Prevalence of Occupational Stress and Its Effect on the Work Performance of Public Elementary School Teachers
DOI:
https://doi.org/10.65339/ijsis.V1.I2.121Keywords:
Classroom Management, Learners’ Misbehavior, Occupational Stress, Professional Development, Public Elementary School Teachers, Teacher Well-Being, Work Overload, Work Performance, Working EnvironmentAbstract
This study examined the prevalence of occupational stress and its perceived effect on the work performance of public elementary school teachers in Gandara I District, Schools Division of Samar, during School Year 2024-2025. Anchored on the Job Demand-Control Model, Transactional Model of Stress and Coping, and Social Cognitive Theory, the study employed a descriptive-correlational research design involving 134 public elementary school teachers selected through simple random sampling with proportionate allocation. Data were gathered using a validated researcher-made survey questionnaire and analyzed using descriptive and inferential statistical procedures. Findings revealed that occupational stress was moderately prevalent overall, with learners’ misbehavior emerging as the highest-rated stressor, followed by work overload, while stress related to the working environment was slightly prevalent. Occupational stress also had a moderate perceived effect on teachers’ overall work performance, particularly in content knowledge and pedagogy and the learning environment. Significant differences in occupational stress and its effects on work performance were observed according to age and position, with older teachers and Master Teachers generally reporting greater stress and stronger performance-related effects. Age emerged as the only profile variable that significantly affected occupational stress in the overall model. The study concluded that workload, learner behavior, and selected demographic and professional characteristics are important considerations in supporting teacher well-being and performance. It recommended improving school resources, reducing unnecessary workload, strengthening classroom-management support, promoting work-life balance and stress-management initiatives, and providing responsive professional development, particularly for older teachers and Master Teachers. The study supports SDG 3, Good Health and Well-Being, SDG 4, Quality Education, and SDG 8, Decent Work and Economic Growth. Its sustainability impact lies in promoting teacher well-being, supportive working conditions, professional effectiveness, and the long-term resilience and quality of educational services.
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