Influence of Stressors on the Work Efficiency OS Senior High School Teachers at Bestlink College of the Philippines

Vol.4, No.1

Abstract

The study revealed that elderly High School Preceptors of Bestlink College of the Philippines
had moderate work-related stress, with the subcomponent demand largely contributing to the
stress. Gender and position were positive predictors of tutoring performance, whereas
preceptors with advanced tutoring positions tended to have an advanced tutoring
performance. On the other hand, forums attended relative to stress and demand, which are
sub-components of work-related stress, are the negative significant predictors of tutoring
performance. The purpose of this research is to determine and explore how implicit stressors
at the institution affect the prognosis of elderly high academy preceptors getting emotional
stress and tutoring tone efficiency. The researchers used nonprobability sampling, which
included senior high school teachers at Bestlink College of the Philippines. The researchers
also want to consider various solutions to stress to augment teaching styles toward
engagement or connection with students. Schools should also allow teachers to attend or join
mental health counseling and care as a way to seek and find the cause of their stress and the
steps they should consider if they are experiencing stress so they will not feel anxious about it.

Based on the results of the study, the stressors that the Senior High School teachers at
Bestlink College of the Philippines were being influenced by are not really influencing their
Work Efficiency in terms of Disciplining Students, Effective Communication, Time
Management, Teaching Strategies and Techniques, and Social Intersections.

The researchers recommend that students should observe their behavior so that teachers will
not feel stressed and it will not affect their work efficiency. The researchers also want to
consider various solutions to stress to augment teaching styles toward engagement or
connectedness with students. Schools should also allow teachers to attend or join mental
health counseling and care as a way to seek and find the cause of their stress and some steps
they should take if they are experiencing stress so they will not feel anxious about it. The
teachers should also consider stress as a threat to their teaching style.