Stress Profile of Teachers in Twelve Selected Elementary Schools in Calatagan, Batangas

Abstract

INTRODUCTION

Since stress can affect a teacher’s performance, it may be necessary to identify the stress profiles of teachers in terms of school, pupil, and home-related stressors.

METHODS

A descriptive-quantitative method of research was used in this study. One-hundred eighteen (118) elementary teachers were selected using the fish bowl method. Weighted mean was used to determine the stress profiles of teachers.

RESULTS

The teacher-respondents claim to experience certain amounts of school-related stress due to urgent reports that needed to be accomplished, large class sizes and the need to adjust to changes in the curriculum. They also get stressed due to pupil-related stressors from which they strongly agreed that they experienced stress when pupils display poor study habits and when pupils exhibit acts of bullying towards other pupils or if they misbehave in class. The teacher-respondents viewed financial burden as their greatest home stressor. They also get stressed with health problems in the family and inability to spend quality time with them.

DISCUSSIONS

The results revealed that teachers experience certain amounts of stress due to school, pupil, and home-related stressors. Conducting seminars, trainings and workshops about stress and relaxation for teachers will help them cope with the challenges associated with their profession. The results of the study may enable teachers to conduct self-assessment to determine the effective strategies to improve and enhance their coping mechanisms against stress. A study about stress coping mechanisms of teachers may also be conducted.