i

STRESS MANAGEMENT PLAN FOR ACADEMIC

ADMINISTRATORS OF STATE UNIVERSITIES IN REGION IV-A

A Dissertation
Presented to
the Faculty of College of Teacher Education
BATANGAS STATE UNIVERSITY
Batangas City

In Partial Fulfillment
of the Requirements for the Degree
DOCTOR OF EDUCATION
Major in Educational Management

Jose Alejandro R. Belen

May 2017
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APPROVAL SHEET

This thesis entitled “STRESS MANAGEMENT PLAN FOR

ACADEMIC ADMINISTRATORS OF STATE UNIVERSITIES IN REGION
IV-A” prepared and submitted by JOSE ALEJANDRO R. BELEN has
been approved and accepted as partial fulfillment of the requirements for
the degree of Doctor of Education major in Educational Management.

PORFIRIO C. LIGAYA, Ed. D., Ph. D.

Adviser

Accepted and approved by the Committee on Oral Examination with

a grade of _________.

PANEL OF EXAMINERS

ROWENA R. ABREA, Ph. D

Chairperson

CORAZON B. CABRERA, Ph. D GLORIA G. MENDOZA, Ph. D.

External Representative Member

NERRIE E. MALALUAN, Ed. D. FELIX M. PANOPIO, Ph. D.

Member Member

Accepted and approved in partial fulfillment of the requirements for

the degree of Doctor of Education major in Educational Management.

Comprehensive Examination: _________

_______________ ROWENA R. ABREA, Ph. D.

Date Dean, CTE
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ABSTRACT

Title : STRESS MANAGEMENT PLAN FOR

ACADEMIC ADMINISTRATORS OF STATE
UNIVERSITIES IN REGION IV-A

Researcher : Jose Alejandro R. Belen

Degree : Doctor of Education

Major : Educational Management

Year : 2017

Adviser : Porfirio C. Ligaya, Ed.D., Ph.D.

Summary

This study generally aimed to develop a stress management plan for

academic administrators in Region IV-A. The descriptive mixed method of

research was employed in this study. The data-gathering instruments used

in this paper include the questionnaire, a retrospective interview and focus

group discussion. There were 101 academic administrators purposively

chosen from the five state Universities in Region IV-A involved in the

study. The statistical method used were the frequency, percentage,

weighted mean, Chi-Square, Pearson r Correlation Coefficient

and Regression Analysis. The data in the study was limited by the

Dr. Lee Bolman and Dr. Terrence Deal’s leadership styles namely: the
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political frame, the symbolic frame, the human resource frame, and the

structural frame as well as the characteristics of managerial stress cited by

Walter H. Gmelch and Val D. Miskin namely: perceived expectation stress,

role-ambiguity stress, administrative-task stress, and authority-relationship

stress.

The findings of the study revealed that majority of the respondents

were college deans, post-graduate degree-holders, educators for 11 to 20

years, administrators for two to four years, assistant professors and teach

for nine to 12 hours a week. Most of the respondents were employed in

institutions with less than 1,000 students, offering less than five programs

with one or two regulated programs. Majority of them were managing less

than 11 teaching personnel; and supervising at least one support staff.

Majority of the respondents were multi-frame users. The human resource

frame was the most subscribed leadership style of the academic

administrators, followed by the symbolic and structural frames and lastly,

the political frame. Likewise, majority of the academic administrators’ view

that the authority-relationship stress beset them the most while the

perceived expectation stress was the least stressor. Leadership style was

significantly affected by academic designation, teaching load, and number

of regulated programs offered while managerial stress was only

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significantly influenced by the number of teaching personnel. Finally,

regression analysis also revealed that symbolic leadership can

significantly decrease administrative task stress. Thus, the null

hypotheses in identified areas of leadership styles and managerial stress

with respect to some personal and institutional variables were rejected.

From the analysis of the results, the researcher developed and

proposed stress management plan to address the identified problems

related to leadership style and managerial stress.

Based on the results of the study, it was recommended that the

proposed stress management plan be considered for further review,

analysis and implementation to moderate the managerial stress among the

academic administrators of state universities in Region IV-A.

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ACKNOWLEDGMENT

This dissertation was the product of fortuitous encounters with

significant people. Hence, the researcher expresses his deepest gratitude

and heartfelt appreciation to all of them who have been instrumental in the

successful completion of this paper.

First and foremost, the researcher would like to thank the Batangas

State University for giving him the opportunity to finish this undertaking as

a University Scholar under the BatStateU Faculty Development Program.

Special thanks is given to the University President; to the Executive

Director, Academic Deans, and Associate Deans of the BatStateU-

Nasugbu, Batangas, for the motivation that helped hasten the completion

of this study.

To Dr. Porfirio C. Ligaya, his dissertation adviser, to whom he is

forever indebted. Indeed, it is truly an honor to have learned from "a

distinguished scholar" and to have the gift of his time and energies

throughout the research writing process.

To Dr. Rowena R. Abrea, the Dean of the College of Teacher

Education and the Chairperson of the Panel of Examiners, for her

guidance and enlightenment. She demonstrated the qualities of a

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successful academic administrator in inspiring the researcher to finish this

dissertation.

To the esteemed Panel of Examiners composed of

Dr. Corazon B. Cabrera, Dr. Gloria G. Mendoza, Dr. Nerrie E. Malaluan

and Dr. Felix M. Panopio, for their thorough dissection and invaluable

remarks that drew up essential and relevant dimensions in this paper. The

researcher considered himself fortunate that the said panel of examiners

was composed of people with strong academic leadership who brought

great insights and perspective to his defense. Likewise, special thanks is

given to Mr. Kristoffer Conrad M. Tejada, the recording secretary, for his

words of encouragement and kind gestures.

To the Presidents of the state universities in Region IV-A specifically

of the Cavite State University (CvSU), the Laguna Polytechnic State

University (LPSU), the Batangas State University (BatStateU), the

University of Rizal System (URS), and the Southern Luzon State University

(SLSU), for their generosity to allow the conduct of his study in their

respective universities. Likewise, the researcher is grateful to the dean-

participants who took time to respond to the questionnaire and who

graciously consented to be interviewed.

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To Maria Luisa A. Valdez, Ph.D. a colleague and a dear friend, for

the wisdom, valuable suggestions for enhancement, and academic

expertise, which inspired diligent research for the realization of this study.

Deepest appreciation is accorded to her for ensuring a successful end of a

long journey. Indeed, she is an old soul.

To Irish A. Dimaculangan, Ph.D. of the De La Salle University Lipa

and Jose Cristina M. Parina, Ph.D. of the De La Salle University Taft, his

close friends, for their support and willingness to help. Grateful

appreciation also goes to his colleagues and friends who have been at his

side in this journey and have contributed to his professional growth,

namely: Dr. Lucito M. Tiangco, Evelyn Pedrajas, Lorissa Joana Buenas,

Froilan Destreza, Josephine Vergara, Mico Tialengko, Cherry Banta, Maria

Fe Bagon, Edna Ermita, Jojo Lucrecio, Carmina Caurez, Erwin Abiad,

Noey de Jesus, Aimee de Guia, Evelyn Pedrajas, Federico Rojales,

Mayette Cananea, Daisy Francisco, Elle Pineda, Celeste Romulo,

Jerusalin Salas, Paulita delos Reyes, Ronald Sucgang, Daisy Rodriguez,

Lydia Macalaguim, Tess Romasanta, Nery Rodriguez, Sandra Romanes,

Alejo Antig, Lyster Musa (OED-Nasugbu), and Ate Cora (CTE-GS).

Likewise, the researcher is also thankful to some people, for sharing their
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time and talent in reading and editing the manuscript at the early stages of

writing namely Ricky+, Weena, Yeng, Dairen, Arvin and Eloisa.

Moreover, the researcher would like to thank his nephew, John Ian

Jason for his good counsel and generosity in extending financial support.

To his Uncle Gil and Auntie Brenda Ros, for their faith and wholehearted

support as well as for being his sources of inspiration. To his beloved wife,

Edelyn, and to his gorgeous son-Marc Eugene, for their ceaseless

understanding, sacrifices, perseverance, and unconditional love, which are

indeed ennobling.

And most of all, to the Carmelite Doctors of the Church, to St.

Vincent de Paul, to St. Joseph the Worker, to Our Lady of Miraculous

Medal, to our good Lord and to the Almighty God, for the countless

blessings, guidance and unconditional love accorded to the researcher.

JARB
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DEDICATION

This piece of work is dedicated to my tender parents, Jose+ and

Justina+; to my brothers and sisters, Manuel+, Eloisa, Josephine, Juana

and Joseph; to my loving wife, Hydel; and to my dearest son, Marc

Eugene.

JARB
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TABLE OF CONTENTS

Page

TITLE PAGE …………………………………………………………….. i

APPROVAL SHEET …..…………………………………...……...…… ii

ABSTRACT........................…………………………………..……….... iii

ACKNOWLEDGMENT………………………………………………….. vi

DEDICATION…………………………………………………………..… x

TABLE OF CONTENTS………………………………………….…...… xi

LIST OF TABLES……............…………………………………………. xv

CHAPTER

I THE PROBLEM

Introduction…….….…..………………….….….….. 1

Statement of the Problem …………..……..……... 9

Scope, Delimitation and Limitation of the Study... 10

Significance of the Study………...…………..….… 12

II REVIEW OF LITERATURE

Conceptual Literature………...………….....……... 14

Research Literature……….….………...….…….... 42

Synthesis……..…………………………………….. 60
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Page

Theoretical Framework……………………..…..... 72

Conceptual Framework……….……...……..…..... 75

Hypothesis of the Study...........………………...... 77

Definition of Terms………………….………….…. 77

III RESEARCH METHOD AND PROCEDURE

Research Design…….……………….……........... 84

Subjects of the Study......................…..…………. 85

Data Gathering Instrument.……...….……..……. 86

Data Gathering Procedure…………..…………… 91

Statistical Treatment of Data…………..………... 92

IV PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA

Personal Characteristics of
Academic Administrators……………………… 95

Institutional Characteristics ……………………..… 102

Leadership Styles of Academic Administrators… 108

Description of Managerial Stress Factors………. 140

Relationship among Profile Variables,

Leadership Style and Managerial
Stress Factors…………………………………... 168

Proposed Stress Management Plan for

Academic Administrators in Region IV-A.….... 182
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Page

V SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

Summary............................................................. 193

Findings ….……………….....................…….…... 196

Conclusions……….…………….………....……… 203

Recommendations…………...………..……….. 204

BIBLIOGRAPHY…………………………..………………………………206

APPENDICES..................................................................................... 214

CURRICULUM VITAE........................................................................ 227

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LIST OF FIGURES

Figure Title Page

1 Conceptual Framework on Stress

Management Plan for Academic
Administrators of State Universities
in Region IV-A 76
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LIST OF TABLES

Table Page

1 Distribution of the Respondents of the

Study………………………………………….…… 86

2 Personal Characteristics of Academic

Administrators in terms of Current
Designation…………….…………………….
96
3 Personal Characteristics of Academic
Administrators in terms of Educational
Attainment ...................................................
97
4 Personal Characteristics of Academic
Administrators in terms of Length of
Teaching Experience.....................................
98
5 Personal Characteristics of Academic
Administrators in terms of Length of
Administrative Experience.............................
99
6 Personal Characteristics of Academic
Administrators in terms of Academic Rank… 100
7 Personal Characteristics of Academic
Administrators in terms Current
Teaching Load……..……..…………………. 102

8 Institutional Characteristics as to the Number

of Students Enrolled..................................... 103

9 Institutional Characteristics as to the

Curricular Programs Offered Institutions..... 105
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Table Page

10 Institutional Characteristics as to the Number

of Teaching Personnel Supervised………. 106

11 Institutional Characteristics as to the Number

of Office-Support Staff Supervised ............. 108

12 Leadership Style of Academic Administrators

as regards Political Frame............................ 110

13 Leadership Style of Academic Administrators

as regards Symbolic Frame.......................... 115

14 Leadership Style of Academic Administrators

as regards Human Resource Frame............ 120

15 Leadership Style of Academic Administrators

as regards Structural Frame......................... 126

16 Leadership Styles of Academic Administrators. 131

17 Managerial Stress Factors of Academic

Administrators Relative to Perceived
Expectation Stress........................................ 141

18 Managerial Stress Factors of Academic

Administrators Relative to Role-
Ambiguity Stress........................................... 147
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Table Page

19 Managerial Stress Factors of Academic

Administrators Relative to
Administrative-Task Stress......................... 153
20 Managerial Stress Factors of Academic
Administrators Relative to Authority-
Relationship Stress..................................... 158

21 Managerial Stress Factors of Academic

Administrators............................................. 164

22 Association Between Respondent's Active

Utilization of Leadership Styles and
Academic Designation Variable.................. 170

23 Association Between Respondent's Active

Utilization of Leadership Styles and
Teaching Load Variable.............................. 171

24 Association Between Respondent's Active

Utilization of Leadership Styles and
Regulated Programs Offered Variable…... 173

25 Association Between Respondent's Active

Utilization of Leadership Styles and
Office Support Staff Variable...................... 174
26 Association Between Respondents’
Managerial Stress and Academic
Designation Variable.................................. 177

27
Association Between Respondents’
Managerial Stress and Teaching
Personnel Variable.................................... 178
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Table Page

28 Correlation Matrix : Leadership Styles and

180
Managerial Stress Factors………………...

29 Regression Analysis: Symbolic Leadership

Frame Predicting Administrative
Task Stress.................................................. 181