Teachers' Professional Qualification, Job Stress Level, Coping Mechanism and Performance in Buck Estate National High School

Abstract

INTRODUCTION

Teachers play a significant and a valuable role as they influence the lives of children who are the future of tomorrow but teaching can be a stressful profession and with such stress can come teacher turnover, low teacher satisfaction, and high teacher burnout, along with negative physical and psychological health outcomes. Professionals, including teachers, are often left with little education or training in how to recognize and deal with stress (Harris, 2011).It is a very common fact that when a teacher is stressed his/her performance suffers; therefore, it is very important that he/she must know how to manage his/her stress well. Thus, the teacher must need to know his/her level of stress and try to manage it to the great advantage of the learners (The Modern Teacher Journal, 2011).

In the Philippines, the number of teachers committing suicide is slowly rising and it is suspected that this is due to the stress they had from work.

This research aims to determine the impact of teachers' job stress level, coping mechanism and professional qualification on the pupils' academic performance in Buck Estate National High School.

METHODS

This study utilized the descriptive-correlation design. The respondents of the study were the 12 junior high school teachers from BENHS during the School Year 2017-2018. In gathering the data, questionnaire was utilized. The following statistical tools were utilized in the analysis and interpretation of the data: Frequency and Percentage, Weighted Mean, Chi-square

RESULTS

Majority of the teachers falls under highly qualified educational attainment with highly adequate in-service training and are teaching for average of 5 years above. The majority experiences high level of work stress and coped with by "considering problems as part of life", pupils obtained rank of "Fair Academic Performance"

DISCUSSIONS

The result shows that the higher the educational attainment is, the lower the job stress level while there is no significant relationship between the respondents coping mechanisms against job-related stress and their educational attainment, this study proves that there is a significant relationship between the respondents' educational attainment and the students' academic performance. There is a significant relationship between the respondents' job stress level and their coping mechanisms but job stress level of the respondents is not significantly related to the academic performance.