of stress was

experienced by the faculty members in terms of work related stress. However,

the faculty members stated that “Students who are not doing their part in the

learning process”, was rated highly by the faculty. Overall rating of the level of

stress in terms of peer related stress was also high. Majority of the faculty
 35

members experienced very low level of stress in terms of family related stress

because the researcher concluded that by nature, Filipinos have close family ties

and that every member respects and understands each other. However,

stressors were rated high by the faculty and these are the areas of economic,

school related policies and management practices related stresses.

Panis (2009) in her study entitled “Stress Management of Public

Secondary Teachers in Selected High Schools of Aborlan” found out the level of

perceived stress of the respondents and determined the sources of stress as

perceived by the respondents. The study figured that the level of perceived

stress of the respondents was found to be moderate because the respondents of

the study managed stress by: talking to family members, praying ,watching

television programs, engaging in spiritual or religious activities, texting, doing

time management activities, eating, listening to music, and engaging in

hobbies/leisure activities. The activities were done by the respondents to relieve

them of stress and these were: work, personal and environment related stress

which have significant relationship to the level of perceived stress of the

 36

respondents , As to the relationship of demographic characteristics, to the

sources of perceived stress, civil status was found to be significantly related to

family related sources of stress.

Panis (2009) concluded that married teachers could experience high level

of stress when it comes to family matters. Numbers of years in teaching and

academic rank were significantly related to environment related sources of

stress. New teachers with lower academic rank experience stress related to work

assignment and unfavorable work conditions. Younger and newly hired teachers

consider teaching more stressful than older teachers do.

Synthesis

The series of foreign literature from different researches has found out that

the most sources of stress of teachers are the student’s misbehavior in which it

causes a great impact on the teacher’s working environment. The researches

have mentioned that student’s interest and aiding them apart from curriculum

instruction is also one of the sources of stress for the teachers. The researches
 37

also stated that lack of administrative support and poor working environment is

the source of stress for the teachers in which it can be inferred that the

administrators are also one of the causes of stress for the teachers. The stated

related literature also emphasized that female teachers are more stressed than

male teachers because teaching is a female dominated profession that in relation

to the study, a lot of teachers in Navotas are dominated by females and so it can

be inferred that a lot of female teachers are stressed than male teachers.

The studies in foreign literature also presented that private school

teachers show a higher job stress than those in public school which means that

working in a public school can be more stressful which the study is trying to

figure out whether the same situation also applies to the locale of the study. The

foreign literature presented has also a relation to the study because student’s

misbehavior and lack of administrative support can be one of the causes of

stress for the elementary and public high school teachers in the Division of

Navotas.
 38

In terms of local setting, The researches have discovered the

common sources of stress for teachers in the Philippine setting which is still

focused on the students’ misbehavior which can also be reflected to the attitude

of the present millennial generation. A study also mentioned that teachers are

also stressed in terms of parents who rely heavily for the teachers in terms of

taking care of their children who are the students.

The researches have commonalities in their findings that teachers

are widely stressed in terms of their work environment where there are a lot of

paper works, inadequate instructional materials and even large class sizes. The

studies also have found out that poor school management is also one of the

sources of stress for the teacher.

The stressor that was also found out by the studies involved

economic aspects such as the teacher’s salary that may even affect the personal

life of the teachers, causing them home-problems. In terms of different factors

that involves stress, School- related stress is the main cause of a teacher’s
 39

stress which was mentioned by almost all studies used in this chapter but on the

other hand, despite of the high level of stress experienced by teachers.

All of the local literature mentioned has a bearing to the study

because salary, poor working environment ,lack of proper school management,

and lack of parents’ involvement can be some of the sources of stress for

elementary and high school teachers in the Division of Navotas.

 40

Chapter 3

METHODS AND PROCEDURE

This chapter presents the methods to be used in the study. It also

describes the subjects of the study, the instruments used, the procedure of data

gathering, and the statistical treatment of the data.

The Research Method

The research method that will be used in this study will be the

descriptive-research method, specifically the survey method according to Gay

and Sian, as cited by Santiago (2005) is useful for investigating educational

problems especially those concerning assessment of attitudes, opinions,

preferences, practices, and procedures. The study will also use descriptive-

correlational and descriptive comparative design. The descriptive-correlational

design will be used to describe the statistical association between two or more

variables in which the researcher did not manipulate an existing variable such as

the demographic variable, in which the researcher will simply measure or capture
 41

its pre-existing value. In the study, demographic variables such as age, sex, civil

status and years in service will be used to figure out If it has a relation to the level

of job stress of the respondents while the descriptive-comparative design will be

used to describe two or more groups for comparison, in which in the study, the

level of job stress of elementary and public school teachers will be compared.

These designs will be used to determine the perceived level of stress of public

elementary high school teachers towards the teaching profession.

Respondents of the study

The respondents of the study will be the selected public elementary

and secondary school teachers in Navotas They will be chosen at random. For

the public schools, Teachers with permanent status will be included. 100 public

high school teachers and 100 elementary teachers will be the respondents of the

study.
 42

SCHOOL N SCHOOL N

ELEMENTARY PUBLIC SCHOOLS

Tanza Elementary School 10 Tanza National High School 10

San Roque Elementary School 14 San Roque National High 24

School

Tangos Elementary School 15 Tangos National High School 11

Navotas Central Elementary 24 Navotas National High School 25

School

San Rafael Elementary School 12 San Rafael Technological 12

Vocational School

Kapitbahayan Elementary 25 Kaunlaran High School 18

School

Total 100 Total 100

Total Number of Respondents = 200

Locale of the Study

The study will be conducted in selected elementary and

secondary schools in Navotas, namely: namely: Tanza National High School,

 43

Tanza elementary school, San Roque National High School, San Roque

elementary school, Tangos National High School, Tangos Elementary School,

Navotas National High School , Navotas Elementary Central School, San Rafael

Technological Vocational School, San Rafael Village Elementary School,

Kaunlaran High School and Kapitbahayan Elementary School. The study will be

conducted from May 2022-July 2022

Research Instrument

The instrument will be composed of four parts to measure the job

stress of teachers which includes: The personal profile of the respondents, Part I

– Personal Stressors which refers to the personal problems that a teacher has,

that interferes in one’s job. ; Part II – Professional Distress which refers to the

problems that a teacher has in terms of a teacher’s professional growth; Part III –

Teaching-learning process stressors, where in the problems that a teacher has in

teaching will be presented in this part. Part IV – Interpersonal Relationship in

which it measures the stress that a teacher has in dealing with co-teachers,
 44

school head, parents, which composes of stressful situations that a teacher

experiences in the workplace.

Construction and Validation of Questionnaire

The questionnaire will be initially validated by experts. It will be

constructed by the researcher. After the validation, it will be pilot tested and will

be tested for its reliability using Cronbach’s Alpha, after that it will be distributed

to the respondents.

Administration of the Questionnaire

The researcher will distribute the survey questionnaire to the public

secondary school teachers after the permission and approval from the Division

Superintendent of the Division of Navotas was sought. The questionnaires will be

distributed and will be collected after the questionnaires will be answered by the

respondents. After the approval, the questionnaires will be distributed and will be

retrieved after answering.

 45

Statistical Treatment of Data

The data gathered will be analyzed using frequency, percentage,

weighted mean, ranking, chi-Square test and z-test. There are eight (8) questions

on each parts: Part I – Personal Stressors; Part II – Professional Distress ,Part III

– Teaching-Learning Process Stressors; and Part IV – Interpersonal Relationship

which will be composed of fifteen (8) questions for teacher’s interpersonal

relationship with co- teachers (3 questions), school principal (3 questions) and

parents (2 questions) which will be used to determine the level of perceived

stress of the respondents. Each question will be rated using the scale below:

Weight Limits Verbal Interpretation

5 4.21 - 5.00 EXTREMELY
STRESSFUL

4 3.41 - 4.20 MORE STRESSFUL

3 2.61 - 3.40 MODERATELY
STRESSFUL
2 1.81 - 2.60 LESS STRESSFUL
1 1.00 - 1.80 NOT STRESSFUL
 46

Percentage (P) will be used to present the demographic profile of the

respondents in terms of age, gender, civil status and the years of service:

The following formula will be used to compute for the percentage:

P = f/n x 100

where: P = percentage

f= frequency

n = total number of respondents

Weighted Mean (WM) will be used to get the average

frequency of the responses in each weighted item.

formula:

(f5 x 5) + (f4 x 4) + (f3 x 3) + (f2 x 2) + (f1 x 1)

Weighted Mean=
N

The assessments which will be provided by the respondents will be

interpreted by using the 5-point Likert Scale Method for interpretation of the

assessment of the level of job stress of secondary and elementary public

school teachers.

Ranking- will be used to reinforce the percentage to show the proportional

importance of an item considered.

 47

Chi-square (X2) will be used to determine if there is a significant

relationship between the demographic profile and the level of job stress of the

respondents.

The following formula will be used to complete chi-square:

Where: O = observed frequency

E = expected frequency

1. z-test-will be used utilized to determine the significant difference

between the level of job stress of a elementary and high school

teacher using the following formula.

Formula:

Where:

X1= mean of the 1st group

X2 = mean of the 2nd group

S1 = Standard deviation of the 1st group

S2 = Standard deviation of the 2nd group

N1 = sample size (1st group)

 48

N2 = sample size (2nd group)

 49

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