Stressors and Stress Management Practices Relative to the Teaching Performance among Teachers of Binulasan Integrated School: Basis for an Intervention Program

Abstract

INTRODUCTION

This research investigation identified and analyzed the stressors and stress management practices among the permanent elementary school teachers of Binulasan Integrated School for the School Year 2017-2018.

METHODS

The descriptive-correlational method of research was employed. Data gathered were statistically treated using Cronbach alpha, percentage, weighted mean and the Pearson product moment correlation.

RESULTS

The results revealed that the overall weighted mean of the level of teachers' stress at BinulasanIntegrated School was 3.29 with a verbal interpretation of "Moderately Stressful”. The teachers' stress management practices yielded a verbal interpretation of "Often" with an overall weighted mean of 3.51 which discloses that the teachers often engage in stress management practices. As revealed by the overall rating of the Office Performance Commitment and Review Form of the teachers for the School Year 2017-2018, their teaching performance was "Very Satisfactory" with an overall weighted mean of 4.17. The computed coefficient of correlation or r-value of teachers' stressors to teaching performance and teachers' stress management practices when correlated with teaching performance was 1.00 which denotes a perfect positive correlation.

DISCUSSIONS

Therefore, the findings concluded that the top-three causes of stress among the teachers at Binulasan Integrated School were classroom environment, pupils' misbehavior, and the school environment. The teachers were very resourceful, creative and consistent in employing varied stress management practices most especially coping strategies which helped them overcome their stress at work. The teachers' level of teaching performance was very satisfactory. The teachers' stressors as well as their stress management practices were very significantly related with their teaching performance. This implies that teachers may adopt the proposed intervention program which was designed to address the teachers' stressors to further enhance their teaching performance.