Action Research

Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office of Quezon City
STRESS LEVEL REDUCTION OF TVL TEACHERS THROUGH ONLINE
BRAINSTORMING AND KUMUSTAHAN
A Completed Action Research Presented to the
Schools Division Research Committee
ARTEMIO E. ZABALA
Master Teacher I
LORDEVER S. DIGAN RYAN R. RICABLANCA
Master Teacher I Teacher III
Lagro High School
Date of Submission
October 8, 2021
ACKNOWLEDGEMENT
The researcher salutes the following People who inspired them to work Harder to finish this
paper.
To the research manager, Mrs. Ma. Kristine Tamayo who gave advice and shared knowledge
and experiences, and always open to help and guide the researchers to complete each and
every part of this research.
To the TVL Coordinator, Dr. Carina Ortiz Luis who gave guidance to the researchers in
implementing this study.
To our dear school principal, Dr. Diego Amid who supported us in all our plans and allowed
us to implement this study.
Deepest gratitude is given to the researcher’s family who supported the researchers,
physically and emotionally all throughout this process up to the end.
Above all, to the Almighty God, for granting his countless blessings and for the strength and
wisdom that lead us to the success of this endeavor.
ABSTRACT
The new normal of education is a big challenge to all the teachers in the
Philippines. Aside from thinking new ways in teaching the lesson digitally, teachers are also
challenged in working from home. This distance learning set up increased the stress level of
the teachers in their daily work. The researchers conducted a survey from the 23 TVL
teachers of Lagro High School about their perceived stress. Most of them are having a
moderate stress level in this time of pandemic. The factors that mostly affect the teachers are
having a volume of work, students who do not submit activities and urgent submission of
reports in school. Because of these factors, the researchers used Online Kumustahan and
Brainstorming to lessen the stress experienced by the teachers. By having three online
sessions of Kumustahan and Brainstorming, the researchers were able to reduce the stress of
the teachers to a lower level. This implies that the intervention used in this study is effective
in decreasing the stress level of the teachers in the new normal.
Key words: kumustahan, stress scale, brainstorming

I. CONTEXT AND RATIONALE
There are different stresses that the teachers of Technical Vocational and Livelihood
Education (TVL) teachers experience in this time of uncertainty. Due to Covid 19 pandemic
school campuses are closed and we are moved in the different setting of class or we call it as
the New Normal setting, a pandemic that change the lives of every teachers. But as what the
Department of Education says that the education must not stop, so we as teachers are forced
to adopt the new normal set up of education wherein it caused a lot of stress to the teachers.
Stress is experienced by people when they are overloaded in work and struggling to
cope with demands in school or in work or at home. It can be a motivator to people and it can
be essential to survival too.
Teachers always experienced stress, not just only in schoolwork but also in their life
as a mother, father, or head of the family. There are many stressors that can cause stress of
the teachers. Example of the stressors in schoolwork are the submissions of different school
forms, online class, writing a module, simulation teachings, adaptation of new techniques and
strategies to cope up with education in this new setup, tons of webinars and many more.
Another example of stressors of a teacher is their responsibility in their house, monthly bills,
budget for food, online class of their children, loans, not large amount of salary and so forth.
The TVL teachers must meet deadlines and submissions while doing their
responsibility in their respected houses. And it causes stress to them. The researchers sees
that the Kumustahan and Brainstorming plays a big role to lessen the stress that TVL teachers
encountered. In time when the lockdown has mandated it is very hard for TVL teachers to
talk with other teachers with their problems encountered since face to face is prohibited. TVL
teachers missed their working environment. And it causes them stress.
Brainstorming or Kumustahan is a group problem-solving method that deals with
sharing and contributing different ideas and solution to solve problems. This process requires
discussion in which every member of the group is encouraged to think aloud and suggest as
many ideas as possible based on their diverse knowledge. The researchers sees that if online
kumustahan and brainstorming took place it can possible lessen the level of stress
encountered by the TVL teachers.
Lastly, brainstorming or kamustahan has a strong significant impact on the teaching
and process. Everyone may collaborate to solve problems, and generate innovative ideas, and
share their experiences and best practices during the online class.
II. ACTION RESEARCH QUESTIONS
This study aims to determine the effects of online Kumustahan and Brainstorming to
lessen the stress of the TVL teachers of Lagro High School..
Specifically the study seeks to answer the following questions:
1. What is the stress level of the TVL teachers of Lagro High School for the new normal
school setup for school year 2020-2021?
2. What are the factors influencing the stress level of the teachers?
3. How does Online Kumustahan and Brainstorming lessen the stressors, pressures, and
challenges of this new normal set up on teachers?

III. INNOVATION/INTERVENTION/STRATEGY
The intervention used in this study is mainly the online brainstorming and Kumustahan
which was done thru online sessions. The researchers identified first the stress level of the
respondents before the intervention using the Perceived Stress Scale Survey by Matheny
(2000). After this, the researchers gathered all the factors affecting the stress level of the
teachers thru a survey. Then it was followed by having the intervention.
Figure 1.
Online Kumustahan Process
Stress level of the

TVL teachers of
Factors / sources
Lagro High
influencing the ONLINE
School for the new
stress level of the BRAINSTORMING
normal school
teachers. AND KUMUSTAHAN
setup for school
year 2020-2021
The online brainstorming and Kumustahan involves sharing of thoughts and problems
in school, health, family and even personal ones. This helped the teachers in overcoming the
difficulties they encountered during the pandemic times. The teachers were able to lessen the
burden they are carrying. When we share problems with someone, the problems seem to be
easier (Banfield, 2015). There are advices that can be given by those who experienced the
same since the TVL group is composed of different ages and experiences in work.
IV. ACTION RESEARCH METHODS
A. PARTICIPANTS AND/OR OTHER SOURCES OF DATA AND
INFORMATION
The participants of this study are the Technical Vocational and Livelihood
Teachers of Lagro High School. There are 23 specialization teacher respondents.
They were selected through purposive sampling method to produce a sample that
represents the population. According to Costales and Zulueta (2010). It is based on
choosing samples according to the purpose of the researcher. Purposive Sampling is a
process in which the researcher uses his good judgment in selecting the respondents
who best need and serve the purpose of the study.
B. DATA GATHERING METHODS
The study will use the quantitative research design method and employs the
descriptive method. The descriptive method is a fact-finding study that involves adequate
and accurate interpretation of findings.
A questionnaire was used in this study and it has two parts, part I covers the profile of
the respondents, Part II is adopted from the Perceived stress scale by Matheny (2015), a
widely used instrument to measure stress.
The ethical process and procedures was done with all necessary documents such as
letter of intent to conduct a study, survey questionnaire, etc.
C. DATA ANALYSIS PLAN
Before the collection of data, the researchers get the approval of the Lagro High
School Administration for the study. There was also a letter of consent attached to the
questionnaire that was answered by the TVL teachers, indicating the purpose of the study, the
time needed to finish the questionnaire as shown in the appendices.
V. DISCUSSION OF RESULTS AND REFLECTION
A. Stress Level of TVL Teachers
The Stress level of the teachers were assessed by computing the Perceived
Stress Scale survey. Eighteen of the teachers have a moderate stress level, 3 have low
stress level and 2 teachers have high stress level. These levels are almost the same on
the self-assessment of the teachers on their stress level as shown in Figure 3. Four of
the teachers assessed themselves having a high stress but on the PSS Survey, they are
classified having a moderate stress level only.
Figure 2
Perceived Stress Scale Level before the Intervention

20 18
18
16
No. of Respondents
14
12
10
8
6
4 3
2
2
0
High Moderate Low
Level of Perceived Stress
N=23
Figure 3
Self-rating of Stress Level

B. Factors Influencing the Stress Level of the TVL Teachers
The researchers gathered the factors influencing the stress level of the teachers by
conducting a survey. Each respondents were asked the possible causes of their stress and
their responses are shown in Figure 4. The cause that has the most vote is the volume of
work and the least one which doesn’t have any vote is on the mental health.
Figure 4.
Causes of Stress of the TVL teachers

Most of the teacher respondents (56.5%) are experiencing stress due to the
volume of work given to them. Next to it is the stress caused by the students who
failed to pass their activities. The teachers are really having a difficulty in dealing
with the students who are not participating or not working on their activities. These
students are needed to follow up often and sometimes they are really not reachable.
This causes additional stress on the teachers especially that they are monitoring
hundreds of students every day. Next stressor on the teachers are urgent reports given
to them. As the work from home set-up started, there are additional reports given and
everything is submitted electronically. So the demand on urgent tasks became high.
This made the teachers more stressed in their work.
The researchers also gathered the causes of stress of the teachers during the
distance learning set-up as shown in Figure 5. More than half of the TVL teachers
were stressed during the distance learning due because of carrying out school duties
during the time dedicated to family. Because of the work from home set-up, it is
really difficult to divide the time for work and time for tasks at home. During the face
to face class, teachers are known in bringing home the school works that made them
busy as well even at home. Now that it is work from home, it is more difficult to focus
at home due to numerous activities and reports needed to accomplish. Even though
everything is digital, it is still difficult to balance the time for work and for home.
Next to it is the huge expectation given to the teachers which was voted by 52.2% of
the respondents. Teachers are expected to do more since they are already working
from home. They don’t need to commute or drive to school for long hours so it is
expected that the teachers will be more productive. But it is the one that stressed more
the teachers. Teachers are not robot that can do all the tasks easily.
Figure 5.
Reasons why distance learning is stressful to teachers.

The researchers also identified the most recurrent emotions of the teachers.
Figure 6 shows that most of the teachers are really tired and stress. This is really an
alarming sign that the teachers are experiencing difficulty in managing their stress
aside from being tired in work from home.
Figure 6
Teacher’s most recurrent emotions
C. Effects of Online Kumustahan and Brainstorming among TVL Teachers
The researchers interviewed the TVL teachers one by one, via Google Meet. All of
the 23 respondents have given positive insights on the Online Kumustahan and
Brainstorming. After coding all the responses, it was found out that the sharing of tips on
dealing with the common issues or problems encountered during online class was the most
helpful from the said intervention. Since most of the teachers have almost the same students,
they were able to brainstorm how to effectively solve the problems on the students especially
on absenteeism since it is the most common problem on TVL students during the distance
learning.
Figure 7
Perceived Stress Scale Level after the Intervention
20 19
18
16
No. of Respondents
14
12
10
8
6 4
4
2 0
0
High Moderate Low
Level of Perceived Stress
N=23
As shown on Figure 7, the level of perceived stress of teachers have
decreased. Low level of stress have increased from 2 teachers before the
Kumustahan to 19 teachers after. This is a positive result that really shows how the
intervention lessen the stressors, pressures, and challenges of the new normal set up
on TVL teachers.
In conclusion, Online kamustahan shows the effectiveness of the intervention
and strategies to the teachers and brainstorming to share their best practices and
discuss some issues/problems encountered during the online class. Moreover, the
teacher may also share their experiences and feelings so that everyone will listen and
gives advice and suggestion to each other.
This study may also recommend applying and implementing in both Basic
Education and Higher Education to have once a week of online kamustanhan and
brainstorming to relieve the stress of the teachers and even the non-teaching
personnel.
Lastly, the future researcher, this study may serve as a reference to conduct
other studies related to this topic that may improve the possibility of applying not
only in education but in other sectors.
VI. ACTION PLAN FOR DISSEMINATION AND UTILIZATION
The output in this action research is planned to submit for publication in journal
articles with the help of prestigious publishing organizations or local and international
educational organizations. The dissemination of the study can be utilized through
different forums to be conducted in various part of the country. It can also be
presented in different conferences to share the findings of the research
VII. REFERENCES
Kenneth B. Matheny, P. A. (n.d.). Write Your Own Prescription for Stress.
Banfield, J. (2015). The Benefits of Sharing Problems With Others. Retrieved from
JerryBanfield.com: https://jerrybanfield.com/sharing-problems-with-others/
VIII. APPENDICES
Approval Letter
Answers of the respondents in the survey


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Republic of the Philippines

STRESS LEVEL REDUCTION OF TVL TEACHERS THROUGH ONLINE

BRAINSTORMING AND KUMUSTAHAN

A Completed Action Research Presented to the

Schools Division Research Committee

Schools Division Office of Quezon City

LORDEVER S. DIGAN RYAN R. RICABLANCA

Master Teacher I Teacher III

Lagro High School

every part of this research.

implementing this study.

us to implement this study.

physically and emotionally all throughout this process up to the end.

wisdom that lead us to the success of this endeavor.

in decreasing the stress level of the teachers in the new normal.

Key words: kumustahan, stress scale, brainstorming

I. CONTEXT AND RATIONALE

be essential to survival too.

teachers missed their working environment. And it causes them stress.

Brainstorming or Kumustahan is a group problem-solving method that deals with

encountered by the TVL teachers.

Lastly, brainstorming or kamustahan has a strong significant impact on the teaching

II. ACTION RESEARCH QUESTIONS

lessen the stress of the TVL teachers of Lagro High School..

Specifically the study seeks to answer the following questions:

school setup for school year 2020-2021?

challenges of this new normal set up on teachers?

teachers thru a survey. Then it was followed by having the intervention.

Online Kumustahan Process

Stress level of the

IV. ACTION RESEARCH METHODS

A. PARTICIPANTS AND/OR OTHER SOURCES OF DATA AND

Teachers of Lagro High School. There are 23 specialization teacher respondents.

represents the population. According to Costales and Zulueta (2010). It is based on

choosing samples according to the purpose of the researcher. Purposive Sampling is a

who best need and serve the purpose of the study.

B. DATA GATHERING METHODS

and accurate interpretation of findings.

widely used instrument to measure stress.

letter of intent to conduct a study, survey questionnaire, etc.

C. DATA ANALYSIS PLAN

time needed to finish the questionnaire as shown in the appendices.

V. DISCUSSION OF RESULTS AND REFLECTION

A. Stress Level of TVL Teachers

classified having a moderate stress level only.

Perceived Stress Scale Level before the Intervention

Self-rating of Stress Level

B. Factors Influencing the Stress Level of the TVL Teachers

Causes of Stress of the TVL teachers

everything is submitted electronically. So the demand on urgent tasks became high.

This made the teachers more stressed in their work.

Reasons why distance learning is stressful to teachers.

aside from being tired in work from home.

Teacher’s most recurrent emotions

C. Effects of Online Kumustahan and Brainstorming among TVL Teachers

Perceived Stress Scale Level after the Intervention

As shown on Figure 7, the level of perceived stress of teachers have

In conclusion, Online kamustahan shows the effectiveness of the intervention

gives advice and suggestion to each other.

only in education but in other sectors.

VI. ACTION PLAN FOR DISSEMINATION AND UTILIZATION

educational organizations. The dissemination of the study can be utilized through