Authors: Lovely P. Alcantara1, Cherry Anne P. Genovia1, Nor-Aina E. Salipada1,Shem A. Cedeño1, & Aldin Paul S. Genovia1
1Graduate Studies Department, College of Education, Mindanao State University- Buug Campus, Datu Panas, Buug, Zamboanga Sibugay, Philippines
Email: aldinpaul.genovia@msubuug.edu.ph
ABSTRACT
Work-related stress significantly impacts the teaching performance of educators, making it imperative to identify and understand its various
stress levels. This study aimed to investigate the specific stress affecting teachers in the Malangas District, employing a quantitative approach
with a validated survey questionnaire. The research design utilized was descriptive in nature, focusing on determining prevalent conditions
within the respondent group. A total of 80 teachers participated in the study, providing insights into their demographics and length of service.
The majority of respondents were female (82.50%). In terms of age, the most represented group was 26-32 years old, comprising 40% of the
sample. Regarding length of service, 61.25% of teachers reported serving 1-9 years. To measure the impact of stressors on teaching performance,
Individual Performance Commitment Review Form (IPCRF) ratings from 2022 were collected. Results indicated that 2.50% of teachers
demonstrated "Outstanding" performance, while 95% achieved a "Very Satisfactory" rating, with the remaining 2.50% rated as "Satisfactory".
The weighted mean for teaching performance was 4.06, indicating a "Very Satisfactory" level overall. Based on these findings, it is evident that
teachers in the public elementary schools of Malangas District generally exhibit high levels of teaching performance despite experiencing workrelated stress. Recommendations include the proposal of conducting a comparative study to the Schools Division Superintendent where these
two groups are observed and analyzed to discern how they perceive and cope with various stress in their professional environment. This
comparative analysis will shed light on potential differences in resilience, coping strategies, and overall performance outcomes. Furthermore,
we suggest employing a mixed-method approach for future research endeavors; integrating qualitative insights with quantitative data can
provide a more comprehensive understanding of the nuanced factors affecting teacher performance; and Qualitative methods that can capture
the personal experiences and narratives behind quantitative findings, enriching the overall interpretation of results. By addressing these
recommendations, we aim to contribute valuable insights that can inform policies and interventions aimed at enhancing the well-being and
effectiveness of teachers in our schools.
Keywords: classroom behaviors, family, separated or solo parents, academic performance