Teachers’ Occupational Stress and Performance
Keywords:
Teacher’s well-being, occupational stress, performance, public school teachers, Negros Occidental, PhilippinesAbstract
A variety of internal and external factors influence the quality of teaching performance. Understanding these factors and their interplay is crucial for enhancing teaching effectiveness and ensuring positive educational outcomes. In this context, this study aimed to determine the level of occupational stress of teachers in relation to their level of performance in one of the districts of a medium-sized division in a highly urbanized city in Central Philippines during the School Year 2021-2022. A quantitative research design, precisely a descriptive approach, was utilized with a sample of 201 teachers selected through stratified random sampling and Cochran's formula. On occupational stress, teachers identified high stress levels in the areas of instruction management and working environment, with moderate levels in curricular and extracurricular activities. Subsequent analysis indicated that when grouped according to age, civil status, and length of service, teachers demonstrated outstanding performance during the School Year 2021-2022. Significant differences were found in teachers' occupational stress levels based on their Educational Attainment, plantilla position, and civil status. The results concluded a substantial relationship between occupational stress and teachers' performance. These findings underscore the importance of professional development opportunities focused on stress management and coping mechanisms, teaching strategies enhancement, classroom management, and the latest educational research that could help minimize stress.
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