Chapter 1THE PROBLEM AND ITS BACKGROUND
Introduction
The results of the United Nations International Labor
Organization (1999) surveyed revealed that three out of every four
American workers describe their work as stressful. And the problem
is not limited to these shores. In fact, occupational stress has
been defined as a global epidemic. Stress in a workplace is a large
factorial issue that spills out into many realms. Every workplace
has some degree of stress, and this isinevitablesince employees are
dealing with variety of their own personal lives, as well as their
own pathology to work. In fact, this, unavoidable component of life
was due to increasing complexities and competitiveness in living
standards. The speed at which change is taking place in the world
today is certainly overwhelming and breath taking. In the fast
changing world of today, no individual is free from stress and no
profession is stress free. In the Philippine setting where there
are more or less 1.4 million government workers who work in the
local government units, national governments offices and
government-owned and controlled corporations, stress is inevitable.
It is then, interesting to look at the different stress experiences
by the employees, in particular the Department of Education
teachers. Accordingly, teaching as a profession is progressively
becoming a stressful occupation. Teaching is more stressful today
because teachers have many deadlines to meet as well as more
responsibilities to shoulder. These responsibilities include lesson
planning, teaching, accountability for student performance,
classroom management and discipline, supervisory role, and
extracurricular activity conducting and monitoring. In addition,
the daily interactions with students and coworkers and the
incessant and fragmented demands of teaching often lead to
overwhelming pressures and challenges, which may lead to
stress.According to Hammond and Onikama (1997) 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 stress among school staff. Recent
research by Mrozek (2005) has shown that teachers, along with
servicemen, social workers, and linguists are the most affected by
rising stress in their respective work environments. One out of
three teachers report teaching as being very or extremely
stressful, causing the teaching profession to have the highest
annual turnover rate. Professions other than teaching have an
average turnover rate of 11%, while the annual turnover rate for
teachers is 15.7%.Unlike other professions, teaching is more open
to the forces of stress because education is seen as a penance for
the ills of society. This high expectation placed upon teaching,
forces them to live up to it. Time comes when they feel that they
failed and they are likely to feel burned. This could be probably
the reason why their stresses come and go and cannot completely be
eliminated.To the extent that a teacher under prolonged exposure to
stress will have developed feelings of discomfort and a desire to
leave the uncomfortable situation but with no other choice than to
stay in a job, the teacher under stress will consider teaching
activities as only secondary, thereby having negative effects on
the learners.After the school work, family activities await them at
home. Sometimes, they lose touch with their family, including their
friends, due to the fact that they render full time services and
commitments to school activities. In other words, the role they
play both in the community and school is crucial. Commitment to
work and family obligations sometimes causes rivalry for their
attention. Here begins burnout and stress.Thus, identifying
possible stressors can help teachers choose positive coping
strategies rather than negative strategies that may be unhealthy
towards other aspects of life. If they can identify possible
stressful situations, teachers can actively use coping strategies
to deal with them, or even be able to avoid the situation
altogether. Coping with stress is important for teachers so that
their stress does not interfere with the achievement of their
educational goals and they have better quality of life; both
personally and professionally.With these premises, the researcher
sought to investigate the stress experiences of public elementary
teachers in the three districts of Santa Cruz: Santa Cruz North,
East and South. It delved in determining what the stresses of
teachers are, how they were affected by these in the workplace and
what coping mechanisms they employed to eliminate the presence of
stress.
Statement of the Problem
This study aimed to identify the causes of stress experienced by
public elementary teachers and their coping mechanism to counteract
the stress as basis for stress management program. Specifically, it
sought answers to the following questions.1. What are the public
elementary school teachers stresses?2. How do these stresses affect
the teachers in the workplace?3. What are the coping mechanisms
employed by the teachers?4. How effective is the coping mechanism
in eliminating stress?5. What policy could be formulated for
management of stress?
Scope and Delimitation of the Study
This study is delimited in identifying the stress experiences of
public elementary school teachers, its effects, the coping
mechanisms employed to cope with the presence of stress and its
effectiveness.It covered the 110 public elementary school teachers
from the three districts of Santa Cruz namely: North, South and
East as respondents of the study. This study did not touch the
personal stresses of teachers but limited only to their work
related stresses. To identify the stress experiences and coping
mechanisms of Public Elementary School Teachers this study utilized
structured questionnaires to solicit first hand data from the
respondents. The results were described using descriptive
statistics such as mean and frequency count. Ranking was also used
to statistically arrange and analyze the scores obtained.
Significance of the Study
The study is deemed relevant and essential in identifying the
stress experiences of public elementary school teachers in Santa
Cruz District that arose from their workplace.This is significant
to DepEd officials and school administrators for them to see the
real situation of their classroom teachers so that they could think
of a policy that would help lessen job stressors experienced by
teachers and give more intrinsic and extrinsic motivations to
perform better in their job.For the teachers, this study would give
them awareness and cautions about the stress they experienced, so
that they would be able to learn and to balance their jobs no
matter how heavy these are and that they may learn to cope with the
stress and stressors through the intervention program introduced by
the agency.Above all, for the researchers and school managers who
may be interested in the same field treated herein, the result of
this study would give them generalization and overview.
Chapter 2REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents selected literature and related studies
pertinent to the study to give additional insights and information
for better understanding of the problem presented for
investigation.
Stress
Stress has been defined by many researches over the years.
Akinboye, et al. (2002) defined stress as unavoidable
characteristics of life and work. It means in any job, stress is
present and common regardless of persons gender and work group.
Additionally, stress is the totality of all non specific biological
phenomena that came from adverse external influences. Thus, when
one feels stressed, he or she is confronted with the unexpected.It
has been regarded also as a multi-dimensional concept which has a
variety of usages in different field that vary according to
specific focus and purposes. For instance, Ryhal and Singh (1996)
mentioned that a person is endangered and directed all its energies
to protection when one feels that he/she is in the state of being
stressed.Abouserie (1994) described that stress is an adaptive
capacity of both mind and body. It becomes a demand when it
continues to respond leading to the physical and psychological
exhaustion and possibly to collapse.It was supported by Frank
(1994) who added that stress may involve self-doubt, anxiety, fear
and even anger, apart from the threatening and worsening
situations. It may be accompanied too by physical symptoms like
muscular tension and headache.
Teachers Stress
Teaching has been identified as the most stressful job possible
(National Union for Teachers, 1999). There are many sources and
causes of teachers stress experiences. Pettgrew and Wolf (1982)
described two types of stress: the first is task based stress which
refers to the problems that are associated with a variety of
specific tasks that teachers must perform in their teaching role.
It also includes dealing with pupils or students disruptive
behavior. The second is role based stress: it is the actual
workrelated responsibilities needed to be fulfilled by teachers,
which include expectations of their role fit and which are
performed to be adequately in the absence of sufficient
resources.As mentioned above, stress within the teaching profession
is characterized by factors related to their expected work. Hepburn
and Brown (2001) called these organizational factors that include
unreasonable directed time budget, excessive paperwork, unrealistic
deadlines and intimidating inspection regimes.Stress experts
acknowledge the pressures of teaching; Cooper (2005) states that
teaching can be a stressful job. He compared teaching into a
political football because it changes all the time. The combined
continues changes with frequent new government demands coupled with
long unsociable hours and poor payment make up the recipe of
stress. Cooper (2005) adds that teachers have excessive workload.
As compared to the other employees working, their days may be
shorter but they spend many more hours working in the evening,
bringing work at home; they even work during weekends. They prepare
lessons, make instructional devices and organize extra- curricular
activities.The survey conducted by Teachers Support Network (2000)
confirmed that teachers are really stressed. Some of the reported
causes of their stresses are conflict with managers or colleagues,
pressures of workload and excessive changes and marital and family
problems.In addition, the research conducted by the National Union
of Teachers in UK (2000) has listed the most common causes of
stress among teachers. Among these are long working hours,
excessive workload, pressures of school inspection, providing cover
for teachers, shortages and absences, poor management and
disruptive pupil behavior. These finding was confirmed by an
internet document in which an English teacher at South London
Amanda Haehner states that teachers job is particularly stressful.
Many teachers have little time or no time between preparing lessons
and accomplishing reports. It was so pressuring and demanding to
the extent that theres no space to breathe.In addition, the working
hours are long due to additional paperwork, to the point that even
holidays teachers could not enjoy because they have to plan ahead
for the resumption of classes. Teachers job becomes more stressful
also because of the additional job like administrative load given
to teachers. It becomes a perpetual bugbear and it made worse by
the lack of basic resources.In another survey conducted by the
National Union Teachers in UK (2010), teachers argued that
pressures on their jobs are caused by the way job is organized. One
of which is the workload not spread reasonably equal to teachers
throughout the year. It comes in huge bursts that cannot be put
off. Similar survey shows that teachers complain because the
inspection process of school authorities is stressful from the
start till the end of the school year. The worst example of how the
inspection process affected the teachers is when a teacher took her
own life due to critical comments from a school
inspector.Furthermore, the study of Ramos (2005) reveals that
regular education teachers in an inclusive setting considered
pupils misbehavior, lack of school administrators and support
system as sources and causes of teachers stress.By and large,
stress among teachers can be grouped into three categories namely
role demands, instructional problems and interpersonal relationship
(Sutton, 1984). In addition to three categories is the physical
environment which is also a measure of stress (Osipow, 1998).
Role Demands
According to Pettegrew and Wolf (1982), role demands include
role ambiguity, work overload, preparedness and non-participation.
Bacharach, Bauer and Conley (1996) added that organizational
characteristics such as policies, structure and process can also be
categorized as role demands stressors.Role demands were supported
by the research conducted by National Union for Teachers (2010)
that confirmed the major causes of teachers stress are: excessive
working hours, excessive workload and rising class size.According
to Lam, Yuon and Mark (1998) teachers feel stressed when they were
given additional tasks or responsibility like guidance work. They
found it a difficult job that caused them stress. This additional
responsibility adds to their workload. It increased their time
pressure and may be out of expectations because teachers need to
devote more time and energy to perform their guidance work which
requires them to work overtime that made them exhausted.Turning
specifically to teachers stress, researches revealed that the
primary source of teachers stress is the workload or the additional
work like administrative job given to accomplish in a very limited
time (Johnson, 1989; Brynne, 1993; Wynne, Clarkin & Dolphin,
1991; Dewey, 1998; Hasting & Bham, 2003).In addition to the
above findings, Glinow (2007) opined that the demands of work
perceived in the hectic pace of life an employee leads. Therefore,
educational managers have to divide responsibilities and help
employees prioritize work to be done. They must sure that they
understand the impact before shifting responsibilities. They should
take into account the cost of stress before they increase anyones
workload or hire more people.
In the words of Layne (2001), workload occurs when job demands
of teachers and employees in a certain organization and agency
needs human limits and people have to do too much, in too little
time, with very few resources. As a result, workload is
characterized by long and difficult working hours including
unreasonable workloads, pressures due to unwanted overtime, less
breaks, day off and holiday and more pressure workplace that
increased due to excessive performance monitoring.In the article of
Ureta (2008) when teachers take responsibility for anothers person
actions during extra or co-curricular activities due to limited
number of available teachers to work for the school, teachers
became stressful in some way or another; hence they have additional
workload and job to perform.Furthermore, many studies have been
done again to identify the causes of stress in teaching. In a
survey conducted by the Professional Teachers Union of Hongkong
(2005) workload and time pressures are the common reported stress
in the country. In addition, result of their survey revealed that
too much paperwork and too much clerical work are major sources of
teachers stress. Olatan (2009) in his study revealed that job
pressure is a major source of teachers stress.
Instructional Problems
According to Pettegrew and Wolf (1982), instructional problems
or tasks stress were identified problems associated with a variety
of specified tasks that teachers must perform must perform in
teaching. It includes problems like student discipline, competence,
inappropriate procedures for student placement, instructional
problems, inadequate standardized tests, and grading system
(Sutton, 1984). Additionally, notification of unsatisfactory work
performance and being threatened by students are also the causes of
teachers stress (Pettegrew & Wolf, 1982).Researches conducted
by National Union for Teachers (2010) highlighted the major causes
of stress which includes pupils misbehavior, changes in the
curriculum and changes to assessment and testing
requirements.Similar research also summed up the sources of
teachers stress which are pressure on professional skills like
introduction of new teaching methods, lack of pupils motivation,
attention and interest, having to meet new teaching targets or
student attainment levels.Studies cover the years bear testimony to
the fact that teachers in the educational system are vulnerable to
stress. In fact, the students behavior force many teachers to leave
if not shift for an alternative professional and some of them were
persisted to burnout.Professional Teachers Union (2005) has
conducted a survey and the result showed that teachers were
stressful due to student unruly behavior.In addition, Hepburn and
Brown (2001) found out that teachers stress can be caused from a
variety of situations. Their stress came when they have difficulty
in negotiating and interacting with students and other sources are
too demanding depriving time and interference with instruction.
Interpersonal Relationship
Interpersonal relationships refer to relationships teachers have
with fellow professionals or community members with the educational
environment. According to Bacharach, Bauer and Conley (1986)
network interaction and supervision fall into this category.
Conflict with other staff members and lack of social support from
supervisors and co workers also belong to this category (Sutton,
1984). Interpersonal relationship as a source of stress was
confirmed by the study of Whitehead and ODriscoll, who found out
that relationship with colleagues, caused emotional exhaustion to
teachers. Johnstone (1989) argued that poor working conditions
specifically in terms of relations with colleagues cause stress to
teachers.It was supported by the research conducted by the National
Union for Teachers (2010) that identify difficult parent-teacher
relationship as a source of stress of teachers. Similar result was
found out by the research conducted by Professional Teachers Union
of Hongkong (2005) in which they have identified work relationship
as source of stress of teachers in Hongkong.
Physical Environment
According to Osipow (1998) physical environment measures the
extent to which individual is exposed to high levels of
environmental toxins or extreme physical conditions. Trivette
(1993) found that physical environment scores for elementary school
counselors were in the average range from both genders. Physical
environmental stresses include excessive noise, insufficient
lightening, smells, insufficient space to work comfortably,
inadequate temperature and humidity, inadequate ventilation,
crowding, the size of classroom, youth violence, lack of privacy
and other stimuli which are detrimental to the senses that affect
the mood and normal mental state, whether or not employees found
them consciously objectionable (Cooper & Smith, 1985; Hasting
& Bham, 2003; NUT, 2010; Olatan, 2009).Other stressors found in
the work environment and include unfavorable working conditions,
heavy workloads, organizational problems, paucity of resources,
lack of support and autonomy, and decision making (Hasting &
Bham, 2003). In the article of Ureta (2002) the stress response in
the workplace prepares the body for a physical process. Most daily
stressors cannot be fought physically or escaped from by running
away. The physical body still leads to stressors by creating a
response that gives potential energy for a physical
response.Effects of Stress to TeachersTeachers stress may have an
impact on teachers as individuals, on the schools in which they
work and on the pupils they teach. It is also estimated to have an
economic impact on the education system in terms of lost teaching
and additional costs of replacement teachers. Unfortunately, it is
difficult to quantify these costs because reported effects may
actually be strategies to help teachers cope and it would be unsafe
to assume that those who report no symptoms are necessarily stress
free.Many researches argue that the effects of stress in teaching
fall largely on individual teacher and result in illness and
absences. Travers and Cooper (1989) found out that teachers
illnesses were reported as effects of stress. These illnesses
permit the teacher to absent.As stated by Troman (1998) the cost of
which teachers think increased stress levels. The consequence is
chronic strain on their personal lives. It involved a breakup of
marital or personal relationship.On the other hand, the effects of
stress to teachers are difficult to estimate as compared to other
occupation. In teaching, the effects of stress are described in
terms of the departure of skilled teachers, impairment of teaching
skills, or even premature death. Sickness or absence,
turnover-retrial rates can also cause ill effects to teachers. But
in general teachers turnover figures are neither illuminative, nor
informative for retirees. There is also solid evidence that
stressed teachers are less effective than unstressed teachers
(Troman, 1998).Research by the main teachers union, the National
Union of Teachers (1999) confirmed that teachers felt the effects
of stress all or most of the time. It was supported by Tam and Mong
(2005) who said that when people are stressed, they experienced
psychological state in which, it is incongruence and misfit between
workers perception of the demands on them and their ability to cope
with those demands.According to Spector (2001) too much teaching
workload can drive teachers to get burned out and stressed in
particular when their profession requires them to be constantly up
on their toes and beats deadlines. Teachers see deadlines as
unreasonable which could take a toll in the long run. Thus, if they
have a little time or no control over their working habits,
teachers cannot seem to stop themselves from working beyond what
their minds and bodies could take. The worst, they will experience
burn out. Hughes (2001) suggests that who suffer from burnout may
want to retire from work but for various reasons remain in post.
Demand is suppressed because it has tightened up to the regulation
by which teachers may take early retirement. This probability
serves to make teachers stay in their profession despite their
wants to take early retirement (Cooley & Yovanoff, 1996)Effects
of teachers role ambiguity revealed were depressed mood, lowered
self-esteem, life dissatisfaction, low motivation to work and
intention to leave a job (Trivette, 1993).Stress is considered as
involuntary response to a dangerous situation. When a person faced
a situation in which the brain is incapable of handling, it caused
them to increased blood pressure, rapid heartbeat, reduced blood
supply to the skin, cessation of digestive activities, increase
perspiration, additional release of sugar and fast into the system
to cope up with the additional energy requirement and decreases in
immune systems functions to preserve it for later action. All these
actions are a perfect requirement when teachers are physically
stressful to the situations and most evident in a classroom
scenario.According to Sutton (1984) teachers also expressed somatic
complaints when they are stressed. These are characterized by
falling asleep, back pains, poor appetite and a decrease in their
overall health and energy levels. In addition, Hepburn and Brown
(2001) state that teachers also suffered from chronic stress.
Symptoms of these include being fatigue, increased illness and
inability to concentrate. It usually takes place when teachers are
stress in their day to day activities. Other physical symptoms
include tiredness, overworked, burnout, headache, stomach aches,
trembling hands, shortness of breath, dizziness, cold sweats and
chest pains (Blaise, 1982).Furthermore, they may also have an
emotional response to unwanted stress. Blaise (1986) described the
most common feelings of emotion that occur when teachers are
stressed. It includes anger, depression, anxiety and self-blamed.
Of all these emotional responses, teachers experienced anger as a
consequence of work stress. It is often expressed with negative
feelings directed towards others. The worst, it can lead teachers
to a depressive situation. It happens when teachers have a general
feeling of being out of control and feeling that they can no longer
improve the situations (Blaise, 1986).Hasting and Brown (2001)
explain that teachers in this situation show sign of being
depressed, emotional exhaustion, lack of personal accomplishment
and a decrease in self-efficacy. Anxiety occurs when teachers
expect negative consequences to occur (Blaise, 1986). As it
continues, teachers become less tolerant, patient, caring and
involved and tend to become unrealistically balanced in their
judgments and assessments of learners, it could result to negative
outcomes on the part of the learners (Abidin & Robinson, 2002).
On the other hand, self blamed are results of teachers expressed
anger toward themselves, it could also be a feeling of guilt and
having self-pity (Blaise, 1986). Over time, self-blame can remove
teachers emotion and social regard to students. A loss of
enthusiasm may occur when teachers have fewer attempts to humor,
discuss the problem and non involvement (Blaise, 1986). Other
adverse effect of stress result to inability to hold productive
conversations with colleagues (Bacharach, Bauer and Conley,
1986).Findings above are supported by the article of Calimpong
(2002) entitled Stress and Classroom Performance, she describes the
effects of stress that can cause depression, irritation, anxiety,
fatigue, lowered self-esteem and reduced job satisfaction among
teachers. The adverse effect of it once continues will lead to
deterioration of job performance.As explained by Blaise (1982)
developing positive responses to stress will allow teachers to be
more satisfied with their role as an educator and be a more
effective educator in the classroom. A decrease in work
satisfaction results in teachers being less involved and motivated,
causing teachers to demonstrate feelings of resentment,
frustration, boredom, irritability, anger, stagnation,
helplessness, and depression.Finding positive ways to handle stress
will allow teachers to maintain their drive and commitment, thus
making them continue to put forth the effort needed to being an
involved, satisfied, and effective teacher. A proper response to
stress via stress management techniques and healthy coping
mechanisms keeps teachers actively involved in what they are trying
to accomplish and allows them to fully invest themselves with their
students (Blas, 1982). Teachers who are satisfied in their
profession will have less attrition maintaining a stable
educational workforce.
Coping Mechanisms
According to Queen and Queen (2004) coping is essentially the
way people manage those life conditions that are stressful. Stress
and coping can be considered to be reciprocals of each other
(Lyles, 2005). When the coping behavior is effective, the level of
stress tends to be low or on the decline. However, if the
individual has ineffective coping skills, there is a tendency for
stress to be high or continue to increase. The holistic.com (as
cited by Montejo, 2009) revealed that coping mechanism include
dimensions of behavioral rehearsal, cognitive restructuring
refraining, stress inoculation, systematic desentization, anger
management, though sloping techniques, control and perception of
control, self-esteem enhancement, goal setting, active or
reflective listening strategies for coping deprivatorial stress and
modification of life-style. Dealing with problems or difficulties
in a calm and appropriate manner is commonly referred to as coping
(www.dictionary.com, 2010). How a teacher copes with stress in the
school environment affects the impact of stress on their
psychological well-being and on physiological responses (Griffith,
Steptoe & Cropley, 1999). Blaise (1982) adds that coping
behavior or resources come in the form of physical, psychological,
social, or material factors and help teachers overcome job-related
stressors and achieved their valued outcomes with students.Gulwadi
(2006) states the common positive strategies teachers can use to
alleviate stress. These include exercise, social resources,
avoidance, reading hobbies, movement and meditation. Griffith,
Steptoe and Cropley (1999) explained that coping strategies used by
teachers affect their outlook toward the situation, in which they
alter the perception of stress. To alter to the perception of
stress, teachers may invoke inward which includes concentrating on
something narrow in the field of stimuli around oneself. It
likewise includes seeking stillness and focus. Teachers may also
appeal to outward coping strategies, these include exercise, to
seek connection and distractions and movement (Gulwadi, 2006).
Similar finding was supported by Lyles (2005) that states
exercising and moving ones body on a regular basis can help remove
stress. In general, stress is directly related to how well the
occupational stress is managed. Despite the many common coping
strategies teachers can use, most of them rely on social support,
active planning, restorative experiences and suppression of
competing behaviors. Social support can reduce the impact of
stressors on teachers well-being, job satisfaction, and physical
illness risk. Teachers seek support from family, friends, and
colleagues in order to receive advice, discuss feelings, get
emotional support, get sympathy and understanding, and to talk
about their feelings. Teachers who have more support within their
personal lives tend to experience less stress in the workplace.
Active planning, although a part of the normal workload, allows
teachers to take their mind off stress and focus on their work. The
process of active planning involves concentrating efforts,
developing a plan, taking some action, coming up with strategies,
trying to take steps, and doing what has to be done in order to
keep their attention on the students rather than the stressor
(Griffith, Steptoe, & Cropley, 1999).In the article of
Bartolome (2011) stress experts gave eight tips to overcome and
conquer stress.First is to take control. Teachers have to be in
control always. When the class is a mess with unruly children
teachers have to control over. According to stress experts, because
our brain is into thinking, we are on top of things. Second is to
take a deep breathing. When children are yelling and teachers have
just reached their limit, they need to deep breath, not only to
bring oxygen to the body but to slow the production of adrenaline,
a substance that makes teachers feel tense and edgy.Third, is to
give an option. Experts tell that one of the biggest reasons for
burn out or stress overload, is having too much responsibility and
not enough power to essentially carry over the responsibility.
Teachers need to remember that no matter how bad things look like,
they do have options.Fourth is to learn to delegate. Delegating
tasks or asking support from the class or from fellow teachers is
important. Parcel out what teachers can and let other shoulder some
of the responsibilities can relieve the stress.Fifth is to stay
flexible. Teachers should remember there is more than one way to do
things. If for example plan A fails, there is always plan B, C, and
D. If teachers remain flexible they multiply they options.Sixth is
to plan for the future. Stress is unpredictable. The
unpredictability of it can send one persons stress level up.
Teachers should consider the suggestions for dealing with fear of
the unknown.Seventh is to do anything rhythmic like rocking in a
chair, playing instrument or aerobics can relieve stress. Eight is
to confront the unknown. If something is beyond control, try to let
it go. But there is some way to chip away at the unknown which is
to do it. In another article, Romero (2011) presented modern stress
life stress survival guide that presents six ways toward stress
survival for teachers: the first is knowing daily and immediate
priorities. So many people and things demand attention, an
important memo to write, an unexpected visitor at the office. Pick
out priorities. Managing stress starts with knowing what is more
important to do. Second is learning to say no. Once picked out
priorities, categorize the rest of the competing concerns. Identify
your stressors- avoid or resolve them. The job is the main source
of stress, but one should have the luxury of quitting anytime he or
she wants. Identifying which aspect of the job stresses a teacher
most. It is often not the work itself, but other factors like an
annoying co-worker, office politics, a difficult work system or
process. Find ways to minimize dealings with these stressors and
get additional training for oneself. Fourth, find time to relax.
Devote an hour or more a week to an activity that can help a
teacher to relax like a hobby of reading, having nail polish done
and other not related to work and family commitments. Fifth, take a
break from laptop and cell phone. One of the fastest and practical
ways to give such much needed downtime is to relieve oneself from
laptop and cell phone for a while. Sixth, re-examine ones life
goals. Taking the time to examine one life and taking stock of our
goals de-stresses and creates a sense of control, purpose, and
satisfaction. Nicolas (2008) in his article 20 Therapeutic
Approaches to Avoid Stress presents a list of adapt in order to
eliminate stress.First is to reduce the time to go on over time.
Taking an adequate sleep can relieve stress.Second is to leave
paper work at the workplace if possible all the time.Third is to
stand up, take a deep breath and relax the muscles. Doing some
stretching like rolling shoulders and head, windmill arms and take
several seconds break to look out the window can cure some
fatigue.Fourth is to infuse a change of routine. Calling a friend
and strengthening or establishing support can relieve the
stress.Fifth, analyzing the task objectively can also help to
relieve the stress.Sixth is to spend some time for a creative
hobby. Making or creating new things can also relieve stress
because it a new thing to accomplish. It somehow breaks the
monotonous routine.Seventh is to set aside personal time. Limiting
time to spend with negative people helped lessen the stress felt
for the day. Eighth is to handle the emotions constructively. When
one feels he or she will get burst, learning to handle the emotions
can make his/her feel that fine and somehow relieve anxiety and
tension.Ninth is to rationalize anxieties and suppress problems
that one can do nothing. If things are beyond your control, let it
be. Dont push for it.Tenth is find the root causes of your fatigue.
This is important so that one will learn what cause his/her fatigue
and can avoid it next time.
Interventions
The first study of Best and Walles (2006) explores the physical
interventions of massage therapy. This intervention was identified
to reduce stress as well as support employees individually and
organizationally. The effects measures were physical and
psychological. Although there were not physical benefits measured,
it did reduce the psychological effects stress. These results
suggest that offering of the intervention of massage therapy is
beneficial in decreasing anxiety levels, which in turn could reduce
stress.Other interventions researched involved a more interactive
process. These studies called upon the motivation of the
participants support a need to decrease stress by they desire to
assist in making change internally that will affect them
externally.It offered for at least one aspect of possible stress
factors. Reducing physical is emotional stress and offering more
control and empowerment while creating a more positive environment
are all successful intervention to increase job satisfaction
(Reggiero, 2003).Mungari (2008), in his article tells that when it
comes to perception and of stress, individuals basically explain
them the best way they know how. Perception is their thoughts or
beliefs about stress which might be right or wrong. Interventions
are the attempts to reserve the stress and create the relief
needed. There is a need to understand the stressors or the triggers
of stress in peoples lives, so that can engage the right
intervention that will work. One might have a disorder that needs
to be eradicated totally. The fact that people have not been able
to master all aspects of stress means that they will continue to
learn.The best way after knowing a bit about stress is to follow on
the intervention that have been seen to work.In the study of Ling
(1991), he proposed these interventions: firstly, the school
authority should try to have more interactions with teachers as
well as create more opportunities for communication among member or
staff. This can be done by organizing informal social gatherings
and various kinds of extra-curricular activities for teachers with
the aim to promote mutual understanding and concern among teachers.
The principals should actively take part in these activities and
try to establish a friendly and supportive relationship with the
staff; secondly, the school authority should find ways to lessen
the heavy workload of teachers by lifting some of the non-teaching
duties of teachers and distributing evenly the workload among
teachers; thirdly, efforts should be made in the school to see that
teachers have the opportunity to fulfill their needs in
self-actualization, autonomy and esteem in order to avoid the
feeling of strain. The school authority should help teachers to
develop their potentials by allowing them a higher degree of
flexibility and independence in teaching. Besides, the school
authority should promote the image of teachers as deserving
respect; fourthly, orientation programs should be conducted for
younger and inexperienced teachers to that they can familiarize
themselves with their work quickly and easily.
Stress Management Techniques for Educators
Teachers and educators endure a specific type of stress and
anxiety on the job; being responsible for the education of students
can be difficult. While many educators teach with passion and love
their jobs, they are not immune to stress. A teacher should know
how profoundly what mood can affect his or her classroom. By taking
time to manage your stress during and after class, you can be a
calmer, more effective educator.Schools and institutions should
allocate an area where educators can relax and take an essential
timeout from the job, Education World says. Supplying a quiet area
like a staff room, where educators can socialize rest and have a
snack or meal can take educators out of the classroom momentarily
to recharge and get ready for class. If the school offers breaks
and a staff room, take advantage. While it may seem important to
mark papers at lunch break, taking a few minutes away from desk can
revitalize the afternoon atmosphere.
Conceptual Framework
This study is guided by the concept of Hepburn and Brown (2001)
that teaching as a profession is progressively becoming a stressful
occupation because teachers have many deadlines to meet as well as
more responsibilities to shoulder. These responsibilities include
lesson planning, teaching, accountability for student performance,
classroom management and discipline, supervisory role, and
extracurricular activity conducting and monitoring.Identifying
possible stressors can help teachers choose positive coping
strategies rather negative strategies that may be unhealthy towards
other aspects of life. If they can identify possible stressful
situations, teachers can actively use coping strategies to deal
with it, or even be able to avoid the situation altogether. Coping
with stress is important for teachers so that their stress does not
interfere with the achievement of their educational goals and they
have better quality of life; both personally and professionally
(Guglielmi & Tatrow, 1998).The teacher, not the learner, is now
regarded as being the primary carrier of stress, and is mostly
affected by the stressors of the day to day activities and
organization of modern education (Hepburn & Brown, 2001). It is
essential that teachers are able to develop proper coping
strategies for stress that are unique to their individual
personalities. Everyone reacts to stressors differently. It is
important to research and practice alternate coping strategies to
find which will help each individual. This will allow teachers to
have a greater sense of purpose, motivation, and clarity about
their own abilities (Bachkirova, 2005).It is in this context that
the researcher was moved to conduct this study, knowing that stress
is inevitable teachers should learn to cope and manage their
stressors effectively to be efficient and effective public
servants.
Research Paradigm
a. Stressb. Effects of stressc.Coping Mechanismsd. Effectiveness
of Coping MechanismsInput Process OutputProposed Policy Formulation
for Management of StressPublic Elementary School Teachers
Figure 1
Figure1 shows the input, process and output paradigm. First
frame contains public elementary school teachers, second frame
contains the stress, effects of stress, coping mechanisms and
lastly effectiveness of coping mechanism, and the third frame is
the proposed policy formulation for management of stress.
Definition of TermsThe following terms have been defined either
conceptually or operationally as the case may be:Coping is an
individuals response to stressful situations which is his/her way
of managing the stress brought about his/her job.Coping
Mechanismsin this study refers to the different coping responses
namely: social support, physical activity, intellectual simulation,
entertainment, personal interest, managerial skills and
attitude.Effectiveness of Coping Mechanisms refers to the perceived
effects of coping behaviors employed by public elementary school
teachers that helped eliminate stress.Effects of Stress refers to
the perceived effects stress to teachers which lead to low
self-esteem, less enthusiasm towards work, tension, sickness and
absenteeism. Policy Formulation refers to the guidelines on grating
stress leave for public elementary school teachers in the DepEd
Marinduque.Public Elementary Teachers are those involved in
teaching in the public elementary schools.Stress is any disruption,
change or adjustment in a persons mental or physical well being
caused by external stimulus, either physical or
psychological.Stress Experiences are those stresses experienced by
the public elementary school teachers in the workplace.Stress
Management is an approach used by a person in handling the stress
approach that involves the three elements that cause a stress
response: the stressor, the perception of stress by the individual
and the physical and mental reaction of stress; in this study, this
operationally refers to the use of the coping mechanisms used in
the study.Teacher Stress is any characteristic within the school
environment that poses a threat to the teacher.
Chapter 3METHODOLOGY
This chapter discusses the research design, the research locale,
the population, the research instrument, research procedure, and
statistical treatment of data.
Research Design
This research study used the descriptive type of research. As
cited by Calmorin (2004), the descriptive type of research aims to
gather information about the conditions and situations of
variables. This type of research is suited in this type of
investigation since it attempts to describe teachers stresses,
causes of stress and coping mechanism to counteract the presence of
stress and the relationship that exist between and among
variables.
Research Locale
The study was conducted in Marinduque, specifically in Santa
Cruz North, Santa Cruz South and East Districts, in the Division of
Marinduque.There are 52 elementary schools in located Santa Cruz
District. In Santa Cruz East, 17 schools are situated, with a
population of 133 teachers administered by 17 school
administrators. In Santa Cruz North, there are 16 schools with a
population of 132 under the administration of 17 school managers.
In Santa Cruz South, there are 16 schools with a population of 116
teachers supervised by 16 school heads. The total population of
teachers in the district is 365 and 52 school administrators.The
choice of the locale was due to the deep concern of the researcher
to be a part in knowing the effective coping mechanisms to
counteract the presence of stress knowing that it is inevitable and
is always there among the government employees.
Figure 2. Map of Santa Cruz Districts
Figure 2 shows the map of Santa Cruz Districts where the 52
schools used in the study are situated.
Population and Sample
The researcher made use of stratified sampling. It is a
probability sampling technique wherein the researcher divides the
entire population which is composed of 365 into different subgroups
or strata, 116 teachers from South District; 133 from East District
and 116 from North District, then randomly selects the final
subjects proportionally which is equivalent to 30% from the
different strata of the total population. The researcher believed
that these were enough to get information from the respondents. The
respondents of the study are distributed as follows:Table 1.
Santa Cruz Districts Teacher-Respondents
District and Name of SchoolAddressNo. of
TeachersSampleRespondents
SANTA CRUZ EAST
Santa Cruz East Central SchoolLapu-Lapu, Sta. Cruz,
Marinduque225
Alobo Elementary SchoolAlobo, Sta. Cruz, Marinduque93
Angas Elementary SchoolAngas, Sta. Cruz, Marinduque62
Banogbog Elementary SchoolBanogbog, Sta. Cruz, Marinduque62
Biga Elementary SchoolBiga , Santa Cruz, Marinduque41
Devilla Elementary SchoolDevilla , Sta. Cruz, Marinduque62
Haguimit Elementary SchoolHaguimit, Sta. Cruz, Marinduque62
Makapuyat Elementary SchoolMakapuyat , Sta. Cruz,
Marinduque144
Masalukot Elementary SchoolMasalukot , Sta. Cruz,
Marinduque62
Masaguisi Elementary SchoolMasaguisi , Sta. Cruz,
Marinduque62
Morales Elementary SchoolMorales , Sta. Cruz, Marinduque31
Pansoy Elementary SchoolPansoy , Sta. Cruz, Marinduque31
Pantayin Elementary SchoolPantayin , Sta. Cruz, Marinduque31
Pulong Parang Elementary SchoolPulong Parang , Sta. Cruz,
Marinduque62
Tagum Elementary SchoolTagum , Sta. Cruz, Marinduque62
Tamayo Elementary SchoolTamayo , Sta. Cruz, Marinduque62
Tambangan Elementary SchoolTambangan , Sta. Cruz,
Marinduque62
Tawiran Elementary SchoolTawiran , Sta. Cruz, Marinduque72
Taytay Elementary SchoolTaytay , Sta. Cruz, Marinduque82
Sub total 13340
Table 1 (cont.)District and Name of SchoolAddressNo.
ofTeachersSample Respondents
SANTA CRUZ NORTH
Santa Cruz North CentralLandy, Sta. Cruz, Marinduque183
Baliis Elementary SchoolBaliis, Sta. Cruz, Marinduque62
Hupi, Elementary SchoolHupi, Sta. Cruz, Marinduque102
Balogo, Elementary SchoolBalogo, Sta. Cruz, Marinduque72
Ipil Elementary SchoolIpil, Sta. Cruz, Marinduque143
Botilao, Elementary SchoolBotilao, Sta. Cruz, Marinduque82
Kalangkang, Elem SchoolKalangkang,Sta.Cruz, Marinduque52
Bangcuangan, Elem. SchoolBangcuangan, Sta. Cruz,
Marinduque21
Aturan, Elementary SchoolAturan, Sta. Cruz, Marinduque72
Kasily Elementary, SchoolKasily, Sta. Cruz, Marinduque82
Dating Bayan, Elem SchoolDating Bayan, Sta. Cruz,
Marinduque62
Punong Elementary SchoolPunong, Sta. Cruz, Marinduque72
San Isidro, Elementary SchoolSan Isidro, Sta. Cruz,
Marinduque41
Dolores, Elementary SchoolDolores, Sta. Cruz, Marinduque82
Kamandugan Elem. SchoolKamandugan, Sta. Cruz, Marinduque92
Lamesa, Elementary SchoolLamesa, Sta. Cruz, Marinduque82
Lusok, Elementary SchoolLusok, Sta. Cruz, Marinduque52
Subtotal13235
SANTA CRUZ SOUTH
Santa Cruz South Central SchoolBanahaw, Sta. Cruz,
Marinduque143
Buyabod Elementary SchoolBuyabod, Sta. Cruz, Marinduque154
Gabaldon Elementary SchoolBanahaw, Sta. Cruz, Marinduque154
Kaganhao Elementary SchoolKaganhao, Sta. Cruz, Marinduque62
Kinyaman Elementary SchoolKinyaman, Sta. Cruz, Marinduque62
Labo Elementary SchoolLabo, Sta. Cruz, Marinduque62
Libjo Primary SchoolLibjo, Sta. Cruz, Marinduque21
Lipa Elementary SchoolLipa, Sta. Cruz, Marinduque62
Makulapnit Elementary SchoolMakulapnit, Sta. Cruz, Marinduque
62
Maniwaya Elementary SchoolManiwaya, Sta. Cruz, Marinduque62
Manlibunan Elementary School Manlibunan, Sta. Cruz, Marinduque
62
Matalaba Elementary SchoolMatalaba, Sta. Cruz, Marinduque82
Mongpong Elementary SchoolMongpong, Sta. Cruz, Marinduque123
Polo Elementary SchoolPolo, Sta. Cruz, Marinduque62
San Antonio Elementary SchoolSan Antonio, Sta. Cruz,
Marinduque61
Tapian Elementary SchoolKilo-kilo, Sta. Cruz, Marinduque61
SubTotal11635
Grand total 54365110
Research Instruments
The primary instrument used in this study is a structured
questionnaire which is divided into five parts. The first part
contains teachers stresses; the second part consists of yes or no
questions regarding whether stress was experienced by teachers; the
third part contains questions if stress has effect to teachers. The
fourth part contains a list of coping mechanism that they used and
employed to cope up with the presence of stress and the last part
contains a measure of effectiveness of coping mechanisms to
eliminate stress.
Data Gathering Procedure
The researcher first sought the approval of the Schools Division
Superintendent. After this, she went through and sought the
approval of each district supervisors. Finally, she approached the
school principal and she distributed and administered the
questionnaire. Upon distribution of questionnaire, she gave brief
orientation on the purpose of the research. The researcher
personally retrieved the questionnaire to maintain confidentially
of respondents answers. Data gathered were presented in tables and
were computed and analyzed.
Statistical Treatment
Data were gathered, tabulated, and analyzed, and then
interpreted thru the help of statistician using the proper
statistical tools.In order to determine the stress experiences of
teachers, descriptive statistics such as frequency count and
ranking were used. In determining the effects of stresses to
teachers, rank or frequency of was used. A five point rating scale
was also used to determine the effects.
Range (Mean Scores)Adjectival Equivalent
4.1-5.0Extremely stressful
3.1-4.0Stressful
2.1-3.0Considerably stressful
1.1-2.0Slightly Stressful
0.1-1.0Not Stressful
In identifying the coping mechanism employed by teachers,
descriptive statistic such as frequency and rank were also utilized
to arrange statistically and analyze the data obtained.In
determining whether the stress was eliminated using the coping
mechanism employed by the respondents, the following adjectival
interpretation were used.
Range (Mean Scores)Adjectival Equivalent
01-1.0Stress completely eliminated
1.1-2.0Stress usually eliminated
2.1-3.0Stress often eliminated
3.1-4.0Stress occasionally eliminated
4.1-5.0Stress never eliminated
Chapter 4PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the data gathered, organized and processed
statistically and carefully interpreted to obtain information that
would answer the problem raised in Chapter 1.For organization
purposes, tables were arranged according to the statement of the
problems, each one is immediately followed by analysis,
interpretation and discussion based on the concepts, principles and
theories discussed in the review of related literature and studies
and theoretical framework.Table below shows the teachers stresses
as indicated in the statement of the problem number 1. Table 2.
Teachers Stress
Category of StressFrequencyRank
A. Role Demands
1. Work overload831
2. Role ambiguity 772
3. Overlapping school programs and activities763
4. Excessive working hours 754.5
5. School authorities unexpected visits754.5
6. Excessive paperwork and administrative duties 716
7. Administrative pressures (submission of forms, report cards
and other school reports)657
8. Taking responsibilities for anothers persons action in extra
and co-curricular activities648
Table 2 (cont.)B. Instructional Problems
1. Pupils misbehavior/disruptive behavior1021
2. Having to meet new teaching targets or pupils achievement
rate 942
3. School inspection and evaluation 933
4. Changes in curriculum and instruction 884
5. Changes to assessment and test administration and
construction855
6. Difficult style of lesson planning and preparation of visual
aids especially in multi-grades826
7. Introduction of new teaching methods777
8. Rising class size548
C. Interpersonal Relationship FrequencyRank
1. Inadequate salary 711
2. Pressures due to principals frequent observation 632
3. Conflict with colleagues 563
4. Lack of recognition and acknowledgment 434
5. Lack of support from PTA members and community405.5
6. Competition in a workplace405.5
7. Poor planning and programming367
8. Poor school management298
D. Physical EnvironmentFrequencyRank
1. Scarcity of resources 651
2. Environment noise/task related noise572
3. Poor or unfavorable working condition 543
4. Poor ventilation 524
5. Crowded classroom 505
6. Size of classroom not conducive to learning 456
7. School location447
8. Risk of violence from intruders368
As shown in the table, analysis of the findings revealed that in
terms of role demands, the highest recorded stress experienced is
work overload with 83 or rank 1 whereas the lowest stress
experienced is taking responsibility for anothers persons action in
extra and co-curricular activities with 64 or rank 8. Findings were
confirmed by the research conducted by the National Union of
Teachers (1999) that teaching is one of the stressful jobs and one
of the difficulties that teachers are facing is their workload is
not spread reasonably equally through the years, thus it results to
work overload. It was also supported by the findings of Layne
(2001) that work overload occurs when job demands teachers in a
certain organization that need human limits and teachers have to do
much, in too little time, with very few resources. Similarly,
Spector (2001) said that teachers workload can drive teachers to
get burned out and stressed because if requires them to be
constantly to beat the deadlines.As shown in the table, from among
the indicators, the highest recorded stress experiences of teachers
happened to be under instructional problems. Results of the data
revealed the highest recorded stress under this is pupils
misbehavior/disruptive behavior with 102 or rank 1 while the least
is the rising class size with 54 or rank 8. It could be inferred
that unbecoming behavior of pupils and undisciplined pupils caused
stress to teachers. It was supported by the findings of Pettegrew
and Wolf (1982) that dealing with disruptive students is a problem
which is associated with a variety of specific tasks that teachers
must perform in their teaching. It was confirmed also by Johnstone
(1989) who argued that the major cause of stress to teachers is
pupils failure to work or behave and the research conducted by
Professional Teachers Union (2005) that the main source of stress
of teachers is student unruly behavior.With regard to interpersonal
relationship, the highest stress is registered in pressure due to
principals frequent observations with 71 or rank 1 in contrast, the
least stress experience of teachers was recorded in poor school
management with 29 or rank 8. Data revealed that school
administrators frequent observations gave teachers so much pressure
and caused stress, hence whenever school administrators visited the
class for teachers observation they feel uneasy, anxious and tensed
thus cant focus on their subject. Finding was supported by the
survey conducted by Hepburn and Brown (2001) that intimidating
inspection regimes of school principals caused stress to teachers
and the survey conducted by the National Union of Teachers that
pressures due to principals supervision and school authorities
inspection caused them stress.For physical environment, analysis of
the findings revealed the highest stress was registered in scarcity
of resources with 65 or rank 1 while the lowest was recorded in
risk of violence of intruders with 36 or rank 8.respondents Results
implied that unavailability of resources or instructional materials
in the school caused stress to teachers in particular those
teachers whose school locations were far from the town proper and
technology and electricity were absent. Similar findings were
supported by Hasting and Bham, (2003) who said that environmental
factors such as paucity or scarcity of resources were stresses
found in the work environment of teachers. Table below shows the
effects of stress to teachers as indicated in the Statement of the
Problem No. 2.Table 3. Effects of Stress to TeachersEffects of
StressMeanAdjectival EquivalentRank
A. Role Demands
1. Excessive working hours 3.12Stressful1
2. Overlapping school programs and
activities3.10Stressful2.5
3. School authorities unexpected visits 3.10Stressful2.5
4. Taking responsibilities for anothers persons action in extra
and co-curricular activities 3.09Stressful4
5. Role ambiguity2.99Considerably Stressful5
6. Administrative pressures (submission of forms, report cards
and other school reports)2.94Considerably Stressful6
7. Work overload2.92Considerably Stressful7
8. Excessive paperwork and administrative duties2.86Considerably
Stressful8
Table 3 (Cont.)
B. Instructional Problems
1. Difficult style of lesson planning and preparation of visual
aids especially in multi-grades 3.06Stressful1.5
2. School inspection and evaluation 3.06Stressful1.5
3. Introduction of new teaching methods3.02Considerably
Stressful3
4. Pupils misbehavior/disruptive behavior3.01Considerably
Stressful4
5. Rising class size2.99Considerably Stressful5
6. Changes in curriculum and instruction2.96Considerably
Stressful6
7. Having to meet new teaching targets or pupils achievement
rate2.91Considerably Stressful7
8. Changes to assessment and test administration and
construction2.82Considerably Stressful8
C. Interpersonal Relationship
1. Competition in a workplace 3.10Stressful1
2. Pressures due to principals frequent observation
2.87Considerably Stressful2
3. Lack of support from PTA members and community
2.80Considerably Stressful3
4. Poor school management2.78Considerably Stressful4
5. Inadequate salary 2.75Considerably Stressful5
6. Lack of recognition and acknowledgment 2.74Considerably
Stressful6
7. Conflict with colleagues 2.57Considerably Stressful7
8. Poor planning and programming2.42Considerably Stressful8
D. Physical Environment
1. Poor ventilation 3.02Stressful1
2. Poor or unfavorable working condition 2.92Considerably
Stressful2
3. Size of classroom not conducive to learning2.81Considerably
Stressful3
4. Risk of violence from intruders 2.76Considerably
Stressful4
5. Crowded classroom 2.75Considerably Stressful5
6. School location 2.66Considerably Stressful6
7. Environment noise/task related noise2.65Considerably
Stressful7
8. Scarcity of resources2.61Considerably Stressful8
Table 3 describes the effects of stress to teachers. In terms of
role demands, the highest effect of stress was recorded in
excessive working hours with 3.12 interpreted as stressful, whereas
the least effect was observed in role ambiguity with 2.86 which is
interpreted as considerably stressful. Findings could be attributed
to the fact that teaching is a very demanding profession and it
requires a lot of work like making lesson plans, computing reports
and accomplishing reports. With these the required working hours
for teachers are neither sufficient nor enough to accomplish the
work for the day. It was also supported by Carry (2001) that
although the school day may be shorter than most office working
days, teachers put in many more hours in the evenings and at
weekends preparing lessons, making work and organizing
extracurricular events. Similar finding was highlighted in the
research conducted by National Union of Teachers (2000) that long
working hours caused stress to teachers.In terms of instructional
problems, stress was recorded highest in difficult style of lesson
planning and schools inspection and evaluation with 3.06
interpreted as stressful respectively, whereas the lowest recorded
effect of stress was registered in changes to assessment and test
evaluation, administration and construction with 2.82 interpreted
as considerably stressful. Data implied that teachers get stress
because of frequently changes in the instruction, specifically in
writing the lesson plan. The style of lesson plan is too
complicated and difficult to follow at times. Equally stressful to
teachers are schools inspection and evaluation. It could be
inferred that it caused them stress because they have to make long
preparations of school devices and accomplished different forms and
reports for evaluation. It was supported by the findings of
National Union Teachers (2010) that teachers complain due the
inspection process by school authorities from the beginning to end
of the school year. Table below presents the coping mechanisms of
teachers as indicated in Statement of the Problem no. 3.Table 4.1
on the next page describes the coping mechanisms of teachers.
Findings revealed that among the indicators for Role Demands, the
most used is I put things into perspective and manage my time well
with 66 or rank 1. It could be implied that though teachers
experienced stress they tried to become organize and put things
into order; they tried to maximize their time well in spite of the
many things they need to accomplish each day. On the other hand,
the least practiced coping mechanism observed is I avoid situations
that would consume my time with 16 or rank 24, this is true and
supported the highest practiced coping mechanisms, since being
organized and knowing to manage time properly have something to do
with avoiding people or situation who can consume time. Table 4. 1
Coping Mechanisms of Teachers for Role DemandsCategories of Coping
MechanismsFrequencyRank
A. Role Demands
1. Work overloada. I reduce my time to go on overtime.545
2. b. I sleep early to get enough strength to accomplish my task
the next morning.399
3. c. I seek help of my family and colleagues to finish my
task.2814
4. Excessive working hoursa. I leave my paperwork on my desk and
go home early.3810
5. b. I call or text my friend for a change of routine.2814
6. c. I do some stretching516
7. Role Ambiguity (teachers role as teacher, counselor, canteen
manager, school paper adviser/school governance adviser.a. I put
things into perspective and manage my time well.661
8. b. I avoid situation or people that/who would just consume my
time so I can focus on my job.2218
9. c. I just do what my superior tells me and please myself that
I can make it.2716
10. Excessive paperwork and administrative duties.a. I go home
and leave my paperwork at my workplace to relieve my
stress.447.5
11. b. I infuse a change in my routine. I call or text a
friend.2119.5
12. c. I say no without feeling guilty when I have ample of
papers to do so I can meet my deadline.3312
13. Overlapping school programs and activitiesa. I just take it
one by one, anyway it is impossible to do things, two at a
time.594
b. I just follow what my school head tells me.2814
c. I just please myself after this, anyway, I did my
best.1622
14. Taking responsibilities for another persons action in extra
and co-curricular activities.a. I just follow the given task and
take the responsibility assigned to me.622
b. I tell my heartache about this to my family and
friends.1821
c. I say no without feeling guilty, besides Ive done my
part.1523
7. Administrative Pressures (Submission of forms, report card
and other school reports)a. I put things into perspective and
manage my time well by making priority list.613
b. I seek help of my family and colleagues to finish my
task.2119.5
c. I avoid people or situation that would consume my
time.1424
8. School authorities unexpected visit.a. I just go on with my
job and pretend not affected by this.447.5
b. I just give seatwork to my pupils and help my superior in
entertaining visitor.2517
c. I take a deep breath to relax and relieve my tension.3611
Table 4.2 Coping Mechanisms of Teachers for Instructional
ProblemsB. Instructional ProblemsFrequencyRank
a. Pupils misbehavior/disruptive behaviora. I leave my classroom
for a while to relieve my stress.702
a. b. I ignore my pupils; I go on with my lesson.3316
b. c. I give them disciplinary action and call up their
parents.
505.5
b. Rising class sizes.a. I seek an assistance from my school
manager3414.5
a. b. I divide my class into two groups and give different
activities2223
b. c. I just do what seems best for my class, anyway I cant get
away with this.
2520.5
c. Difficult style of lesson planning and preparation of visual
aids especially in multi-gradesa. I just copy and shorten my lesson
plan and I do what seems right, after this458
a. b. I consult my school head and discuss things related to
this.467
b. c. I ask my colleagues on how I should follow this
3018
d. Introduction of new teaching methods.a. I just make use of
the existing methods, anyway I am used to this.3612
a. b. I seek assistance from my school head and
colleagues4111
a. c. I just follow and do what seems to be right after
this.
3117
d. Changes to assessment and test administration and
construction.a. I discuss and consult my school head about
this.603
a. b. I consult the opinion of my friends and colleagues about
this.3414.5
a. c. I just follow what seems right, after this.
2619
d. Changes in the curriculum and instruction.a. I stay
intellectually stimulated and analyze the changes in the curriculum
objectively534
a. b. I seek assistance from my school head and
colleagues4310
a. c. I just follow and do what seems to be right after this
2422
d. School inspection and evaluation.a. I just follow what my
superior tells me.449
a. b. I just take comments and consider this
constructive.505.5
a. c. I just please myself after this, anyway, I did my
best.3513
d. Having to meet new teaching targets or pupils achievement
ratea. I set up my targets and focus on this.821
b. I stay away from people who will consume my time.1724
c. I work alone.2520.5
Table 4.2 below presents the coping mechanisms employed to
counteract instructional problems. Analysis of the data revealed
the most used coping mechanisms is I set up my targets and focus on
this with 82 or rank 1. It could be inferred that teachers still
tried to get focus with their instruction despite the great demands
of their job particularly when it comes to instruction. Teachers
nature of job is very competitive, they need to increase the
achievement rate of their pupils to maintain good if not a high
standing of school. Nevertheless, they remained focus to meet their
targets. On the contrary, the least practiced coping mechanism is I
divide my class into two groups and give different activities with
25 or rank 20.5. Result implied that dividing class into two groups
and giving different activities were more time consuming on their
part, when it comes to teaching, they teach the class a whole and
gave same activities regardless of the competency level of pupils
because they follow the standard of lesson planning. Table 4.3
Coping Mechanisms of Teachers for Interpersonal RelationshipsC.
Interpersonal RelationshipFrequencyRank
Pressures due to principals frequent observation.a. I just
follow what my superior tells me.374.5
b. I just take comments and consider this constructive.366
c. I just please myself after this, anyway, I did my
best.1518
Poor School Managementa. I seek opinions from my friends and
colleagues about this.2412.5
b. I seek transfer of school assignment.1223
c. I just go on with my job and do what seems right for
me.1024
Poor Planning and Programminga. During meetings, I voice out my
complaints and make suggestions for improvement.299
b. I consult others opinions about this to relieve my
stress.1518
c. I just go on with job and do what seems right.581.5
Lack of support from PTA members and community.a. I encourage
parents participation by supporting their suggestions.374.5
b. I seek the help of my school head and colleagues1616
c. I avoid situation or people that cause me stress.1420.5
Lack of recognition or acknowledgementa. I tell my sentiments
and seek comfort from family and friends.2412.5
b. I just please myself after this, anyway, I did my
best.2511
c. I take it as another challenge to do more.1420.5
Conflict with colleaguesa. I reconcile with my colleagues,
besides its hard to work in a workplace where conflict
stays.383
b. I handle my emotions constructively.2610
c. I set aside my personal time. I limit time spending with
negative people to avoid conflict.2015
Inadequate salarya. I buy only basic needs and budget my
money.357
b. I apply for a loan.412
c. I tell my family or call a friend about my financial
problem.318
Competition in a workplaceA. I just do what seems right and go
on with my job.581.5
B. I try to be nice to the people around me and make myself
comfortable working with team.2214
C. I limit my time spending with negative people.1518
Table 4.3 presents the coping mechanisms of teachers employed to
relieve interpersonal relationships stresses. Results revealed the
most used coping mechanism is I just do what seems right and go on
with the job with 58 or rank 1. Findings entailed that teachers at
work manifest healthy competition in terms of promotions and
achievement, many of them do what they think right and focus on
their job in order to accomplish things. Finding was supported by
the least practiced coping mechanism I seek transfer of school
assignment with 12 or rank 23.It could be inferred, that seeking a
transfer of school assignment was not a solution to relieve the
stress of teachers in a workplace, thus very few among them
employed this mechanism. Table 4.4 on the next page describes the
coping mechanism of teachers for physical environmental stresses.
Findings revealed the most practiced coping mechanisms recorded is
I tried to be creative and do what seem right with 44 or rank 1.
Findings implied that in the absence of resources in the schools,
like presence of technology, unavailability of materials, teachers
practiced to be creative to give remedy to this. It is true and
supported by the least employed coping mechanism I ignore things
like these, and go on with my job with 12 or rank 24. It means that
very few among the teachers ignore the absence of resources in the
workplace, instead they used their creativity to produce what was
not present.
Table 4. 4 Coping Mechanisms of TeachersD. Physical
EnvironmentFrequencyRank
1. Poor or unfavorable working conditiona. I organize and clean
my work place.b. I try to be nice to the people around me.c. I just
do my job.402
a. d. 2114
b. e. 1719
2. Environmental Noise/Task related noisea. I change my place or
I find a place at work where I can concentrate better.345.5
3. b. I work outside or in place which has a conducive or
healthy environment.2212.5
4. c. I go for a walk or leave my place for a while to relieve
my stress2212.5
5. Poor Ventilationa. I may suggest to my school to allocate
fund to this.354
6. b. I change my place or I find a place at work where I can
concentrate better.2016
7. c. I work outside or in place which has a conducive or
healthy environment.1323
8. Crowded Classrooma. I discuss the matter to my school head
and help find to solution to crowded classroom.345.5
a. b. I put little devices and make my classroom
organize.2411
b. c. I seek the help of my friend to restructure my
classroom1520.5
9. Size of classroom not conducive to learninga. I make
suggestion to my head to allocate fund to improve physical plants
and facilities.1918
10. b. I clean and make my classroom orderly to make it
conducive to learning.337
11. c. I just go on with my class and pretend Im not affected by
this, besides, I can do nothing about it.1422
12. School Locationa. I tried to be flexible and come to school
early hence the location is really far from my home.288.5
13. b. I make some adjustment, like hiring a school
service.2610
14. c. I seek for a transfer of school assignment.1520.5
15. Scarcity of Resourcesa. I talk to my school head and discuss
my concern to find solution to this.383
16. b. I tried to be creative and do what seems to be
right.441
17. c. I just follow what my school head tells me and make use
of the available resources.2016
18. Risk of violence from intrudersa. I talk to my school head
about this.2818.5
b. I seek support from parents and community members.2016
c. I ignore things like these and just go on with my job1224
Table 5.1 below presents the coping mechanisms of teachers as
indicated in Statement of the Problem no. 4.
Table 5.1 Effectiveness of Coping MechanismsStressCoping
MechanismMeanAdjectival Equivalent
A. Role Demands
1. Work overloada. I reduce my time to go on overtime.3.22Stress
Occasionally Eliminated
a. b. I sleep early to get enough strength to accomplish my task
the next morning.3.35Stress Occasionally Eliminated
b. c. I seek help of my family and colleagues to finish my
task.
3.2Stress Occasionally Eliminated
2. Excessive working hoursa. I leave my paperwork on my desk and
go home early.3.3Stress Occasionally Eliminated
3. b. I call or text my friend for help.2.98Stress Often
Eliminated
4. c. I do some stretching3.15Stress Occasionally Eliminated
5. Role Ambiguity (teachers role as teacher, counselor, canteen
manager, school paper adviser/school governance adviser.a. I put
things into perspective and manage my time well.3.47Stress
Occasionally Eliminated
a. b. I avoid situation or people that/who would just consume my
time so I can focus on my job.3.42Stress Occasionally
Eliminated
b. c. I just do what my superior tells me and please myself that
I can make it.3.41Stress Occasionally Eliminated
6. Excessive paperwork and administrative duties.a. I go home
and leave my paperwork at my workplace to relieve my
stress.3.33Stress Occasionally Eliminated
a. b. I infuse a change in my routine. I call or text a
friend.3.10Stress Occasionally Eliminated
b. c. I say no without feeling guilty when I have ample of
papers to do so I can meet my deadline.3.19
Stress Occasionally Eliminated
7. Overlapping school programs and activitiesa. I just take it
one by one, anyway it is impossible to do things, two at a
time.3.43Stress Occasionally Eliminated
a. b. I just follow what my school head tells me.3.40Stress
Occasionally Eliminated
b. c. I just please myself after this, anyway, I did my
best.
3.21Stress Occasionally Eliminated
8. Taking responsibilities for another persons action in extra
and co-curricular activities.a. I just follow the given task and
take the responsibility assigned to me.3.42Stress Occasionally
Eliminated
a. b. I tell my heartache about this to my family and
friends.3.07Stress Occasionally Eliminated
b. c. I say no without feeling guilty, besides Ive done my
part.
3.53Stress Occasionally Eliminated
9. Administrative Pressures (Submission of forms, report card
and other school reports)a. I put things into perspective and
manage my time well by making priority list.3.46Stress Occasionally
Eliminated
a. b. I seek help of my family and colleagues to finish my
task.3.49Stress Occasionally Eliminated
b. c. I avoid people or situation that would consume my
time.
3.59Stress Occasionally Eliminated
10. School authorities unexpected visit.a. I just go on with my
job and pretend not affected by this.3.27Stress Occasionally
Eliminated
b. I just give seatwork to my pupils and help my superior in
entertaining visitor.3.04Stress Occasionally Eliminated
c. I take a deep breath to relax and relieve my
tension.3.15Stress Occasionally Eliminated
Table 5.1 describes the effectiveness of coping mechanisms
employed by teachers. Analysis of the findings revealed that among
the coping mechanisms, the effectiveness is high when I call or
text my friend for a help with 2.9 which is interpreted as stress
often eliminated. Findings were supported by Griffith, Steptoe and
Cropley (1999) who state that social support from family, relative
and friends can reduce the impact of stress on teachers well being
and job satisfaction. Teachers seek support from family, friends
and colleagues in order to receive advice, discuss feelings, get
emotional support, get sympathy and understanding, and to talk
about their feelings. Teachers who have more support within their
personal lives tend to experience less stress in the workplace.
Table 5.2 on the next page presents the effectiveness of coping
mechanism for instructional problems. Findings showed the all
coping mechanisms were in the bracket of 3.1-4.0 which are all
interpreted as stress occasionally eliminated. It implied that they
experienced stresses along their teaching and the coping mechanisms
they employed occasionally eliminate their stress. It means that
with the kind of coping mechanisms they employed, stress just come
and go and were not completely eliminated. It was confirmed by the
research conducted by National Union of Teachers (1991) that
teaching is really a stressful job.
Table 5.2 Effectiveness of Coping MechanismStressCoping
MechanismMeanAdjectival Equivalent
B. Instructional Problems
1. Pupils misbehavior/disruptive behavior
a. I leave my classroom for a while to relieve my
stress.3.21Stress Occasionally Eliminated
a. b. I ignore my pupils; I go on with my lesson.3.33Stress
Occasionally Eliminated
b. c. I give them disciplinary action and call up their
parents.
3.38Stress Occasionally Eliminated
2. Rising class sizes.a. I seek an assistance from my school
manager3.28Stress Occasionally Eliminated
a. b. I divide my class into two groups and give different
activities3.63Stress Occasionally Eliminated
b. c. I just do what seems best for my class, anyway I cant get
away with this.
3.17Stress Occasionally Eliminated
3. Role Ambiguity (teachers role as teacher, counselor, canteen
manager, school paper adviser/school governance adviser.a. I put
things into perspective and manage my time well.3.47Stress
Occasionally Eliminated
a. b. I avoid situation or people that/who would just consume my
time so I can focus on my job.3.42Stress Occasionally
Eliminated
b. c. I just do what my superior tells me and please myself that
I can make it.3.41Stress Occasionally Eliminated
4. Excessive paperwork and administrative duties.a. I go home
and leave my paperwork at my workplace to relieve my
stress.3.33Stress Occasionally Eliminated
a. b. I infuse a change in my routine. I call or text a
friend.3.10Stress Occasionally Eliminated
b. c. I say no without feeling guilty when I have ample of
papers to do so I can meet my deadline.
3.19Stress Occasionally Eliminated
5. Overlapping school programs and activitiesa. I just take it
one by one, anyway it is impossible to do things, two at a
time.3.43Stress Occasionally Eliminated
a. b. I just follow what my school head tells me.3.40Stress
Occasionally Eliminated
b. c. I just please myself after this, anyway, I did my
best.
3.21Stress Occasionally Eliminated
6. Taking responsibilities for another persons action in extra
and co-curricular activities.a. I just follow the given task and
take the responsibility assigned to me.3.42Stress Occasionally
Eliminated
a. b. I tell my heartache about this to my family and
friends.3.07Stress Occasionally Eliminated
b. c. I say no without feeling guilty, besides Ive done my
part.3.53Stress Occasionally Eliminated
7. Administrative Pressures (Submission of forms, report card
and other school reports)a. I put things into perspective and
manage my time well by making priority list.3.46Stress Occasionally
Eliminated
a. b. I seek help of my family and colleagues to finish my
task.3.49Stress Occasionally Eliminated
b. c. I avoid people or situation that would consume my
time.
3.59Stress Occasionally Eliminated
8. School authorities unexpected visit.a. I just go on with my
job and pretend not affected by this.3.27Stress Occasionally
Eliminated
b. I just give seatwork to my pupils and help my superior in
entertaining visitor.3.04Stress Occasionally Eliminated
c. I take a deep breath to relax and relieve my
tension.3.15Stress Occasionally Eliminated
Table 5.3 below shows the effectiveness of coping mechanism for
interpersonal problems. Findings revealed, the coping mechanism is
effective when teachers just go on with job and do what seems right
with 2.89 which is interpreted as stress often eliminated. Result
implied that working alone and getting focus, teachers accomplished
their daily tasks. Table 5. 3 Effectiveness of Coping MechanismsC.
Interpersonal RelationshipMeanAdjectival Equivalent
1. Pressures due to principals frequent observation.a. I just
follow what my superior tells me.3.72Stress Occasionally
Eliminated
a. b. I just take comments and consider this
constructive.3.69Stress Occasionally Eliminated
b. c. I just please myself after this, anyway, I did my
best.3.52Stress Occasionally Eliminated
2. Poor School Managementa. I seek opinions from my friends and
colleagues about this.3.13Stress Occasionally Eliminated
a. b. I seek transfer of school assignment.3.2Stress
Occasionally Eliminated
b. c. I just go on with my job and do what seems right for
me.3.00Stress Often Eliminated
3. Poor Planning and Programminga. During meetings, I voice out
my complaints and make suggestions for improvement.2.86Stress Often
Eliminated
a. b. I consult others opinions about this to relieve my
stress.3.71
b. c. I just go on with job and do what seems right2.89Stress
Often Eliminated
4. Introduction of new teaching methods.a. I just make use of
the existing methods, anyway I am used to this.3.11Stress
Occasionally Eliminated
a. b. I seek assistance from my school head and
colleagues3.47Stress Occasionally Eliminated
b. c. I just follow and do what seems to be right after
this.3.08Stress Occasionally Eliminated
5. Changes to assessment and test administration and
construction.a. I discuss and consult my school head about
this.3.28Stress Occasionally Eliminated
a. b. I consult the opinion of my friends and colleagues about
this.3.37Stress Occasionally Eliminated
b. c. I just follow what seems right, after this.3.11Stress
Occasionally Eliminated
6. Changes in the curriculum and instruction.
a. I stay intellectually stimulated and analyze the changes in
the curriculum objectively3.32Stress Occasionally Eliminated
a. b. I seek assistance from my school head and
colleagues3.53Stress Occasionally Eliminated
b. c. I just follow and do what seems to be right after
this3.33Stress Occasionally Eliminated
7. School inspection and evaluation.a. I just follow what my
superior tells me.3.35Stress Occasionally Eliminated
a. b. I just take comments and consider this
constructive.3.31Stress Occasionally Eliminated
b. c. I just please myself after this, anyway, I did my
best.3.59Stress Occasionally Eliminated
8. Having to meet new teaching targets or pupils achievement
ratea. I set up my targets and focus on this.3.35Stress
Occasionally Eliminated
b. I stay away from people who will consume my time.3.73Stress
Occasionally Eliminated
c. I work alone.3.47Stress Occasionally Eliminated
Table 5. 4 Effectiveness of Coping MechanismsD. Physical
EnvironmentMeanRemarks
1. Poor or unfavorable working conditiona. I organize and clean
my work place.3.49Stress Occasionally Eliminated
a. b. I try to be nice to the people around me.3.24Stress
Occasionally Eliminated
b. c. I just do my job.3.35Stress Occasionally Eliminated
2. Environmental Noise/Task related noisea. I change my place or
I find a place at work where I can concentrate better.3.68Stress
Occasionally Eliminated
a. b. I work outside or in place which has a conducive or
healthy environment.3.77Stress Occasionally Eliminated
b. c. I go for a walk or leave my place for a while to relieve
my stress3.36Stress Occasionally Eliminated
3. Poor Ventilationa. I may suggest to my school to allocate
fund to this.3.11Stress Occasionally Eliminated
a. b. I change my place or I find a place at work where I can
concentrate better.3.71Stress Occasionally Eliminated
b. c. I work outside or in place which has a conducive or
healthy environment.3.7Stress Occasionally Eliminated
4. Crowded Classrooma. I discuss the matter to my school head
and help find to solution to crowded classroom.3.70Stress
Occasionally Eliminated
a. b. I put little devices and make my classroom
organize.3.78Stress Occasionally Eliminated
b. c. I seek the help of my friend to restructure my
classroom.3.21Stress Occasionally Eliminated
5. Size of classroom not conducive to learninga. I make
suggestion to my head to allocate fund to improve physical plants
and facilities.3.48Stress Occasionally Eliminated
a. b. I clean and make my classroom orderly to make it conducive
to learning.3.42Stress Occasionally Eliminated
b. c. I just go on with my class and pretend Im not affected by
this, besides, I can do nothing about it.3.42Stress Occasionally
Eliminated
6. School Locationa. I tried to be flexible and come to school
early hence the location is really far from my home.3.52Stress
Occasionally Eliminated
a. b. I make some adjustment, like hiring a school
service.3.46Stress Occasionally Eliminated
b. c. I seek for a transfer of school assignment.2.93Stress
Occasionally Eliminated
7. Scarcity of Resourcesa. I talk to my school head and discuss
my concern to find solution to this.3.56Stress Occasionally
Eliminated
a. b. I tried to be creative and do what seems to be
right.3.50Stress Occasionally Eliminated
b. c. I just follow what my school head tells me and make use of
the available resources.3.01Stress Occasionally Eliminated
8. Risk of violence from intrudersa. I talk to my school head
about this.3.14Stress Occasionally Eliminated
b. I seek support from parents and community members.3.4Stress
Occasionally Eliminated
c. I ignore things like these and just go on with my
job3.31Stress Occasionally Eliminated
Table 5.4 described the effectiveness of coping mechanisms
employed by public elementary school teachers to be less effective
interpreted as stress occasionally eliminated. Majority of the
coping mechanisms do not help them to completely eliminate stress
but there are few from among the coping mechanisms which are
moderately effective with an interpretation of stress often
eliminated, these are calling or texting friends for a help with
2.98, going on with the job and doing what seems right with 3.00,
voicing out complains and making suggestions for improvement with
2.89. Based from the foregoing discussions and an