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Documenti di Professioni
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ELIZA S. ANIETE–PANIS
APRIL 2009
The thesis attached hereto, entitled “STRESS MANAGEMENT OF PUBLIC
Date Signed
Educational Management.
ii
BIOGRAPHICAL SKETCH
The author was born in Lapu-lapu Street, Poblacion, Narra, Palawan on December
19, 1981. She is third among the six children of her loving parents, Mr. Leonides T. Aniete
and Mrs. Tessie Sotabinto Aniete. She was baptized Eliza S. Aniete at St. Joseph Parish
Antipuluan, Narra, Palawan in 1995. She obtained her secondary education at State
Polytechnic College of Palawan Vocational Agriculture Curriculum in 1999. She took her
college education at the State Polytechnic College of Palawan, Aborlan, Palawan, with the
She believes that life will be just meaningful if you accept failures, face challenges,
ELIZA S. ANIETE–PANIS
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ACKNOWLEDGMENT
With all sincerity, the author wishes to convey and express her gratitude to a
number of people who gave their immeasurable help and effort in the pursuit of this study.
Dr. Julie Hope P. Evina, Chair of the advisory Committee and English critic for
patiently checking her work, for sharing her ideas and sharing her valuable time to the
author;
Dr. Eulenia C. Pizaña, her advisory committee member, for sharing her knowledge
Dr. Noel L. Gauran, her advisory committee member and Statistician, for his
Mary Jane Dancil Gamoso for sharing her ideas and knowledge to the author;
To Analou and Tita Jean, for allowing her to use their internet connection for free;
Her co-teachers, Sir Rex, Sir Monserate, Ma’am Rena, Ma’am Che, Ma’am Fe and
Ma’am Regie for the laughter and joy they shared with the writer;
Her friends, Analou, Joy, Lhing, Elsie, Grace, Kuya Mads, Willyn, Kuya Albert,
Ate Eden, Ma’am Neth, Lhot, Kuya Barbs, Thelma, Cai , Jenny and Kuya Joel for sharing
their happy moments, and for their thoughtfulness which served as her inspiration;
Her brothers, Kuya Jo, Kuya Bebe, Toto, her sisters Che-Che, Lyn-Lyn and
“pamangkin” Kevin, Josh and Nash for their concern, and the joy of life, which they shared
to the author;
Her boardmates, Ate Eden, Ate Flor, Zinky, Bebe, Ann-Ann, Lorna, Ched, Wilma
for the companionship and laughter they shared with the author;
To Ma’am Beth Mallari, Ma’am Mariz Gensole, Sir Roy Gensole, Ma’am Hilario,
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Ma’am Lea Orlido, Ma’am Annabel Yap, Ma’am Arlene Manalo and ate Eden Demafelis
for helping her in the retrieval of the accomplished survey questionnaire from their co-
teachers.
To her parents, Mr. Leonides Aniete and Mrs.Tessie Aniete, for their prayers,
Her beloved husband, Engr. Romel B. Panis, for the love, prayers, encouragement,
joy of life, moral support, understanding, and for patiently encoding this manuscript;
Above all, to the Almighty God for the guidance, love, wisdom, and enlightenment
E.A.P.
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ABSTRACT
This study was conducted from December, 2008 to January, 2009 to determine the
The descriptive research design specifically survey method was used in this study. Data
as the respondents of the study. Result showed that most of the respondents were married
females in their middle age. They had been in the service for a mean of 10.3 years and
more than one-half of them were Secondary School Teacher I with mean teaching load of
The perceived sources of stress such as work, family, personal, and environmental
the level of perceived stress of the respondents. Age, gender, civil status, number of years
in teaching, academic rank, teaching load, number of students, and attitude of the
respondents towards teaching did not have significant relationship with the level of
perceived stress.
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Civil status was found to be significantly related to family related sources of stress.
On the other hand, number of years in teaching and academic rank were found to be
vii
TABLE OF CONTENTS
TITLE PAGE i
APPROVAL SHEET ii
BIOGRAPHICAL SKETCH iii
ACKNOWLEDGMENT iv
ABSTRACT vi
TABLE OF CONTENTS viii
LIST OF TABLES x
LIST OF FIGURE xi
LIST OF APPENDICES xii
CHAPTER PAGE
I. INTRODUCTION
Literature 6
On Stress and Stress Level 6
On Sources of Stress 9
On Coping with Stress 11
On Demographic Characteristics 14
Conceptual Framework 15
Conceptual Paradigm 16
III. METHODOLOGY
Summary 52
Conclusions 54
Recommendations 54
BIBLIOGRAPHY 55
APPENDICES
Survey Questionnaire 59
Letter of Request to the Assistant Schools Division Superindent 70
Letter of Request to the Respondents 71
ix
LIST OF TABLES
TABLE PAGE
x
LIST OF FIGURE
FIGURE PAGE
1 Conceptual Paradigm 16
xi
LIST OF APPENDICES
APPENDIX PAGE
A Survey Questionnaire 59
xii
CHAPTER I
INTRODUCTION
work or at play, one is pressured to make decisions, take actions or even change one’s
behavior. It makes one’s life meaningful depending on the way it is being handled.
Scott (2007) defined stress as any type of change that causes physical, emotional or
psychological strain. However, she said that not all types of stress are harmful or even
negative. There are a few different types of stress that a person encounters: eustress, a type
of stress that is fun and exciting, and keeps one vital (e.g. racing to meet a deadline), acute
stress, a very short-term type of stress that can either be positive (eustress) or more
distressing (or what is normally thought of as ‘stress’); this is the type of stress one most
often encounters in day-to-day life; episodic acute stress, where acute stress seems to run
rampant and be a way of life, creating a life of relative chaos; chronic stress, the type of
stress that seems never-ending and inescapable, like the stress of a bad marriage or an
Stress is inevitable and no one can escape it. With its tolerable existence, persons
learn how to be strong, responsible, and flexible. Presence of stress in one’s life and
learning how to deal with it develop a person into a mature individual. Without stress,
one’s life would be dull. However, stress should be in moderate amount because excessive
Teaching is a stressful career. As teachers, they are responsible for much more than
their students’ learning. They are also responsible for students’ emotional health and
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physical well-being. Teachers must make sure that students can get along with their fellow
human beings in the present, and teachers are expected to prepare them for their future
lives. Simultaneously, teachers must cope with the often competing demands of parents,
supervisors, colleagues, and students. At some point in their days, usually after school
hours and weekends, they are obligated to plan lessons and activities, purchase materials
Kowalski said that, teaching is often exciting and challenging, and consequently
stressful. While every job has its stressors, stress in teachers often goes undiagnosed and
untreated due to several factors, including assumptions that teachers are self-sufficient; an
academic culture that discourages open, honest dialogue or interprets complaints of stress
as a sign of inadequacy; and the misconception, held by many outside the profession, of
Stress is a popular topic and everybody faces stress in his life since it is a normal
part of life and inevitable but not necessarily a completely bad part. Learning the ability to
This study was conducted to determine the stress level and sources of stress of
This study determined the stress management of the public secondary teachers in
The researcher hopes that the result of the study will benefit the school
To the school administrators, the result of this study will serve as basis for
3
designing a program of activities to help the secondary teachers to handle stress or prevent
To the public secondary teachers, this study will give them insights on the causes of
stress and would enable them to manage or cope with their stress.
This study determined the stress management of the public secondary teachers in
teachers?
3. Is there relationship between the sources of stress and the level of perceived
respondents?
The general objective of this study was to determine the stress management of the
3. identify if there is relationship between the sources of stress and the level of
4. find out if there is relationship between level of stress, sources of stress and
reduce stress.
This study focused on the level of perceived stress, sources of stress and activities
for reducing stress of the public secondary teachers in selected high schools in Aborlan.
There were 66 teachers randomly selected from the different secondary schools of Aborlan
except teachers from Isla Sombrero National High School, Culandanum National High
Analysis of individual level of perceived stress, sources of stress and activities for
reducing stress was limited to the responses measured by the modified Perceived Stress
Scale (PSS), Inventory of Recent Life Experiences (IRLE) and Relaxation Inventory (RI).
In line with the problem of this study, the following null hypotheses were tested:
For clearer understanding of the study, the following terms were operationally
defined:
Inventory of Recent Life Experiences – refers to the list of experiences which the
Stress Level – refers to the amount of stress of the respondents. This is categorized as high
Perceived Stress Scale – refers to the different questions that will determine the level of
Relaxation Inventory – refers to the list of activities that the respondents may use to
This chapter presents various readings of literature and studies. The researcher
Although the events that cause stress are subjective, what happens inside one’s body when
he is under stress follows a fixed pattern which can be objectively measured. Some
symptoms that may indicate stress are headaches, muscle spasms, teeth grinding, aching
palpitations, cold hands and feet and various skin problems including acne, eczema, and
psoriasis. 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
problems, increased eating and weight gain, loss of effectiveness at work, over spending,
A person with a negative attitude will often report more stress than would someone with a
Moreover, emotional stress usually occurs when people consider situations difficult
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
Unfortunately, many people find that, when they’re under stress, their sex drive
suffers. In fact, a recent study showed that more than half the partners of people working
over 48 hours a week reported that it was damaging their sex life. Fortunately, the same
factors that can decrease the level of stress one feels can rev up his libido at the same time
(Scott, 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).
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
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
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stress is so great, progress tend to become temporarily effective; under too little stress,
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.
effective in short-term stress reduction and long-term health. Benefits can be felt in just
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 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
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
Feldman (1989) explained the benefits of stressful environment that, people are
motivated to understand better what is happening to them and this search for knowledge
Myers (1989) posited that the level of stress one experiences largely depends on
Kowalski concludes that excessive teacher stress, left undiagnosed and untreated,
can have long-term negative consequences not only for individual teachers, but ultimately
for the entire institution. A caring work environment, however, is highly effective in
Stoppler stated that both men and women are sensitive to psychological stress and
its effects. Since people vary widely in their perception of stress, it is not possible to
generalize and state that men or women are more sensitive to stress.
On Sources of Stress
Stress may be caused by work pressures, travel, home environment, mental trauma,
anxiety, depression, poor food habits, family problems, marriage related issues, the
physical environment and in many cases by factors out of one’s physical control (Kumar,
2008).
Gamozo (2008) found out that family related sources of stress are significantly
related to the level of perceived stress. Her study had shown that family related affairs are
associated with the level of perceived stress while work, personal and environmental
Sleep deprivation is one of the leading causes of stress. And stress is one of the
large meals just before sleeping and getting regular exercise. It is also important to avoid
exercise just before sleep time and extremely important to buy a comfortable bed
and pillows. Ensure you have the right blankets and comfortable room temperature which
Classic high-risk stressors include the following: too much work with little balance,
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no help or supportive resources, too little social support, no time for hobbies, too little
sleep, if one doesn’t get adequate sleep, he is less able to handle stress, and also less
productive and suffer other consequences, and too little time off (Scott, 2008).
According to Feldren (2005), personal stressors include major life events such as
the death of a parent or spouse, the loss of one’s job, a major personal failure, or even
informally, daily hassles, are the third major category of stressors exemplified by standing
in a long line at a bank and getting stuck in a traffic jam. Daily hassles are the minor
According to Brown (2003) teaching is not only hard work; it can be full of stress.
Pressure due to school reform efforts, inadequate administrative support, poor working
conditions, lack of participation in school decision making, the burden of paperwork, and
lack of resources have all been identified as factors that can cause teacher stress.
Meanwhile, Brown, et al. as cited by Kowalski mentioned that teacher stress can be
caused by a number of factors, both external and internal. External causes may include
institutional conditions such as large, mixed-ability classes, lack of student discipline and
Matirez et al. (2000) delineated further that anything and everything could be a
source of stress. The individual is its biggest factor. While one person can’t live with
stress, another can live by it and use it to deal with the environment. Differences in
Atkinson et al. (1996) stated that the source of stress can be within the individual in
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DeLongis et al. as cited by Morgan (1986) said that not only changes, but many
ongoing situations are stressors. The hassles of everyday life centering around work,
family, social activities, health, and finances are important stressors which have been
changing the way one thinks, one can turn a negative experience into a positive one. This
new look at life can help fight stress and reduce its occurrence.
negative thoughts, planning some fun, focusing the negative into the positive, taking a
(http://www.nlm.nih.gov/medlineplus/ency/article/001942.htm, 2008).
Research has shown health benefits of laughter ranging from strengthening the
immune system to reducing food cravings to increasing one’s threshold for pain. There’s
even an emerging therapeutic field known as humor therapy to help people heal more
quickly, among other things. Humor also has several important stress relieving benefits
(Kumar, 2008).
as personality and coping style are most important in predicting whether certain job
conditions will result in stress. In other words, what is stressful for one person may not be
Exercise can decrease ‘stress hormones’ like cortisol, and increase endorphins, the
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body’s ‘feel-good’ chemicals, giving one’s mood a natural boost, it usually involves a
change of scenery as well, either taking a person to a gym, a dojo, a boxing ring, a park, a
scenic mountain, a biking trail or a neighborhood sidewalk, all of which can be pleasant,
low-stress places. This can help prevent the stress response from wreaking havoc on the
body, and can help keep creativity and optimism levels higher; bringing many other
Deep breathing is an easy stress reliever that has numerous benefits for the body,
including oxygenating the blood, which ‘wakes up’ the brain, relaxing muscles and
quieting the mind. Breathing exercises are especially helpful because you can do them
(http://stress.about.com/od/generaltechniques/tp/toptensionacts.htm, 2007).
The physical benefits of sex are numerous, and most of them work very well
toward relieving stress. Sadly, many people have less sex when their stress levels are high.
Music therapy had also shown numerous health benefits for people with conditions ranging
from mild (like stress) to severe (like cancer). When dealing with stress, the right music
can actually lower one’s blood pressure, relax the body and calm the mind (Scott, 2007).
people and their external environment (known as the Transactional Model). The model
conceptualizes stress as a result of how a stressor is appraised and how a person appraises
his/her resources to cope with the stressor. The model breaks the stressor-stress link by
proposing that if stressors are perceived as positive or challenging rather than a threat, and
if the stressed person is confident that he/she possesses adequate rather than deficient
coping strategies, stress may not necessarily follow the presence of a potential stressor.
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The health realization/innate health model of stress is also founded on the idea that stress
does not necessarily follow the presence of a potential stressor. Instead of focusing on the
individual's appraisal of so-called stressors in relation to his or her own coping skills (as
the transactional model does), the health realization model focuses on the nature of
thought, stating that it is ultimately a person’s thought processes that determine the
(http://en.wikipedia.org/wiki/Stress_management, 2006).
guidelines that can be followed in coping with stress. These guidelines are as follows: turn
threat into challenge, make a threatening situation less threatening, change one’s goals,
Stress can be reduced by making lifestyle changes, keep a positive attitude, accept
that stress is a part of life, clearly define home and work responsibilities, manage time, set
realistic goals, learn to relax, eat an adequate and nutritious breakfast each day
(ohioline.osu.edu/atts/PDF-English/Stress-Mgmt.pdf, 2005).
Stress experts frequently emphasize that stress can be good as well as bad and
advise their patients to make it work for them as source of energy. They suggest the
following ways to manage stress: (1) Have a code of life and live positively. (2) Set
priorities to avoid unnecessary time pressures. (3) Allow time for pleasurable activities
such as taking walks or talking with friends. (4) Exercise regularly as an outlet for stress.
(5) Eat a sensible diet to maintain the energy needed to cope with stress. (6) Learn self-
relaxation techniques such as deep breathing, muscle relaxation, and meditation (Radcliffe,
1996).
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Feldman (1989) states that relationships with others may provide an important
means of coping with stress. In this, connection researchers have found that social support,
the knowledge that all are part of a mutual network of caring, interested others, enables
one’s to experience lower levels of stress and to be better able to cope with the stress they
do undergo.
On Demographic Characteristic
Resources found out that women reported a greater amount of “high distress” days and
fewer distress-free days than men. Interestingly, the differences in levels of stressful days
were due to women experiencing more onsets of “distress episodes” (having stress
response trigger), rather than being more likely to continue in a distressed state from one
day to the next. In other words, women didn’t hold onto their stress more; they just
(http://www.lifepositive.com/mind/psychology/stress/depressionaspect) as cited by
Gamozo (2008) stated that causes of female and male depression and anxiety might be
quite different from each other. It is not known for sure if stress affects men and women
differently. Generally, as the two genders often operate in different social contexts both
tend to develop different emotional dispositions and personality traits accordingly, their
Western Philippines University found out that age, number of years in teaching, highest
educational attainment, and teaching load had significant relationship with level of
15
perceived stress which implies that the higher the rank and educational attainment, the
longer the length of service and the older the faculty member, regardless of age, the lower
is the perceived stress. However, the more teaching load is assigned to the faculty member
The findings of Goh (2003) showed that civil status influences the job related
Conceptual Framework
This study had three variables, the independent, intervening, and dependent
factors, attitude towards teaching and other factors. The intervening variables include
sources of stress and activities for managing stress. Meanwhile, the dependent variable
Demographic characteristics of the respondents such as age, gender and civil status
rank and teaching load may affect the level of stress of the respondent.
The level of stress of the public secondary teachers was categorized as high stress,
Conceptual Paradigm
Demographic
Characteristics
Age
Gender Sources of
Civil Status Stress Level of Stress
Low stress
Job-related Factors Activities for Moderate stress
Number of years in teaching Managing High stress
Academic Rank Stress
Teaching Load
METHODOLOGY
This chapter presents the locale of the study, the research design, sampling
Aborlan National High School, Iraan-Sagpangan National High School, Isaub National
High School, Jose Rizal – Apoc-Apoc National High School, Magbabadil National High
School and Plaridel National High School. The study was conducted from December, 2008
to January, 2009.
The research design used in this study was the descriptive research method,
specifically survey method. According to Gay and Sian as cited by Santiago (2005),
design is used to determine the perceived level of stress, attitude towards teaching, the
sources of stress and the activities for reducing stress among the respondents.
Sampling Procedure
The sample size was computed using Slovin’s Formula for determining sample size
N
n
1 Ne 2
N = population size
Only the public secondary teachers in selected secondary schools in Aborlan were
considered in this study. A master list of public secondary teachers in selected schools in
Aborlan district was taken from the Human Resources Management Office (HRMO), the
Stratified random sampling was used in selecting the teachers who served as the
respondents of the study. The selected schools served as the strata and the proportional
The respondents of the study were the public secondary teachers in public high
schools in Aborlan except those from Isla Sombrero National High School, Culandanum
National High School, and Apurawan National High School. They were chosen at random
from a master list of teachers requested from the Human Resource Management Office
(HRMO) of DepEd Aborlan. Teachers with permanent status, and contractual (Para
teachers) appointments were included. Forty eight permanent and eighteen contractual/para
Instrumentation
The instrument of Gamozo (2008) in her masteral thesis served as the guide for the
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development of the survey questionnaire. The instrument was composed of four parts
Respondents; Part II – Teachers’ Attitude towards Teaching; Part III – the Perceived Stress
Scale to Determine the Perceived Stress Level of the Respondents; Part IV – Perceived
Sources of Stress; and Part V –the Activities that the Respondents Engage in to Reduce
Stress.
The researcher distributed the survey questionnaire to the public secondary school
teachers after permission and approval from the Division Superintendent of the Division of
The questionnaires were collected after the questions were answered by the
respondents.
Treatment of Data
The data gathered were analyzed using frequency counts, percentages and means.
There were ten (10) questions that determine the level of perceived stress of the
4 – Very Often
3 – Fairly Often
2 – Sometimes
1 – Almost Never
0 – Never
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To determine the respondents’ attitude towards teaching, the rating scale below was
used:
2
xc
C
n
freedom at the 0.05 level of significance. If the computed value of x2 exceeds the tabular
value, the Cramer coefficient is declared significant (Siegel and Castellan, 1988).
Furthermore, the Spearman Rank Order Correlation Coefficient was also employed
to assess whether given pair of variables is independent or whether they vary in the same
or opposite direction. The coefficient was used since the assumption of normality of the
6 d2
rs 1 -
n n 2 -1
where: d = x-y, the difference in ranked values of the two variables for a
21
The significance of rs was determined by computing the associated t-value given as,
n-2
t rs 2
1 - rs
The correlation between the two variables is declared significant if tc is greater than
or equal to the tabular value of t with n - 2 degrees of freedom and 0.05 level of
the respondents, respondents’ attitude toward teaching, the level of perceived stress, the
perceived sources of stress, and the activities engaged in by the respondents to manage
stress. It also discusses the relationship between the sources of stress and level of perceived
stress, the relationship between the demographic and job-related characteristics and level
Results revealed that 81.8 percent are females and 18.2 percent of the respondents
are males. This result implies that the public secondary schools of Aborlan are dominated
by female teachers. It conforms with the findings of Gamozo (2008) that faculty members
of WPU were dominated by female teachers. It implies that, nowadays most number in
Most of the respondents (43.9 %) were between 20 to 29 years old, 22.7 percent
were within 30 to 39 age range and 21.2 percent of them were 40 to 49 years old. Some
(10.6%) respondents belonged to the age bracket of 50 to 59 years old and only one (1.5%)
was between 60 to 69 years old. Their mean age was 34.7 years old. This implies that most
of the secondary teachers are in their productive years. It also implies that most of the
As to their civil status, majority (66.7%) were married, nineteen (28.8%) of them
Gender
Male 12 18.2
Female 54 81.8
Civil Status
Single 19 28.8
Married 44 66.7
Widow(er) 3 4.5
Data revealed that majority (57.6%) of the respondents had been in the government
service for 1 to 10 years. More than one-fourth (27.3%) of them had been in the service for
11 to 20 years; 13.6 percent for 21 to 30 years; and only one (1.5%) of them had been in
the service for 31 to 40 years. Their mean number of years in teaching was 10.3 years. It
implies that the respondents have been teaching for quite a long time now.
Teacher I; 27.3 percent with Contractual status, and some (10.6%) were Secondary School
Teacher II. Only five (7.6%) were Secondary School Teacher III. This implies that the
The table also shows that 51.5 percent of the respondents had a teaching load of 21
to 30 hours per week. About one-third of them (30.3%) had a teaching load of 11 to 20
hours per week. Few had a teaching load of 1 to 10 hours per week (9.1%) and 31 to 40
hours per week (9.1%). Their mean teaching load per week was 23.3 hours. This implies
that most of the respondents have complied with the regular prescribed number of hours in
As to the mean number of students per class, 39.4 percent had 41 to 50 students per
class, 34.8 percent had 31 to 40 students, 15.2 percent had 21 to 30 mean number of
students, and 9.1 percent had above 50 students per class. Only 1 (1.5%) had 11 to 20
students per class. This means that the respondents have complied with the prescribed
Academic Rank
Para Teacher 18 27.3
Secondary School Teacher – I 36 54.5
Secondary School Teacher – II 7 10.6
Secondary School Teacher – III 5 7.6
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Table 2. Continued.
Characteristics Frequency (n = 66) Percent
Teaching Load (hours/week)
1 – 10
6 9.1
11 – 20
20 30.3
21 – 30
34 51.5
31 – 40
6 9.1
Mean = 23.3 hours per week
Number of Students
11 – 20
1 1.5
21 – 30
10 15.2
31 – 40
23 34.8
41 – 50
26 39.4
above 50
6 9.1
Mean = 41.1 students
showed “very positive” attitude as evidenced by their rating in the statements: “I am not
The respondents’ positive attitude was evident in the following aspects: “I love
teaching as my vocation” (3.32); “I enjoy working with students” (3.30); “Teaching is the
best profession” (3.26); “I feel blessed in teaching” (3.23); “Teaching is not boring” (3.23);
“I enjoy teaching” (3.21); “I am satisfied being a teacher” (3.15); “I always enjoy working
with students” (3.14); “I never regret being a teacher” (3.11) and “I am satisfied being a
teacher” (3.05). This shows that they really have positive attitude towards teaching. This
teaching not stressful” (2.47); “Teaching is not demanding and taxing job” (2.38); “Given
the choice, I will not leave teaching for another job” (2.33) and “Teaching is an easy job”
26
(1.85). This implies that the respondents considered teaching a stressful, taxing, and
demanding job.
The overall mean score of 2.96 described as “positive” is evident that respondents
were optimistic when it comes to teaching profession. It further implies that despite the
demands of the teaching job, still the respondents enjoy their work as teachers.
emotion is stressful. A person with a negative attitude would often report more stress than
(http://www.nlm.nih.gov/medlineplus/ency/article/001942.htm, 2008).
Table 3. Attitude of respondents toward teaching.
Very Positive Positive Negative Very Negative
Mean
Item Description
f % f % f % f % Score
I want to teach till I reach my retireable age. 8 12.1 29 43.9 24 36.4 5 7.6 2.61 Positive
I find teaching not stressful. 8 12.1 21 31.8 31 47.0 6 9.1 2.47 Negative
Teaching is not demanding and taxing job. 3 4.5 23 34.8 36 54.5 4 6.1 2.38 Negative
Given the choice, I will not leave teaching for
1 1.5 29 43.9 27 40.9 9 13.6 2.33 Negative
another job.
Teaching is an easy job. 0 0 13 19.7 30 45.5 23 34.8 1.85 Negative
Table 4.
Results revealed that of the thirty four work-related sources of stress identified,
fifteen (15) sources of stress were considered distinctly part of the respondents’ lives and
these included: lot of work responsibilities (1.98); preparing lesson plan (1.97); preparing
instructional materials (1.92); preparing for the school evaluation/school visitation (1.82);
handling very poor students (1.79); preparing for a contest (1.74); lot of examinations or
paper works to check (1.73); handling problems students (1.70); checking/editing student
the attitudes of the students (1.53); holding classes in poorly ventilated classrooms (1.53);
and dissatisfaction with the teaching materials provided by the school (1.50).
This shows that teaching entails a lot of responsibilities as those mentioned above.
On the other hand, eighteen (18) work-related sources of stress were rated by the
respondents to be only slightly part of their lives. These were the following: dissatisfaction
with the learning styles/abilities of the students (1.48); preparing rushed documents (1.44);
meeting deadlines (1.27); rendering service beyond official time (1.26); not receiving the
salary on time (1.24); handling big classes (1.23); change in responsibilities at work (1.21);
interruptions in the work (1.20); coaching an athletic team (1.18); heavy demands from the
supervisor (1.11); handling subjects which are not in line with specialization (1.00);
handling subjects more than the prescribed maximum number of hours (0.95); working in
30
with the class schedule (0.83); conflict with co-teachers (0.56); disliking fellow teacher(s)
This means that these situations are seldom encountered by the teachers.
Only one (1) work-related source of stress which is conflict with supervisor (0.44)
This implies that the teachers have good working relations with their supervisors.
The overall mean rating of 1.32 described as “only slightly part of my life”
indicates that the respondents generally perceive these work-related sources of stress to
have slightly caused them stress. This shows that respondents had minor irritations when it
comes to teaching related tasks. This also implies that respondents were already oriented
about their task and they have already embraced the teaching profession.
These sources of stress are common among teachers as these are roles expected of
them to perform. As Daft (2003) states, almost all jobs have some level of stress associated
Results negate what Brown (2003) stated that teaching is not only hard work; it can
be full of stress. However results conformed to his statement that poor working conditions,
the burden of paperwork, and lack of resources have all been identified as factors that can
Data revealed that among the nine (9) family-related sources of stress enumerated,
two sources were considered “distinctly part” of the respondents’ lives and these were:
“making important decisions about the family” (1.98) and “housekeeping standards”
(1.58).
This is so because most of the respondents are married so they often find
themselves in situations where they have to make important decisions concerning their
families. Besides, married female teachers are expected to live up to certain housekeeping
standards.
The other family-related sources of stress, namely: financial conflicts within the
family (1.36); behavior of a family member (1.23); distance of work station from the
family (1.14); spousal relationship (1.12); insufficient couple time (0.86); conflict with
spouse (0.65); and conflict with spouse’s family (0.50) were noted as only slightly part of
The overall perceived family-related sources of stress had a mean rating of 1.16:
described as “only slightly part of my life”. It implies that the respondents experienced
minimal stress when it comes to family related matters. This further implies that the
Behavior of a family member 8 12.1 14 21.2 29 43.9 15 22.7 1.23 Only Slightly Part
Spousal relationship 13 19.7 9 13.6 17 25.8 27 40.9 1.12 Only Slightly Part
Insufficient couple time 4 6.1 10 15.2 27 40.9 25 37.9 0.86 Only Slightly Part
Conflict with spouse 0 0 10 15.2 23 34.8 33 50.0 0.65 Only Slightly Part
Conflict with spouse’s family 1 1.5 6 9.1 18 27.3 41 62.1 0.50 Only Slightly Part
respondents.
Of the seven (7) personal-related sources of stress identified, three (3) sources
namely: financial burdens (1.68); important decisions about future career for upgrading
teaching competence (1.58); and too many things to do at once (1.55) were noted as
This implies that the teachers often experience financial difficulties that affect their
decisions regarding professional upliftment. They are also often saddled with work as
teachers, spouse, and parents. It conforms to the statement of DeLongis et al. as cited by
Morgan (1986) that finances and work are some of the important stressors.
Four (4) sources were considered by the respondents as only slightly part of their
lives and these were: not enough leisure time (1.38); time management worries (1.21); not
enough time to sleep (1.18); and poor health including allergies (0.89).
The mean score of 1.35 described as “only slightly part” of the respondents’ lives
This implies that the teachers have learned to manage their time and they are able
Atkinson et al. (1996) stated that countless events create stress. Everyday hassles
can also be experienced as stressors. Finally, the source of stress can be within the
Too many things to do at once 8 12.1 23 34.8 32 48.5 3 4.5 1.55 Distinctly Part
Not enough leisure time 7 10.6 17 25.8 36 54.5 6 9.1 1.38 Only Slightly Part
Time management worries 2 3.0 16 24.2 42 63.6 6 9.1 1.21 Only Slightly Part
Not enough time to sleep 0 0 22 33.3 34 51.5 10 15.2 1.18 Only Slightly Part
Poor health including allergies 1 1.5 13 19.7 30 45.5 22 33.3 0.89 Only Slightly Part
respondents.
of stress to be slightly part of their lives and these were: neighbors (1.06); difficulties with
described as “only slightly part” implies that these sources of stress were perceived by the
respondents to have slightly contributed to their level of stress. This result further implies
that respondents were comfortable with their environment, since they experience minimal
Generally, the four sources of stress namely work, family, personal, and
them.
This result conforms to what Kumar (2008) stated that stress may be caused by
work pressures, travel, home environment, poor food habits, family problems, marriage
related issues, the physical environment and in many cases by factors out of one’s physical
control.
DeLongis et al. as cited by Morgan (1986) said that the hassles of everyday life
centering around work, family, social activities, health, and finances are important
Weather conditions 4 6.1 22 33.3 33 50.0 7 10.6 1.35 Only Slightly Part
Difficulties with transportation 4 6.1 10 15.2 32 48.5 20 30.3 0.97 Only Slightly Part
Table 8 shows the level of perceived stress of the respondents. It can be noted that
the respondents rated following as giving them “moderate stress”: “they were nervous that
makes them stressed” (2.05); “something happened unexpectedly that caused them to be
upset” (1.97); “they had irritations in life that were beyond their control” (1.95); “they felt
that they were not on top of things” (1.91); “they had a lot of things to do and found that
they could not cope with” (1.86); “they felt that things were not going their way”(1.83);
“important things in their life were beyond their control” (1.83); and “things happened
were outside of their control that caused them to be angered” (1.83); “they had doubt about
their ability to handle their personal problems” (1.73); and “they felt difficulties were
The overall mean score of 1.87 described as “moderate stress” indicates that the
This implies further that the respondents experience tolerable amount of stress.
These findings conform with Gamozo’s (2008) findings that WPU teachers are
moderately stressed.
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.
This result also implies that the respondents had best performance in teaching, as
Dubrin (2007) said that performance tends to be best under moderate amount of stress.
Table 8. Level of perceived stress of the respondents.
Very High High Moderate Low Very Low Mean
Item Description
f % f % f % f % f % Score
Felt nervous and stressed 2 3.0 7 10.6 50 75.8 6 9.1 1 1.5 2.05 Moderate
Been upset because of something that
1 1.5 1 1.5 60 90.9 3 4.5 1 1.5 1.97 Moderate
happened unexpectedly
Not been able to control irritations in their
1 1.5 8 12.1 47 71.2 7 10.6 3 4.5 1.95 Moderate
life
Felt that they were not on top of things 2 3.0 5 7.6 48 72.7 7 10.6 4 6.1 1.91 Moderate
Found that they could not cope with all the
0 0 7 10.6 47 71.2 8 12.1 4 6.1 1.86 Moderate
things that they had to do
Felt that they were unable to control the
0 0 7 10.6 46 69.7 8 12.1 5 7.6 1.83 Moderate
important things in their life
Felt that things were not going their way 0 0 4 6.1 50 75.8 9 13.6 3 4.5 1.83 Moderate
Been angered because of things that
1 1.5 3 4.5 50 75.8 8 12.1 4 6.1 1.83 Moderate
happened that were outside of their control
Felt not confident about their ability to
0 0 6 9.1 42 63.6 12 18.2 6 9.1 1.73 Moderate
handle your personal problem
Felt difficulties were piling up so high that
0 0 4 6.1 44 66.7 13 19.7 5 7.6 1.71 Moderate
you could not overcome them
Table 9 shows the relationship between the sources of stress and the level of
The sources of stress considered were the work, family, personal, and environment.
relationship to the level of perceived stress of the respondents. This implies that these
sources of stress are related to the perceived level of stress of the respondents. It further
implies that the respondents experience considerable level of stress when it comes to work,
This result further implies that the teachers are more particular with matters related
to work, personal, and environmental rather than those affecting their family.
relationship to the perceived level of stress of the respondents. This means that family
related affairs are not associated with the level of perceived stress of the respondents. This
implies that respondents have maximum tolerance to stress when it comes to family
matters.
The result contradicts the findings of Gamozo (2008) that family related affairs are
associated with the level of perceived stress while work, personal and environmental
factors are not associated with the level of perceived stress. This may be caused by the
differences in priorities and orientation of WPU faculty members and the Dep Ed teachers.
Feldman (1989) explained the benefits of stressful environment that, people are
motivated to understand better what is happening to them and this search for knowledge
Age, gender, civil status, number of years in teaching, academic rank, teaching
load, number of students and attitude of the respondents towards teaching were tested to
Results showed that age, gender, civil status, number of years in teaching, teaching
load, number of students, and attitude towards teaching had no significant relationship with
towards teaching are not associated with the level of perceived stress of the respondents.
The result conforms to the findings of Croasman as cited by Gamozo (2008) that
Result also conforms what Stoppler stated that both men and women are sensitive
to psychological stress and its effects. Since people vary widely in their perception of
stress, it is not possible to generalize and state that men or women are more sensitive to
stress.
However, the result contradicts the findings of Gamozo (2008) that age, number of
years in teaching and academic rank are related to the level of perceived stress.
stress. Married teachers could be affected by family related sources of stress such as
related to the environment related sources of stress. This is so because newly hired teachers
and young teachers are likely assigned in distant schools where transportation and
Other demographic characteristics and job related factors including attitude towards
The result negates the findings of Goh (2003) that civil status influence the job
related stress. However, result on length of service conforms to her findings that it
influences job related stress. This may be caused by differences in perception, experience
and orientation as stated by Matirez et al. (2000) that individual is biggest factor of stress.
While one person can’t live with stress, another can live by it and use it to deal with the
Demographic Characteristics
Job-related Factors
The activities engaged in by the respondents to manage stress are shown in Table
12.
Of the activities considered in this study, two were very often done by the
respondents to manage stress and these were talking with family member and praying. This
is so because talking with family members and airing to them one’s problems can relieve a
person of stress. Most often, casual talks with family members can be relaxing.
On the other hand, praying can relieve stress especially if a person learns to lift up
Meanwhile, eight of the 24 activities considered in the study were found to be fairly
often done by the respondents to handle their stress and these were: talking with family and
hobbies/leisure activities.
The rest of the activities were sometimes done by the respondents to relieve them
of stress and these were: shopping, massage, scanning/ browsing product catalogue,
gatherings, taking over the counter drugs, engaging in sports, window shopping/malling,
Summary
High Schools of Aborlan” was conducted to 1) find out the level of perceived stress of the
there is relationship between the sources of stress and the level of perceived stress among
the respondents; 3) determine the activities that the respondents engage in to manage
stress; and 4) find out if there is relationship between the level of stress, and sources of
stress and certain demographic characteristics and job-related factors of the respondents
Data were gathered through survey questionnaires. The study was conducted at
study. After the questionnaires were collected, data were tabulated, and analyzed using
frequencies, percentages, means, and Cramer and Spearman Rank Correlation Coefficient.
Result showed that most of the respondents were married females. They had been
in the service for mean of 10.3 years and more than half of them were Secondary School
Teacher I. Their mean teaching load was 23.3 hours per week and had mean of 41 students
per class.
The perceived sources of stress such as work, family, personal, and environment
Of the activities considered in this study, two were very often done by the
respondents to manage stress and these were talking with family member and praying.
Meanwhile, eight of the 24 activities considered in the study were found to be fairly often
done by the respondents to handle their stress and these were: talking with family and
hobbies/leisure activities. The rest of the activities were sometimes done by the
respondents to relieve them of stress and these were: shopping, massage, scanning/
mental activities, attending, gatherings, taking over the counter drugs, engaging sports,
personal and environment related sources of stress have significant relationship to the level
Age, gender, civil status, number of years in teaching, academic rank, and teaching
load, number of students and attitude towards teaching have no significant relationship
attitude towards teaching, to the sources of perceived stress, civil status was found to be
significantly related to family related sources of stress. 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 distant work assignment and
54
Other demographic characteristic, job related factors, and attitude towards teaching
Conclusions
Younger and newly hired teachers consider teaching more stressful than older
teachers do.
Recommendations
Based on the results of the study, the following recommendations were made:
1. The secondary teachers can engage in activities such as praying and talking
Books
Atkinson, Rita L. et al. 1996. Hilgard’s Introduction to Psychology. Harcourth Brace &
Company.
Daft, Richard L. 2003. Management, 6th edition. Thompson Learning Asia: Singapore
Newstrom, John A. 2007. Organization Behavior – Human Behavior at Work, 12th edition.
International Edition, Mc Graw-Hill Education.
Theses/Dissertations
Goh, Erlinda S. 2003. Job Related Stress and Altruistic Attitudes of Middle and First Level
Administrators of the Higher Educational Institution of the City of Puerto Princesa.
Unpublished Doctoral Thesis, Holy Trinity College, Puerto Princesa City, Palawan.
Santiago, Cecilia S. 2005. Teaching Commitment of the Faculty Members of the Western
Philippines University. Unpublished Masteral Thesis, Western Philippines University,
Aborlan, Palawan.
56
Encyclopedia
Websites
BROWN, ZOE ANN and UEHARA, DENISE L. 2003. Coping with Teacher Stress: A
Research Synthesis for Pacific Educators
Available at http://www.prel.org/products/Products/Coping-teacherStress.htm
SCOTT, ELIZABETH, M.S. 2006. What Types of Lifestyle Stress Put You Most At Risk for
Burnout?
Available at http://stress.about.com/od/burnout/a/life_stress.htm
SCOTT, ELIZABETH M.S. 2007. Music and Your Body: How Music Affects Us and Why
Music Theraphy Promotes Health
Available at http://stress.about.com/od/tensiontamers/a/music_therapy.htm
SCOTT, ELIZABETH M.S. 2007. Sex and Stress: The Benefits of Sex, and How to Keep
Things Hot When Stress
Available at http://stress.about.com/od/generaltechniques/a/sexandstress.htm
SCOTT, ELIZABETH, M.S. 2007. Top 10 Stress Relievers: The Best Ways to Feel Better
Available at http://stress.about.com/od/generaltechniques/tp/toptensionacts.htm
57
SCOTT, ELIZABETH M.S. 2008. Exercise and Stress Relief: Using Exercise as a Stress
Management Tool.
Available at http://stress.about.com/od/programsandpractices/a/exercise.htm
SCOTT, ELIZABETH M.S. 2008. Stress in Women, How Women’s Stress Differs; How
Women can Relieve Stress
Available at http://stress.about.com/od/relationships/a/women_stress.htm
APPENDICES
59
I. Demographic Characteristics
Age: _______
Job-related Factors
The following is a list of teachers’ attitudes towards teaching. You have to read
each statement carefully and decide how you feel about it. Then indicate your attitudes by
putting check on the space provided that corresponds to it.
SD – Strongly Disagree
D – Disagree
A – Agree
SA – Strongly Agree
SD D A SA
1. I love teaching as my vocation.
2. I enjoy teaching.
3. I never have self realization in teaching.
4. I never dreamed of being a teacher.
5. I am proud to be a teacher.
6. I never regret that I have chosen teaching as my
profession.
7. I am dissatisfied being a teacher.
8. If I will have other opportunity, I will resign from
teaching.
9. I regret being a teacher
10. Teaching is an easy job.
11. Teaching is boring.
12. Teaching gives me fulfillment.
13. I am ashamed to be a teacher.
14. I find teaching stressful.
15. I never feel blessed in teaching
16. I want to teach till I reach my retireable age.
17. Teaching is the best profession.
18. Teaching is a demanding and taxing job.
19. I do not enjoy working with students
20. I am satisfied being a teacher.
21. Given the choice, I will leave teaching for another
job.
22. I always enjoy working with students.
61
The questions below ask you about your feelings and thoughts during the last
month. In each case, please indicate how often you felt or thought a certain way by putting
a check on the appropriate column.
The following is a list of experiences which you may consider as sources of stress.
Please indicate for each experience how much it has been a part of your life over the past
month. Please put a check on the appropriate column.
The following is a list of activities that you may use to relax, unwind, or cope with
stress while working. Please indicate how often you engage in each of the following
activities over the past month. Put a check on the appropriate column.
December 2, 2008
TERESITA P. MARCIAL
Assistant Schools Division Superintendent
Officer in Charge
Division of Palawan
Madam:
Warm Greetings!
In this connection, the undersigned would like to request your permission to administer
the questionnaire to the public secondary teachers in selected secondary schools in Aborlan
District.
Your kind consideration and approval on the request will be highly appreciated.
Truly yours,
APPROVED:
December 8, 2009
The Respondent
Sir/Madam:
In line with this, the undersigned would like to request your cooperation by
answering the questionnaire as accurately as possible. Your answer will be treated with
utmost confidentiality.
Truly yours,