Identifying Causes and Coping Mechanisms of Stress Among Teachers

MARINDUQE STATE COLLEGE
SCHOOL OF ADVANCED EDUCATION
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
The results of the United Nations International Labor Organization (1999)

surveyed revealed that three out of every four American workers describe their work as
stressful. And the problem is not limited to these shores. In fact, occupational stress has
been defined as a global epidemic.
Stress in a workplace is a large factorial issue that spills out into many realms.
Every workplace has some degree of stress, and this is inevitable since employees are
dealing with variety of their own personal lives, as well as their own pathology to work.
In fact, this, unavoidable component of life was due to increasing complexities and
competitiveness in living standards. The speed at which change is taking place in the
world today is certainly overwhelming and breath taking. In the fast changing world of
today, no individual is free from stress and no profession is stress free.
In the Philippine setting where there are more or less 1.4 million government
workers who work in the local government units, national governments offices and
government-owned and controlled corporations, stress is inevitable. It is then,
interesting to look at the different stress experiences by the employees, in particular the
Department of Education teachers.

Accordingly, teaching as a profession is progressively becoming a stressful

occupation. Teaching is more stressful today because teachers have many deadlines to
meet as well as more responsibilities to shoulder. These responsibilities include lesson
planning, teaching, accountability for student performance, classroom management and
discipline, supervisory role, and extracurricular activity conducting and monitoring. In
addition, the daily interactions with students and coworkers and the incessant and
fragmented demands of teaching often lead to overwhelming pressures and challenges,
which may lead to stress.
According to Hammond and Onikama (1997) teaching is not only hard work; it
can be full of stress. Pressure due to school reform efforts, inadequate administrative
support, poor working conditions, lack of participation in school decision making, the
burden of paperwork, and lack of resources have all been identified as factors that can
cause stress among school staff.
Recent research by Mrozek (2005) has shown that teachers, along with
servicemen, social workers, and linguists are the most affected by rising stress in their
respective work environments. One out of three teachers report teaching as being very
or extremely stressful, causing the teaching profession to have the highest annual
turnover rate. Professions other than teaching have an average turnover rate of 11%,
while the annual turnover rate for teachers is 15.7%.
Unlike other professions, teaching is more open to the forces of stress because
education is seen as a penance for the ills of society. This high expectation placed upon
teaching, forces them to live up to it. Time comes when they feel that they failed and

they are likely to feel burned. This could be probably the reason why their stresses come
and go and cannot completely be eliminated.
To the extent that a teacher under prolonged exposure to stress will have
developed feelings of discomfort and a desire to leave the uncomfortable situation but
with no other choice than to stay in a job, the teacher under stress will consider
teaching activities as only secondary, thereby having negative effects on the learners.
After the school work, family activities await them at home. Sometimes, they
lose touch with their family, including their friends, due to the fact that they render full
time services and commitments to school activities. In other words, the role they play
both in the community and school is crucial. Commitment to work and family
obligations sometimes causes rivalry for their attention. Here begins burnout and stress.
Thus, identifying possible stressors can help teachers choose positive coping
strategies rather than negative strategies that may be unhealthy towards other aspects of
life. If they can identify possible stressful situations, teachers can actively use coping
strategies to deal with them, or even be able to avoid the situation altogether. Coping
with stress is important for teachers so that their stress does not interfere with the
achievement of their educational goals and they have better quality of life; both
personally and professionally.
With these premises, the researcher sought to investigate the stress experiences
of public elementary teachers in the three districts of Santa Cruz: Santa Cruz North,
East and South. It delved in determining what the stresses of teachers are, how they

were affected by these in the workplace and what coping mechanisms they employed to
eliminate the presence of stress.
Statement of the Problem
This study aimed to identify the causes of stress experienced by public

elementary teachers and their coping mechanism to counteract the stress as basis for
stress management program.
Specifically, it sought answers to the following questions.
1. What are the public elementary school teachers stresses?
2. How do these stresses affect the teachers in the workplace?
3. What are the coping mechanisms employed by the teachers?
4. How effective is the coping mechanism in eliminating stress?
5. What policy could be formulated for management of stress?
Scope and Delimitation of the Study
This study is delimited in identifying the stress experiences of public elementary

school teachers, its effects, the coping mechanisms employed to cope with the presence
of stress and its effectiveness.

It covered the 110 public elementary school teachers from the three districts of
Santa Cruz namely: North, South and East as respondents of the study. This study did
not touch the personal stresses of teachers but limited only to their work related stresses.
To identify the stress experiences and coping mechanisms of Public Elementary
School Teachers this study utilized structured questionnaires to solicit first hand data
from the respondents. The results were described using descriptive statistics such as
mean and frequency count. Ranking was also used to statistically arrange and analyze
the scores obtained.
Significance of the Study
The study is deemed relevant and essential in identifying the stress experiences
of public elementary school teachers in Santa Cruz District that arose from their
workplace.
This is significant to DepEd officials and school administrators for them to see
the real situation of their classroom teachers so that they could think of a policy that
would help lessen job stressors experienced by teachers and give more intrinsic and
extrinsic motivations to perform better in their job.
For the teachers, this study would give them awareness and cautions about the
stress they experienced, so that they would be able to learn and to balance their jobs no
matter how heavy these are and that they may learn to cope with the stress and stressors
through the intervention program introduced by the agency.

Above all, for the researchers and school managers who may be interested in the
same field treated herein, the result of this study would give them generalization and
overview.

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents selected literature and related studies pertinent to the study
to give additional insights and information for better understanding of the problem
presented for investigation.
Stress
Stress has been defined by many researches over the years. Akinboye, et al.
(2002) defined stress as unavoidable characteristics of life and work. It means in any
job, stress is present and common regardless of persons gender and work group.
Additionally, stress is the totality of all non specific biological phenomena that came
from adverse external influences. Thus, when one feels stressed, he or she is confronted
with the unexpected.
It has been regarded also as a multi-dimensional concept which has a variety of
usages in different field that vary according to specific focus and purposes. For
instance, Ryhal and Singh (1996) mentioned that a person is endangered and directed all
its energies to protection when one feels that he/she is in the state of being stressed.
Abouserie (1994) described that stress is an adaptive capacity of both mind and
body. It becomes a demand when it continues to respond leading to the physical and
psychological exhaustion and possibly to collapse.

It was supported by Frank (1994) who added that stress may involve self-doubt,
anxiety, fear and even anger, apart from the threatening and worsening situations. It may
be accompanied too by physical symptoms like muscular tension and headache.
Teachers Stress
Teaching has been identified as the most stressful job possible (National Union
for Teachers, 1999). There are many sources and causes of teachers stress experiences.
Pettgrew and Wolf (1982) described two types of stress: the first is task based stress
which refers to the problems that are associated with a variety of specific tasks that
teachers must perform in their teaching role. It also includes dealing with pupils or
students disruptive behavior. The second is role based stress: it is the actual workrelated
responsibilities needed to be fulfilled by teachers, which include expectations of their
role fit and which are performed to be adequately in the absence of sufficient resources.
As mentioned above, stress within the teaching profession is characterized by
factors related to their expected work. Hepburn and Brown (2001) called these
organizational factors that include unreasonable directed time budget, excessive
paperwork, unrealistic deadlines and intimidating inspection regimes.
Stress experts acknowledge the pressures of teaching; Cooper (2005) states that
teaching can be a stressful job. He compared teaching into a political football because it
changes all the time. The combined continues changes with frequent new government
demands coupled with long unsociable hours and poor payment make up the recipe of

stress. Cooper (2005) adds that teachers have excessive workload. As compared to the
other employees working, their days may be shorter but they spend many more hours
working in the evening, bringing work at home; they even work during weekends. They
prepare lessons, make instructional devices and organize extracurricular activities.
The survey conducted by Teachers Support Network (2000) confirmed that
teachers are really stressed. Some of the reported causes of their stresses are conflict
with managers or colleagues, pressures of workload and excessive changes and marital
and family problems.
In addition, the research conducted by the National Union of Teachers in UK
(2000) has listed the most common causes of stress among teachers. Among these are
long working hours, excessive workload, pressures of school inspection, providing
cover for teachers, shortages and absences, poor management and disruptive pupil
behavior.
These finding was confirmed by an internet document in which an English
teacher at South London Amanda Haehner states that teachers job is particularly
stressful. Many teachers have little time or no time between preparing lessons and
accomplishing reports. It was so pressuring and demanding to the extent that theres no
space to breathe.
In addition, the working hours are long due to additional paperwork, to the point
that even holidays teachers could not enjoy because they have to plan ahead for the
resumption of classes. Teachers job becomes more stressful also because of the

additional job like administrative load given to teachers. It becomes a perpetual bugbear
and it made worse by the lack of basic resources.
In another survey conducted by the National Union Teachers in UK (2010),
teachers argued that pressures on their jobs are caused by the way job is organized. One
of which is the workload not spread reasonably equal to teachers throughout the year. It
comes in huge bursts that cannot be put off.
Similar survey shows that teachers complain because the inspection process of
school authorities is stressful from the start till the end of the school year. The worst
example of how the inspection process affected the teachers is when a teacher took her
own life due to critical comments from a school inspector.
Furthermore, the study of Ramos (2005) reveals that regular education teachers
in an inclusive setting considered pupils misbehavior, lack of school administrators and
support system as sources and causes of teachers stress.
By and large, stress among teachers can be grouped into three categories namely
role demands, instructional problems and interpersonal relationship (Sutton, 1984). In
addition to three categories is the physical environment which is also a measure of
stress (Osipow, 1998).
Role Demands
According to Pettegrew and Wolf (1982), role demands include role ambiguity,
work overload, preparedness and non-participation. Bacharach, Bauer and Conley
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(1996) added that organizational characteristics such as policies, structure and process
can also be categorized as role demands stressors.
Role demands were supported by the research conducted by National Union for
Teachers (2010) that confirmed the major causes of teachers stress are: excessive
working hours, excessive workload and rising class size.
According to Lam, Yuon and Mark (1998) teachers feel stressed when they were
given additional tasks or responsibility like guidance work. They found it a difficult job
that caused them stress. This additional responsibility adds to their workload. It
increased their time pressure and may be out of expectations because teachers need to
devote more time and energy to perform their guidance work which requires them to
work overtime that made them exhausted.
Turning specifically to teachers stress, researches revealed that the primary
source of teachers stress is the workload or the additional work like administrative job
given to accomplish in a very limited time (Johnson, 1989; Brynne, 1993; Wynne,
Clarkin & Dolphin, 1991; Dewey, 1998; Hasting & Bham, 2003).
In addition to the above findings, Glinow (2007) opined that the demands of
work perceived in the hectic pace of life an employee leads. Therefore, educational
managers have to divide responsibilities and help employees prioritize work to be done.
They must sure that they understand the impact before shifting responsibilities. They
should take into account the cost of stress before they increase anyones workload or
hire more people.
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In the words of Layne (2001), workload occurs when job demands of teachers
and employees in a certain organization and agency needs human limits and people
have to do too much, in too little time, with very few resources. As a result, workload is
characterized by long and difficult working hours including unreasonable workloads,
pressures due to unwanted overtime, less breaks, day off and holiday and more pressure
workplace that increased due to excessive performance monitoring.
In the article of Ureta (2008) when teachers take responsibility for anothers
person actions during extra or co-curricular activities due to limited number of available
teachers to work for the school, teachers became stressful in some way or another;
hence they have additional workload and job to perform.
Furthermore, many studies have been done again to identify the causes of stress
in teaching. In a survey conducted by the Professional Teachers Union of Hongkong
(2005) workload and time pressures are the common reported stress in the country. In
addition, result of their survey revealed that too much paperwork and too much clerical
work are major sources of teachers stress. Olatan (2009) in his study revealed that job
pressure is a major source of teachers stress.
Instructional Problems
According to Pettegrew and Wolf (1982), instructional problems or tasks stress

were identified problems associated with a variety of specified tasks that teachers must
perform must perform in teaching. It includes problems like student discipline,
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competence, inappropriate procedures for student placement, instructional problems,

inadequate standardized tests, and grading system (Sutton, 1984). Additionally,
notification of unsatisfactory work performance and being threatened by students are
also the causes of teachers stress (Pettegrew & Wolf, 1982).
Researches conducted by National Union for Teachers (2010) highlighted the
major causes of stress which includes pupils misbehavior, changes in the curriculum
and changes to assessment and testing requirements.
Similar research also summed up the sources of teachers stress which are
pressure on professional skills like introduction of new teaching methods, lack of
pupils motivation, attention and interest, having to meet new teaching targets or student
attainment levels.
Studies cover the years bear testimony to the fact that teachers in the educational
system are vulnerable to stress. In fact, the students behavior force many teachers to
leave if not shift for an alternative professional and some of them were persisted to
burnout.
Professional Teachers Union (2005) has conducted a survey and the result
showed that teachers were stressful due to student unruly behavior.
In addition, Hepburn and Brown (2001) found out that teachers stress can be
caused from a variety of situations. Their stress came when they have difficulty in
negotiating and interacting with students and other sources are too demanding depriving
time and interference with instruction.
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Interpersonal Relationship
Interpersonal relationships refer to relationships teachers have with fellow

professionals or community members with the educational environment. According to
Bacharach, Bauer and Conley (1986) network interaction and supervision fall into this
category. Conflict with other staff members and lack of social support from supervisors
and co workers also belong to this category (Sutton, 1984).
Interpersonal relationship as a source of stress was confirmed by the study of
Whitehead and ODriscoll, who found out that relationship with colleagues, caused
emotional exhaustion to teachers. Johnstone (1989) argued that poor working conditions
specifically in terms of relations with colleagues cause stress to teachers.
It was supported by the research conducted by the National Union for Teachers
(2010) that identify difficult parent-teacher relationship as a source of stress of teachers.
Similar result was found out by the research conducted by Professional
Teachers Union of Hongkong (2005) in which they have identified work relationship as
source of stress of teachers in Hongkong.
Physical Environment
According to Osipow (1998) physical environment measures the extent to which

individual is exposed to high levels of environmental toxins or extreme physical
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conditions. Trivette (1993) found that physical environment scores for elementary
school counselors were in the average range from both genders.
Physical environmental stresses include excessive noise, insufficient lightening,
smells, insufficient space to work comfortably, inadequate temperature and humidity,
inadequate ventilation, crowding, the size of classroom, youth violence, lack of privacy
and other stimuli which are detrimental to the senses that affect the mood and normal
mental state, whether or not employees found them consciously objectionable (Cooper
& Smith, 1985; Hasting & Bham, 2003; NUT, 2010; Olatan, 2009).
Other stressors found in the work environment and include unfavorable working
conditions, heavy workloads, organizational problems, paucity of resources, lack of
support and autonomy, and decision making (Hasting & Bham, 2003).
In the article of Ureta (2002) the stress response in the workplace prepares the
body for a physical process. Most daily stressors cannot be fought physically or escaped
from by running away. The physical body still leads to stressors by creating a response
that gives potential energy for a physical response.
Effects of Stress to Teachers
Teachers stress may have an impact on teachers as individuals, on the schools in
which they work and on the pupils they teach. It is also estimated to have an economic
impact on the education system in terms of lost teaching and additional costs of
replacement teachers. Unfortunately, it is difficult to quantify these costs because
reported effects may actually be strategies to help teachers cope and it would be unsafe
to assume that those who report no symptoms are necessarily stress free.
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Many researches argue that the effects of stress in teaching fall largely on
individual teacher and result in illness and absences. Travers and Cooper (1989) found
out that teachers illnesses were reported as effects of stress. These illnesses permit the
teacher to absent.
As stated by Troman (1998) the cost of which teachers think increased stress
levels. The consequence is chronic strain on their personal lives. It involved a breakup
of marital or personal relationship.
On the other hand, the effects of stress to teachers are difficult to estimate as
compared to other occupation. In teaching, the effects of stress are described in terms of
the departure of skilled teachers, impairment of teaching skills, or even premature
death. Sickness or absence, turnover-retrial rates can also cause ill effects to teachers.
But in general teachers turnover figures are neither illuminative, nor informative for
retirees. There is also solid evidence that stressed teachers are less effective than
unstressed teachers (Troman, 1998).
Research by the main teachers union, the National Union of Teachers (1999)
confirmed that teachers felt the effects of stress all or most of the time. It was supported
by Tam and Mong (2005) who said that when people are stressed, they experienced
psychological state in which, it is incongruence and misfit between workers perception
of the demands on them and their ability to cope with those demands.
According to Spector (2001) too much teaching workload can drive teachers to
get burned out and stressed in particular when their profession requires them to be
constantly up on their toes and beats deadlines. Teachers see deadlines as unreasonable
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which could take a toll in the long run. Thus, if they have a little time or no control over
their working habits, teachers cannot seem to stop themselves from working beyond
what their minds and bodies could take. The worst, they will experience burn out.
Hughes (2001) suggests that who suffer from burnout may want to retire from work but
for various reasons remain in post. Demand is suppressed because it has tightened up to
the regulation by which teachers may take early retirement. This probability serves to
make teachers stay in their profession despite their wants to take early retirement
(Cooley & Yovanoff, 1996)
Effects of teachers role ambiguity revealed were depressed mood, lowered selfesteem, life dissatisfaction, low motivation to work and intention to leave a job
(Trivette, 1993).
Stress is considered as involuntary response to a dangerous situation. When a
person faced a situation in which the brain is incapable of handling, it caused them to
increased blood pressure, rapid heartbeat, reduced blood supply to the skin, cessation of
digestive activities, increase perspiration, additional release of sugar and fast into the
system to cope up with the additional energy requirement and decreases in immune
systems functions to preserve it for later action. All these actions are a perfect
requirement when teachers are physically stressful to the situations and most evident in
a classroom scenario.
According to Sutton (1984) teachers also expressed somatic complaints when
they are stressed. These are characterized by falling asleep, back pains, poor appetite
and a decrease in their overall health and energy levels. In addition, Hepburn and
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Brown (2001) state that teachers also suffered from chronic stress. Symptoms of these
include being fatigue, increased illness and inability to concentrate. It usually takes
place when teachers are stress in their day to day activities. Other physical symptoms
include tiredness, overworked, burnout, headache, stomach aches, trembling hands,
shortness of breath, dizziness, cold sweats and chest pains (Blaise, 1982).
Furthermore, they may also have an emotional response to unwanted stress.
Blaise (1986) described the most common feelings of emotion that occur when teachers
are stressed. It includes anger, depression, anxiety and self-blamed. Of all these
emotional responses, teachers experienced anger as a consequence of work stress. It is
often expressed with negative feelings directed towards others. The worst, it can lead
teachers to a depressive situation. It happens when teachers have a general feeling of
being out of control and feeling that they can no longer improve the situations (Blaise,
1986).
Hasting and Brown (2001) explain that teachers in this situation show sign of
being depressed, emotional exhaustion, lack of personal accomplishment and a decrease
in self-efficacy. Anxiety occurs when teachers expect negative consequences to occur
(Blaise, 1986). As it continues, teachers become less tolerant, patient, caring and
involved and tend to become unrealistically balanced in their judgments and
assessments of learners, it could result to negative outcomes on the part of the learners
(Abidin & Robinson, 2002). On the other hand, self blamed are results of teachers
expressed anger toward themselves, it could also be a feeling of guilt and having selfpity (Blaise, 1986). Over time, self-blame can remove teachers emotion and social
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regard to students. A loss of enthusiasm may occur when teachers have fewer attempts
to humor, discuss the problem and non involvement (Blaise, 1986). Other adverse effect
of stress result to inability to hold productive conversations with colleagues (Bacharach,
Bauer and Conley, 1986).
Findings above are supported by the article of Calimpong (2002) entitled Stress
and Classroom Performance, she describes the effects of stress that can cause
depression, irritation, anxiety, fatigue, lowered self-esteem and reduced job satisfaction
among teachers. The adverse effect of it once continues will lead to deterioration of job
performance.
As explained by Blaise (1982) developing positive responses to stress will allow
teachers to be more satisfied with their role as an educator and be a more effective
educator in the classroom. A decrease in work satisfaction results in teachers being less
involved and motivated, causing teachers to demonstrate feelings of resentment,
frustration, boredom, irritability, anger, stagnation, helplessness, and depression.
Finding positive ways to handle stress will allow teachers to maintain their drive
and commitment, thus making them continue to put forth the effort needed to being an
involved, satisfied, and effective teacher. A proper response to stress via stress
management techniques and healthy coping mechanisms keeps teachers actively
involved in what they are trying to accomplish and allows them to fully invest
themselves with their students (Blas, 1982). Teachers who are satisfied in their
profession will have less attrition maintaining a stable educational workforce.
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Coping Mechanisms
According to Queen and Queen (2004) coping is essentially the way people
manage those life conditions that are stressful. Stress and coping can be considered to
be reciprocals of each other (Lyles, 2005). When the coping behavior is effective, the
level of stress tends to be low or on the decline. However, if the individual has
ineffective coping skills, there is a tendency for stress to be high or continue to increase.
The holistic.com (as cited by Montejo, 2009) revealed that coping mechanism
include dimensions of behavioral rehearsal, cognitive restructuring refraining, stress
inoculation, systematic desentization, anger management, though sloping techniques,
control and perception of control, self-esteem enhancement, goal setting, active or
reflective listening strategies for coping deprivatorial stress and modification of lifestyle.
Dealing with problems or difficulties in a calm and appropriate manner is
commonly referred to as coping (www.dictionary.com, 2010). How a teacher copes with
stress in the school environment affects the impact of stress on their psychological wellbeing and on physiological responses (Griffith, Steptoe & Cropley, 1999). Blaise (1982)
adds that coping behavior or resources come in the form of physical, psychological,
social, or material factors and help teachers overcome job-related stressors and achieved
their valued outcomes with students.
Gulwadi (2006) states the common positive strategies teachers can use to
alleviate stress. These include exercise, social resources, avoidance, reading hobbies,
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movement and meditation. Griffith, Steptoe and Cropley (1999) explained that coping
strategies used by teachers affect their outlook toward the situation, in which they alter
the perception of stress. To alter to the perception of stress, teachers may invoke inward
which includes concentrating on something narrow in the field of stimuli around
oneself. It likewise includes seeking stillness and focus. Teachers may also appeal to
outward coping strategies, these include exercise, to seek connection and distractions
and movement (Gulwadi, 2006). Similar finding was supported by Lyles (2005) that
states exercising and moving ones body on a regular basis can help remove stress. In
general, stress is directly related to how well the occupational stress is managed.
Despite the many common coping strategies teachers can use, most of them rely
on social support, active planning, restorative experiences and suppression of competing
behaviors. Social support can reduce the impact of stressors on teachers well-being, job
satisfaction, and physical illness risk. Teachers seek support from family, friends, and
colleagues in order to receive advice, discuss feelings, get emotional support, get
sympathy and understanding, and to talk about their feelings. Teachers who have more
support within their personal lives tend to experience less stress in the workplace.
Active planning, although a part of the normal workload, allows teachers to take their
mind off stress and focus on their work. The process of active planning involves
concentrating efforts, developing a plan, taking some action, coming up with strategies,
trying to take steps, and doing what has to be done in order to keep their attention on the
students rather than the stressor (Griffith, Steptoe, & Cropley, 1999).
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In the article of Bartolome (2011) stress experts gave eight tips to overcome and
conquer stress.
First is to take control. Teachers have to be in control always. When the class is
a mess with unruly children teachers have to control over. According to stress experts,
because our brain is into thinking, we are on top of things.
Second is to take a deep breathing. When children are yelling and teachers have
just reached their limit, they need to deep breath, not only to bring oxygen to the body
but to slow the production of adrenaline, a substance that makes teachers feel tense and
edgy.
Third, is to give an option. Experts tell that one of the biggest reasons for burn
out or stress overload, is having too much responsibility and not enough power to
essentially carry over the responsibility. Teachers need to remember that no matter how
bad things look like, they do have options.
Fourth is to learn to delegate. Delegating tasks or asking support from the class
or from fellow teachers is important. Parcel out what teachers can and let other shoulder
some of the responsibilities can relieve the stress.
Fifth is to stay flexible. Teachers should remember there is more than one way to
do things. If for example plan A fails, there is always plan B, C, and D. If teachers
remain flexible they multiply they options.
Sixth is to plan for the future. Stress is unpredictable. The unpredictability of it
can send one persons stress level up. Teachers should consider the suggestions for
dealing with fear of the unknown.
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Seventh is to do anything rhythmic like rocking in a chair, playing instrument or

aerobics can relieve stress.
Eight is to confront the unknown. If something is beyond control, try to let it go.
But there is some way to chip away at the unknown which is to do it.
In another article, Romero (2011) presented modern stress life stress survival
guide that presents six ways toward stress survival for teachers: the first is knowing
daily and immediate priorities. So many people and things demand attention, an
important memo to write, an unexpected visitor at the office. Pick out priorities.
Managing stress starts with knowing what is more important to do. Second is learning
to say no. Once picked out priorities, categorize the rest of the competing concerns.
Identify your stressors- avoid or resolve them. The job is the main source of stress, but
one should have the luxury of quitting anytime he or she wants. Identifying which
aspect of the job stresses a teacher most. It is often not the work itself, but other factors
like an annoying co-worker, office politics, a difficult work system or process. Find
ways to minimize dealings with these stressors and get additional training for oneself.
Fourth, find time to relax. Devote an hour or more a week to an activity that can help a
teacher to relax like a hobby of reading, having nail polish done and other not related to
work and family commitments. Fifth, take a break from laptop and cell phone. One of
the fastest and practical ways to give such much needed downtime is to relieve oneself
from laptop and cell phone for a while. Sixth, re-examine ones life goals. Taking the
time to examine one life and taking stock of our goals de-stresses and creates a sense of
control, purpose, and satisfaction.
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Nicolas (2008) in his article 20 Therapeutic Approaches to Avoid Stress presents

a list of adapt in order to eliminate stress.
First is to reduce the time to go on over time. Taking an adequate sleep can
relieve stress.
Second is to leave paper work at the workplace if possible all the time.
Third is to stand up, take a deep breath and relax the muscles. Doing some
stretching like rolling shoulders and head, windmill arms and take several seconds
break to look out the window can cure some fatigue.
Fourth is to infuse a change of routine. Calling a friend and strengthening or
establishing support can relieve the stress.
Fifth, analyzing the task objectively can also help to relieve the stress.
Sixth is to spend some time for a creative hobby. Making or creating new things
can also relieve stress because it a new thing to accomplish. It somehow breaks the
monotonous routine.
Seventh is to set aside personal time. Limiting time to spend with negative
people helped lessen the stress felt for the day.
Eighth is to handle the emotions constructively. When one feels he or she will
get burst, learning to handle the emotions can make his/her feel that fine and somehow
relieve anxiety and tension.
Ninth is to rationalize anxieties and suppress problems that one can do nothing.
If things are beyond your control, let it be. Dont push for it.
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Tenth is find the root causes of your fatigue. This is important so that one will
learn what cause his/her fatigue and can avoid it next time.
Interventions
The first study of Best and Walles (2006) explores the physical interventions of
massage therapy. This intervention was identified to reduce stress as well as support
employees individually and organizationally. The effects measures were physical and
psychological. Although there were not physical benefits measured, it did reduce the
psychological effects stress. These results suggest that offering of the intervention of
massage therapy is beneficial in decreasing anxiety levels, which in turn could reduce
stress.
Other interventions researched involved a more interactive process. These
studies called upon the motivation of the participants support a need to decrease stress
by they desire to assist in making change internally that will affect them externally.
It offered for at least one aspect of possible stress factors. Reducing physical is
emotional stress and offering more control and empowerment while creating a more
positive environment are all successful intervention to increase job satisfaction
(Reggiero, 2003).
Mungari (2008), in his article tells that when it comes to perception and of
stress, individuals basically explain them the best way they know how. Perception is
their thoughts or beliefs about stress which might be right or wrong. Interventions are
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the attempts to reserve the stress and create the relief needed. There is a need to
understand the stressors or the triggers of stress in peoples lives, so that can engage the
right intervention that will work. One might have a disorder that needs to be eradicated
totally. The fact that people have not been able to master all aspects of stress means that
they will continue to learn.
The best way after knowing a bit about stress is to follow on the intervention
that have been seen to work.
In the study of Ling (1991), he proposed these interventions: firstly, the school
authority should try to have more interactions with teachers as well as create more
opportunities for communication among member or staff. This can be done by
organizing informal social gatherings and various kinds of extra-curricular activities for
teachers with the aim to promote mutual understanding and concern among teachers.
The principals should actively take part in these activities and try to establish a friendly
and supportive relationship with the staff; secondly, the school authority should find
ways to lessen the heavy workload of teachers by lifting some of the non-teaching
duties of teachers and distributing evenly the workload among teachers; thirdly, efforts
should be made in the school to see that teachers have the opportunity to fulfill their
needs in self-actualization, autonomy and esteem in order to avoid the feeling of strain.
The school authority should help teachers to develop their potentials by allowing them a
higher degree of flexibility and independence in teaching. Besides, the school authority
should promote the image of teachers as deserving respect; fourthly, orientation
26

programs should be conducted for younger and inexperienced teachers to that they can
familiarize themselves with their work quickly and easily.
Stress Management Techniques for Educators
Teachers and educators endure a specific type of stress and anxiety on the job;
being responsible for the education of students can be difficult. While many educators
teach with passion and love their jobs, they are not immune to stress. A teacher should
know how profoundly what mood can affect his or her classroom. By taking time to
manage your stress during and after class, you can be a calmer, more effective educator.
Schools and institutions should allocate an area where educators can relax and
take an essential timeout from the job, Education World says. Supplying a quiet area
like a staff room, where educators can socialize rest and have a snack or meal can take
educators out of the classroom momentarily to recharge and get ready for class. If the
school offers breaks and a staff room, take advantage. While it may seem important to
mark papers at lunch break, taking a few minutes away from desk can revitalize the
afternoon atmosphere.
27

Conceptual Framework
This study is guided by the concept of Hepburn and Brown (2001) that teaching
as a profession is progressively becoming a stressful occupation because teachers have
many deadlines to meet as well as more responsibilities to shoulder. These
responsibilities include lesson planning, teaching, accountability for student
performance, classroom management and discipline, supervisory role, and
extracurricular activity conducting and monitoring.
Identifying possible stressors can help teachers choose positive coping strategies
rather negative strategies that may be unhealthy towards other aspects of life. If they
can identify possible stressful situations, teachers can actively use coping strategies to
deal with it, or even be able to avoid the situation altogether. Coping with stress is
important for teachers so that their stress does not interfere with the achievement of
their educational goals and they have better quality of life; both personally and
professionally (Guglielmi & Tatrow, 1998).
The teacher, not the learner, is now regarded as being the primary carrier of
stress, and is mostly affected by the stressors of the day to day activities and
organization of modern education (Hepburn & Brown, 2001). It is essential that
teachers are able to develop proper coping strategies for stress that are unique to their
individual personalities. Everyone reacts to stressors differently. It is important to
research and practice alternate coping strategies to find which will help each individual.
28
29
This will allow teachers to have a greater sense of purpose, motivation, and clarity
about their own abilities (Bachkirova, 2005).
It is in this context that the researcher was moved to conduct this study, knowing
that stress is inevitable teachers should learn to cope and manage their stressors
effectively to be efficient and effective public servants.
Research Paradigm
Input
Process
Output
a. Stress
Public
Elementary School
Teachers
b. Effects of stress
Proposed
c.Coping Mechanisms
Policy Formulation
d. Effectiveness of
for Management of
Coping Mechanisms
Stress
Figure 1
Figure1 shows the input, process and output paradigm. First frame contains
public elementary school teachers, second frame contains the stress, effects of stress,
coping mechanisms and lastly effectiveness of coping mechanism, and the third frame is
the proposed policy formulation for management of stress.

Definition of Terms
The following terms have been defined either conceptually or operationally as
the case may be:
Coping is an individuals response to stressful situations which is his/her way of
managing the stress brought about his/her job.
Coping Mechanisms in this study refers to the different coping responses
namely: social support, physical activity, intellectual simulation, entertainment, personal
interest, managerial skills and attitude.
Effectiveness of Coping Mechanisms refers to the perceived effects of coping
behaviors employed by public elementary school teachers that helped eliminate stress.
Effects of Stress refers to the perceived effects stress to teachers which lead to
low self-esteem, less enthusiasm towards work, tension, sickness and absenteeism.
Policy Formulation refers to the guidelines on grating stress leave for public
elementary school teachers in the DepEd Marinduque.
Public Elementary Teachers are those involved in teaching in the public
elementary schools.
Stress is any disruption, change or adjustment in a persons mental or physical
well being caused by external stimulus, either physical or psychological.
Stress Experiences are those stresses experienced by the public elementary
school teachers in the workplace.
Stress Management is an approach used by a person in handling the stress
approach that involves the three elements that cause a stress response: the stressor, the
30

perception of stress by the individual and the physical and mental reaction of stress; in
this study, this operationally refers to the use of the coping mechanisms used in the
study.
Teacher Stress is any characteristic within the school environment that poses a
threat to the teacher.
31

Chapter 3
METHODOLOGY
This chapter discusses the research design, the research locale, the population,
the research instrument, research procedure, and statistical treatment of data.
Research Design
This research study used the descriptive type of research. As cited by Calmorin
(2004), the descriptive type of research aims to gather information about the conditions
and situations of variables. This type of research is suited in this type of investigation
since it attempts to describe teachers stresses, causes of stress and coping mechanism to
counteract the presence of stress and the relationship that exist between and among
variables.
Research Locale
The study was conducted in Marinduque, specifically in Santa Cruz North,

Santa Cruz South and East Districts, in the Division of Marinduque.
There are 52 elementary schools in located Santa Cruz District. In Santa Cruz
East, 17 schools are situated, with a population of 133 teachers administered by 17
school administrators. In Santa Cruz North, there are 16 schools with a population of
32

132 under the administration of 17 school managers. In Santa Cruz South, there are 16
schools with a population of 116 teachers supervised by 16 school heads. The total
population of teachers in the district is 365 and 52 school administrators.
The choice of the locale was due to the deep concern of the researcher to be a
part in knowing the effective coping mechanisms to counteract the presence of stress
knowing that it is inevitable and is always there among the government employees.
33

Figure 2. Map of Santa Cruz Districts
Figure 2 shows the map of Santa Cruz Districts where the 52 schools used in the
study are situated.
34
35
Population and Sample
The researcher made use of stratified sampling. It is a probability sampling

technique wherein the researcher divides the entire population which is composed of 365
into different subgroups or strata, 116 teachers from South District; 133 from East District
and 116 from North District, then randomly selects the final subjects proportionally which
is equivalent to 30% from the different strata of the total population. The researcher
believed that these were enough to get information from the respondents. The respondents
of the study are distributed as follows:
Table 1.
Santa Cruz Districts Teacher-Respondents
District and Name of
School
SANTA CRUZ EAST
Santa Cruz East Central
School
Alobo Elementary School
Angas Elementary School
Banogbog Elementary
School
Biga Elementary School
Devilla Elementary
School
Haguimit Elementary
School
Makapuyat Elementary
School
Masalukot Elementary
School
Masaguisi Elementary
School
Morales Elementary
School
Pansoy Elementary
Address
Lapu-Lapu, Sta. Cruz,
Marinduque
Alobo, Sta. Cruz, Marinduque
Angas, Sta. Cruz,
Marinduque
Banogbog, Sta. Cruz,
Marinduque
Biga , Santa Cruz,
Marinduque
Devilla , Sta. Cruz,
Marinduque
Haguimit, Sta. Cruz,
Marinduque
Makapuyat , Sta. Cruz,
Marinduque
Masalukot , Sta. Cruz,
Marinduque
Masaguisi , Sta. Cruz,
Marinduque
Morales , Sta. Cruz,
Marinduque
Pansoy , Sta. Cruz,
No. of
Teache
rs
Sample
Responden
ts
22
9
6
3
2
14
36
School
Pantayin Elementary
School
Pulong Parang
Elementary School
Tagum Elementary
School
Tamayo Elementary
School
Tambangan Elementary
School
Tawiran Elementary
School
Taytay Elementary
School
Sub total
District and Name of School

SANTA CRUZ NORTH
Santa Cruz North Central
Baliis Elementary School
Hupi, Elementary School
Balogo, Elementary School
Ipil Elementary School
Botilao, Elementary School
Kalangkang, Elem School
Bangcuangan, Elem. School
Aturan, Elementary School
Kasily Elementary, School
Dating Bayan, Elem School
Punong Elementary School
San Isidro, Elementary School
Dolores, Elementary School
Kamandugan Elem. School
Lamesa, Elementary School
Lusok, Elementary School
Subtotal
Marinduque
Pantayin , Sta. Cruz,
Marinduque
Pulong Parang , Sta. Cruz,
Marinduque
Tagum , Sta. Cruz,
Marinduque
Tamayo , Sta. Cruz,
Marinduque
Tambangan , Sta. Cruz,
Marinduque
Tawiran , Sta. Cruz,
Marinduque
Taytay , Sta. Cruz,
Marinduque
Address
Landy, Sta. Cruz, Marinduque
Baliis, Sta. Cruz, Marinduque
Hupi, Sta. Cruz, Marinduque
Balogo, Sta. Cruz, Marinduque
Ipil, Sta. Cruz, Marinduque
Botilao, Sta. Cruz, Marinduque
Kalangkang,Sta.Cruz, Marinduque
Bangcuangan, Sta. Cruz,
Marinduque
Aturan, Sta. Cruz, Marinduque
Kasily, Sta. Cruz, Marinduque
Dating Bayan, Sta. Cruz, Marinduque
Punong, Sta. Cruz, Marinduque
San Isidro, Sta. Cruz, Marinduque
Dolores, Sta. Cruz, Marinduque
Kamandugan, Sta. Cruz, Marinduque
Lamesa, Sta. Cruz, Marinduque
Lusok, Sta. Cruz, Marinduque
133
40
No. of
Sample
Teacher Respondent
s
s
18
6
10
7
14
8
5
2
3
2
2
2
3
2
2
1
7
8
6
7
4
8
9
8
5
132
2
2
2
2
1
2
2
2
2
35
14
15
15
6
6
6
2
6
6
6
6
8
12
6
6
6
116
365
3
4
4
2
2
2
1
2
2
2
2
2
3
2
1
1
35
110
SANTA CRUZ SOUTH

Santa Cruz South Central School
Buyabod Elementary School

Gabaldon Elementary School
Kaganhao Elementary School
Kinyaman Elementary School
Labo Elementary School
Libjo Primary School
Lipa Elementary School
Makulapnit Elementary School
Maniwaya Elementary School
Manlibunan Elementary School
Matalaba Elementary School
Mongpong Elementary School
Polo Elementary School
San Antonio Elementary School
Tapian Elementary School
SubTotal
Grand total 54
Banahaw, Sta. Cruz, Marinduque

Buyabod, Sta. Cruz, Marinduque
Banahaw, Sta. Cruz, Marinduque
Kaganhao, Sta. Cruz, Marinduque
Kinyaman, Sta. Cruz, Marinduque
Labo, Sta. Cruz, Marinduque
Libjo, Sta. Cruz, Marinduque
Lipa, Sta. Cruz, Marinduque
Makulapnit, Sta. Cruz, Marinduque
Maniwaya, Sta. Cruz, Marinduque
Manlibunan, Sta. Cruz, Marinduque
Matalaba, Sta. Cruz, Marinduque
Mongpong, Sta. Cruz, Marinduque
Polo, Sta. Cruz, Marinduque
San Antonio, Sta. Cruz, Marinduque
Kilo-kilo, Sta. Cruz, Marinduque
Table 1
(cont.)

Research Instruments
The primary instrument used in this study is a structured questionnaire which is

divided into five parts. The first part contains teachers stresses; the second part consists
of yes or no questions regarding whether stress was experienced by teachers; the third
part contains questions if stress has effect to teachers. The fourth part contains a list of
coping mechanism that they used and employed to cope up with the presence of stress
and the last part contains a measure of effectiveness of coping mechanisms to eliminate
stress.
Data Gathering Procedure
37

The researcher first sought the approval of the Schools Division Superintendent.
After this, she went through and sought the approval of each district supervisors.
Finally, she approached the school principal and she distributed and administered the
questionnaire. Upon distribution of questionnaire, she gave brief orientation on the
purpose of the research. The researcher personally retrieved the questionnaire to
maintain confidentially of respondents answers. Data gathered were presented in tables
and were computed and analyzed.
Statistical Treatment
Data were gathered, tabulated, and analyzed, and then interpreted thru the help
of statistician using the proper statistical tools.
In order to determine the stress experiences of teachers, descriptive statistics
such as frequency count and ranking were used.
In determining the effects of stresses to teachers, rank or frequency of was used.
A five point rating scale was also used to determine the effects.
Range (Mean Scores)

4.1-5.0
3.1-4.0
2.1-3.0
1.1-2.0
0.1-1.0
Adjectival Equivalent
Extremely stressful
Stressful
Considerably stressful
Slightly Stressful
Not Stressful
38

In identifying the coping mechanism employed by teachers, descriptive statistic

such as frequency and rank were also utilized to arrange statistically and analyze the
data obtained.
In determining whether the stress was eliminated using the coping mechanism
employed by the respondents, the following adjectival interpretation were used.
Range (Mean Scores)

01-1.0
1.1-2.0
2.1-3.0
3.1-4.0
4.1-5.0
Stress completely eliminated
Stress usually eliminated
Stress often eliminated
Stress occasionally eliminated
Stress never eliminated
39

Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the data gathered, organized and processed statistically and
carefully interpreted to obtain information that would answer the problem raised in
Chapter 1.
For organization purposes, tables were arranged according to the statement of
the problems, each one is immediately followed by analysis, interpretation and
discussion based on the concepts, principles and theories discussed in the review of
related literature and studies and theoretical framework.
Table below shows the teachers stresses as indicated in the statement of the
problem number 1.
Table 2.
Teachers Stress
40
41
A.
1.
2.
3.
4.
5.
6.
7.
Category of Stress
Role Demands
Work overload
Role ambiguity
Overlapping school programs and activities
Excessive working hours
School authorities unexpected visits
Excessive paperwork and administrative duties
Administrative pressures (submission of forms, report
8.
cards and other school reports)

Taking responsibilities for anothers persons action in
Frequency
Rank
83
77
76
75
75
71
65
1
2
3
4.5
4.5
6
7
64
extra and co-curricular activities
Table 2 (cont.)
B. Instructional Problems
1. Pupils misbehavior/disruptive behavior
2. Having to meet new teaching targets or pupils
102
94
1
2
3.
4.
5.
achievement rate
School inspection and evaluation
Changes in curriculum and instruction
Changes to assessment and test administration and
93
88
85
3
4
5
6.
construction
Difficult style of lesson planning and preparation of visual
82
7.
8.
aids especially in multi-grades

Introduction of new teaching methods
Rising class size
77
54
7
8
C.
1.
2.
3.
4.
5.
6.
7.
8.
D.
1.
2.
3.
4.
Interpersonal Relationship
Inadequate salary
Pressures due to principals frequent observation
Conflict with colleagues
Lack of recognition and acknowledgment
Lack of support from PTA members and community
Competition in a workplace
Poor planning and programming
Poor school management
Physical Environment
Scarcity of resources
Environment noise/task related noise
Poor or unfavorable working condition
Poor ventilation
Frequency
71
63
56
43
40
40
36
29
Frequency
65
57
54
52
Rank
1
2
3
4
5.5
5.5
7
8
Rank
1
2
3
4
42
5.
6.
7.
8.
Crowded classroom
Size of classroom not conducive to learning
School location
Risk of violence from intruders
50
45
44
36
5
6
7
8
As shown in the table, analysis of the findings revealed that in terms of role
demands, the highest recorded stress experienced is work overload with 83 or rank 1
whereas the lowest stress experienced is taking responsibility for anothers persons
action in extra and co-curricular activities with 64 or rank 8. Findings were confirmed
by the research conducted by the National Union of Teachers (1999) that teaching is one
of the stressful jobs and one of the difficulties that teachers are facing is their workload
is not spread reasonably equally through the years, thus it results to work overload. It
was also supported by the findings of Layne (2001) that work overload occurs when job
demands teachers in a certain organization that need human limits and teachers have to
do much, in too little time, with very few resources. Similarly, Spector (2001) said that
teachers workload can drive teachers to get burned out and stressed because if requires
them to be constantly to beat the deadlines.
As shown in the table, from among the indicators, the highest recorded stress
experiences of teachers happened to be under instructional problems. Results of the
data revealed the highest recorded stress under this is pupils misbehavior/disruptive
behavior with 102 or rank 1 while the least is the rising class size with 54 or rank 8. It
could be inferred that unbecoming behavior of pupils and undisciplined pupils caused
stress to teachers. It was supported by the findings of Pettegrew and Wolf (1982) that
dealing with disruptive students is a problem which is associated with a variety of
specific tasks that teachers must perform in their teaching. It was confirmed also by

Johnstone (1989) who argued that the major cause of stress to teachers is pupils failure
to work or behave and the research conducted by Professional Teachers Union (2005)
that the main source of stress of teachers is student unruly behavior.
With regard to interpersonal relationship, the highest stress is registered in
pressure due to principals frequent observations with 71 or rank 1 in contrast, the least
stress experience of teachers was recorded in poor school management with 29 or rank
8. Data revealed that school administrators frequent observations gave teachers so
much pressure and caused stress, hence whenever school administrators visited the class
for teachers observation they feel uneasy, anxious and tensed thus cant focus on their
subject. Finding was supported by the survey conducted by Hepburn and Brown (2001)
that intimidating inspection regimes of school principals caused stress to teachers and
the survey conducted by the National Union of Teachers that pressures due to
principals supervision and school authorities inspection caused them stress.
For physical environment, analysis of the findings revealed the highest stress
was registered in scarcity of resources with 65 or rank 1 while the lowest was recorded
in risk of violence of intruders with 36 or rank 8.respondents Results implied that
unavailability of resources or instructional materials in the school caused stress to
teachers in particular those teachers whose school locations were far from the town
proper and technology and electricity were absent. Similar findings were supported by
Hasting and Bham, (2003) who said that environmental factors such as paucity or
scarcity of resources were stresses found in the work environment of teachers.
43
44
Table below shows the effects of stress to teachers as indicated in the Statement
of the Problem No. 2.
Table 3.
Effects of Stress to Teachers
Effects of Stress
Mean
Adjectival
Rank
Equivalent
A. Role Demands
1. Excessive working hours
2. Overlapping school programs and activities
3. School authorities unexpected visits
4. Taking responsibilities for anothers persons action in extra
3.12
Stressful
3.10
Stressful
2.5
3.10
Stressful
2.5
3.09
Stressful
5. Role ambiguity
2.99
Considerably
6. Administrative pressures (submission of forms, report cards
2.94
Stressful
Considerably
and co-curricular activities
Stressful
and other school reports)
7. Work overload
2.92
Considerably
8. Excessive paperwork and administrative duties
2.86
Stressful
Considerably
Stressful
Table 3 (Cont.)
45
B. Instructional Problems
1.
Difficult style of lesson planning and preparation of visual aids

especially in multi-grades
3.06
Stressful
1.5
2.
3.
School inspection and evaluation
3.06
Stressful
1.5
Introduction of new teaching methods
3.02
Considerably
4.
Pupils misbehavior/disruptive behavior
3.01
Stressful
Considerably
5.
Rising class size
2.99
Stressful
Considerably
6.
Changes in curriculum and instruction
2.96
Stressful
Considerably
7.
Having to meet new teaching targets or pupils achievement
2.91
Stressful
Considerably
rate
8.
Changes to assessment and test administration and
Stressful
2.82
Considerably
Stressful
construction
C. Interpersonal Relationship
1.
2.
Competition in a workplace
3.10
Stressful
Pressures due to principals frequent observation
2.87
Considerably
3.
Lack of support from PTA members and community
2.80
Stressful
Considerably
4.
Poor school management
2.78
Stressful
Considerably
5.
Inadequate salary
2.75
Stressful
Considerably
6.
Lack of recognition and acknowledgment
2.74
Stressful
Considerably
7.
2.57
Stressful
Considerably
8.
Poor planning and programming
2.42
Stressful
Considerably
Stressful
D. Physical Environment
1.
2.
Poor ventilation
3.02
Stressful
Poor or unfavorable working condition
2.92
Considerably
3.
Size of classroom not conducive to learning
2.81
Stressful
Considerably
2.76
Stressful
Considerably
4.
Risk of violence from intruders
5.
Crowded classroom
2.75
Stressful
Considerably
6.
School location
2.66
Stressful
Considerably
7.
Environment noise/task related noise
2.65
Stressful
Considerably
8.
Scarcity of resources
2.61
Stressful
Considerably
Stressful

Table 3 describes the effects of stress to teachers. In terms of role demands, the
highest effect of stress was recorded in excessive working hours with 3.12 interpreted as
stressful, whereas the least effect was observed in role ambiguity with 2.86 which is
interpreted as considerably stressful. Findings could be attributed to the fact that
teaching is a very demanding profession and it requires a lot of work like making lesson
plans, computing reports and accomplishing reports. With these the required working
hours for teachers are neither sufficient nor enough to accomplish the work for the day.
It was also supported by Carry (2001) that although the school day may be shorter than
most office working days, teachers put in many more hours in the evenings and at
weekends preparing lessons, making work and organizing extracurricular events.
Similar finding was highlighted in the research conducted by National Union of
Teachers (2000) that long working hours caused stress to teachers.
In terms of instructional problems, stress was recorded highest in difficult style
of lesson planning and schools inspection and evaluation with 3.06 interpreted as
stressful respectively, whereas the lowest recorded effect of stress was registered in
changes to assessment and test evaluation, administration and construction with 2.82
interpreted as considerably stressful. Data implied that teachers get stress because of
frequently changes in the instruction, specifically in writing the lesson plan. The style of
lesson plan is too complicated and difficult to follow at times. Equally stressful to
teachers are schools inspection and evaluation. It could be inferred that it caused them
stress because they have to make long preparations of school devices and accomplished
different forms and reports for evaluation. It was supported by the findings of National
46
47
Union Teachers (2010) that teachers complain due the inspection process by school
authorities from the beginning to end of the school year.
Table below presents the coping mechanisms of teachers as indicated in
Statement of the Problem no. 3.
Table 4.1 on the next page describes the coping mechanisms of teachers.
Findings revealed that among the indicators for Role Demands, the most used is I put
things into perspective and manage my time well with 66 or rank 1. It could be
implied that though teachers experienced stress they tried to become organize and put
things into order; they tried to maximize their time well in spite of the many things they
need to accomplish each day. On the other hand, the least practiced coping mechanism
observed is I avoid situations that would consume my time with 16 or rank 24, this is
true and supported the highest practiced coping mechanisms, since being organized and
knowing to manage time properly have something to do with avoiding people or
situation who can consume time.
Table 4. 1
Coping Mechanisms of Teachers for Role Demands
Categories of Coping
A.
1.
4.
Mechanisms
Role Demands
Work overload
Excessive working hours
Frequenc
Rank
y
a.
b.
I reduce my time to go on overtime.

I sleep early to get enough strength to
54
39
5
9
c.
accomplish my task the next morning.

I seek help of my family and colleagues to
28
14
a.
finish my task.
I leave my paperwork on my desk and go
38
10
b.
home early.
I call or text my friend for a change of
28
14
routine.
48
7.
Role Ambiguity (teachers
c.
a.
I do some stretching
I put things into perspective and manage my
51
66
6
1
b.
time well.
I avoid situation or people that/who would
22
18
role as teacher, counselor,

canteen manager, school
just consume my time so I can focus on my
paper adviser/school
governance adviser.
c.
job.
I just do what my superior tells me and
27
16
10. Excessive paperwork and
a.
please myself that I can make it.

I go home and leave my paperwork at my
44
7.5
b.
workplace to relieve my stress.

I infuse a change in my routine. I call or text a
21
19.5
c.
friend.
I say no without feeling guilty when I have
33
12
administrative duties.
ample of papers to do so I can meet my

a.
deadline.
I just take it one by one, anyway it is
59
b.
c.
impossible to do things, two at a time.

I just follow what my school head tells me.
I just please myself after this, anyway, I did
28
16
14
22
a.
my best.
I just follow the given task and take the
62
b.
responsibility assigned to me.

I tell my heartache about this to my family
18
21
activities.
c.
and friends.
I say no without feeling guilty, besides Ive
15
23
Administrative Pressures
a.
done my part.
61
b.
time well by making priority list.

21
19.5
school reports)
c.
finish my task.
I avoid people or situation that would
14
24
School authorities
a.
consume my time.
I just go on with my job and pretend not
44
7.5
b.
affected by this.
I just give seatwork to my pupils and help my
25
17
c.
superior in entertaining visitor.

I take a deep breath to relax and relieve my
36
11
13. Overlapping school

programs and activities
14. Taking responsibilities for

another persons action in
extra and co-curricular
7.
(Submission of forms,
report card and other
8.
unexpected visit.
tension.
49
Table 4.2
Coping Mechanisms of Teachers for Instructional Problems
A.
Frequen
Instructional
cy
Problems
a.
Pupils
misbehavior/disruptiv
e behavior
b.
Rising class sizes.
Rank
a.
b.
c.
I leave my classroom for a while to relieve my stress.
70
I ignore my pupils; I go on with my lesson.
33
16
I give them disciplinary action and call up their parents.
50
5.5
a.
b.
I seek an assistance from my school manager

I divide my class into two groups and give different
34
22
14.5
23
c.
activities
I just do what seems best for my class, anyway I cant get
25
20.5
away with this.
c.
Difficult style of
lesson planning and
a.
I just copy and shorten my lesson plan and I do what
45
b.
seems right, after this

I consult my school head and discuss things related to
46
c.
this.
I ask my colleagues on how I should follow this
30
18
a.
I just make use of the existing methods, anyway I am
36
12
preparation of visual
aids especially in
multi-grades
d.
Introduction of new
teaching methods.
d.
Changes to
assessment and test
administration and
used to this.
b.
c.
I seek assistance from my school head and colleagues
41
11
I just follow and do what seems to be right after this.
31
17
a.
b.
I discuss and consult my school head about this.
60
I consult the opinion of my friends and colleagues about
34
14.5
this.
c.
I just follow what seems right, after this.
26
19
a.
I stay intellectually stimulated and analyze the changes in
53
construction.
d.
Changes in the
curriculum and
instruction.
d.
School inspection and

evaluation.
d.
Having to meet new

teaching targets or
pupils achievement
rate
the curriculum objectively
b.
c.
I seek assistance from my school head and colleagues
43
10
I just follow and do what seems to be right after this
24
22
a.
b.
c.
I just follow what my superior tells me.
44
I just take comments and consider this constructive.
50
5.5
I just please myself after this, anyway, I did my best.
35
13
a.
b.
c.
I set up my targets and focus on this.
82
I stay away from people who will consume my time.
17
24
I work alone.
25
20.5
50
Table 4.2 below presents the coping mechanisms employed to counteract

instructional problems. Analysis of the data revealed the most used coping mechanisms
is I set up my targets and focus on this with 82 or rank 1. It could be inferred that
teachers still tried to get focus with their instruction despite the great demands of their
job particularly when it comes to instruction. Teachers nature of job is very
competitive, they need to increase the achievement rate of their pupils to maintain good
if not a high standing of school. Nevertheless, they remained focus to meet their
targets. On the contrary, the least practiced coping mechanism is I divide my class into
two groups and give different activities with 25 or rank 20.5. Result implied that
dividing class into two groups and giving different activities were more time consuming
on their part, when it comes to teaching, they teach the class a whole and gave same
activities regardless of the competency level of pupils because they follow the standard
of lesson planning.
Table 4.3
Coping Mechanisms of Teachers for Interpersonal Relationships
B.
Interpersonal
Relationship
Pressures due to
Frequen
Ran
a.
b.
I just follow what my superior tells me.

I just take comments and consider this
cy
37
36
k
4.5
6
observation.
c.
constructive.
15
18
Poor School Management
a.
my best.
I seek opinions from my friends and colleagues
24
12.
b.
c.
about this.
I seek transfer of school assignment.
I just go on with my job and do what seems
12
10
5
23
24
a.
right for me.

During meetings, I voice out my complaints
29
principals frequent
Poor Planning and
51
Programming
Lack of support from PTA
b.
and make suggestions for improvement.

I consult others opinions about this to relieve
15
18
c.
a.
my stress.
I just go on with job and do what seems right.
I encourage parents participation by
58
37
1.5
4.5
b.
supporting their suggestions.

I seek the help of my school head and
16
16
c.
colleagues
I avoid situation or people that cause me
14
20.
a.
stress.
I tell my sentiments and seek comfort from
24
5
12.
b.
family and friends.

25
5
11
c.
my best.
I take it as another challenge to do more.
14
20.
a.
I reconcile with my colleagues, besides its hard
38
5
3
b.
c.
to work in a workplace where conflict stays.

I handle my emotions constructively.
I set aside my personal time. I limit time
26
20
10
15
35
41
31
7
2
8
58
1.5
members and community.
Lack of recognition or
acknowledgement
Inadequate salary
Competition in a
workplace
A.
spending with negative people to avoid conflict.

I buy only basic needs and budget my money.
I apply for a loan.
I tell my family or call a friend about my
financial problem.
I just do what seems right and go on with my
B.
job.
I try to be nice to the people around me and
22
14
C.
make myself comfortable working with team.

I limit my time spending with negative people.
15
18
a.
b.
c.
Table 4.3 presents the coping mechanisms of teachers employed to relieve

interpersonal relationships stresses. Results revealed the most used coping mechanism
is I just do what seems right and go on with the job with 58 or rank 1. Findings
entailed that teachers at work manifest healthy competition in terms of promotions and
achievement, many of them do what they think right and focus on their job in order to
accomplish things. Finding was supported by the least practiced coping mechanism I
seek transfer of school assignment with 12 or rank 23.It could be inferred, that seeking
52
a transfer of school assignment was not a solution to relieve the stress of teachers in a
workplace, thus very few among them employed this mechanism.
Table 4.4 on the next page describes the coping mechanism of teachers for
physical environmental stresses. Findings revealed the most practiced coping
mechanisms recorded is I tried to be creative and do what seem right with 44 or rank 1.
Findings implied that in the absence of resources in the schools, like presence of
technology, unavailability of materials, teachers practiced to be creative to give remedy
to this. It is true and supported by the least employed coping mechanism I ignore
things like these, and go on with my job with 12 or rank 24. It means that very few
among the teachers ignore the absence of resources in the workplace, instead they used
their creativity to produce what was not present.
Table 4. 4
Coping Mechanisms of Teachers
D.
Physical
1.
Environment
Poor or
unfavorable
2.
Frequency
Rank
40
21
17
2
14
19
34
5.5
where I can concentrate better.

b. I work outside or in place which has a
22
12.5
conducive or healthy environment.

c. I go for a walk or leave my place for a while
22
12.5
a. I organize and clean my work place.

b. I try to be nice to the people around me.
c. I just do my job.
working condition
Environmental
a. I change my place or I find a place at work
Noise/Task related
noise
53
5.
8.
to relieve my stress
a. I may suggest to my school to allocate fund
35
to this.
b. I change my place or I find a place at work
20
16
where I can concentrate better.

c. I work outside or in place which has a
13
23
conducive or healthy environment.

a. I discuss the matter to my school head and
34
5.5
classroom.
b. I put little devices and make my classroom
24
11
organize.
c. I seek the help of my friend to restructure
15
20.5
my classroom
Size of classroom a. I make suggestion to my head to allocate
19
18
facilities.
b. I clean and make my classroom orderly to
33
make it conducive to learning.

c. I just go on with my class and pretend Im
14
22
28
8.5
my home.
b. I make some adjustment, like hiring a school
26
10
service.
c. I seek for a transfer of school assignment.
a. I talk to my school head and discuss my
15
38
20.5
3
concern to find solution to this.

b. I tried to be creative and do what seems to
44
be right.
c. I just follow what my school head tells me
20
16
and make use of the available resources.

a. I talk to my school head about this.
b. I seek support from parents and community
28
20
18.5
16
members.
c. I ignore things like these and just go on with
12
24
Poor Ventilation
Crowded
Classroom
9.
not conducive to
learning
help find to solution to crowded
fund to improve physical plants and
not affected by this, besides, I can do

12. School Location
nothing about it.

a. I tried to be flexible and come to school
early hence the location is really far from
15. Scarcity of
Resources
18. Risk of violence

from intruders
my job
54
Table 5.1 below presents the coping mechanisms of teachers as indicated in

Statement of the Problem no. 4.
Table 5.1
Effectiveness of Coping Mechanisms
Stress
Coping Mechanism
Mea
n
A.
1.
Role Demands
Work overload
a.
I reduce my time to go on overtime.
3.22
Stress Occasionally
b.
I sleep early to get enough strength to
3.35
Eliminated
Stress Occasionally
c.
accomplish my task the next morning.

3.2
Eliminated
Stress Occasionally
finish my task.
2.
Excessive working
hours
5.
Role Ambiguity
a.
I leave my paperwork on my desk and go
b.
c.
3.3
Stress Occasionally
home early.
I call or text my friend for help.
I do some stretching
2.98
3.15
Eliminated
Stress Often Eliminated
Stress Occasionally
a.
3.47
Eliminated
Stress Occasionally
b.
time well.
I avoid situation or people that/who would
3.42
Eliminated
Stress Occasionally
(teachers role as
teacher,
just consume my time so I can focus on my
counselor,
canteen manager,
Eliminated
c.
school paper
job.
Eliminated
3.41
Stress Occasionally
Eliminated
adviser/school
governance
6.
adviser.
Excessive
paperwork and
administrative
a.
I go home and leave my paperwork at my
3.33
Stress Occasionally
b.
workplace to relieve my stress.

I infuse a change in my routine. I call or text
3.10
Eliminated
Stress Occasionally
a friend.
Eliminated
55
duties.
c.
I say no without feeling guilty when I have
3.19
ample of papers to do so I can meet my

7.
Overlapping
Eliminated
a.
deadline.
3.43
Stress Occasionally
b.

I just follow what my school head tells me.
3.40
Eliminated
Stress Occasionally
c.
3.21
Eliminated
Stress Occasionally
school programs
and activities
my best.
8.
Taking
action in extra
3.42
Stress Occasionally
b.

I tell my heartache about this to my family
3.07
Eliminated
Stress Occasionally
c.
and friends.
I say no without feeling guilty, besides Ive
3.53
Eliminated
Stress Occasionally
and co-curricular
9.
activities.
Administrative
Pressures
done my part.
Eliminated
a.
3.46
Stress Occasionally
b.
time well by making priority list.

3.49
Eliminated
Stress Occasionally
c.
finish my task.
3.59
Eliminated
Stress Occasionally
(Submission of
forms, report card
Eliminated
a.
responsibilities for
another persons
Stress Occasionally
and other school
consume my time.
reports)
10. School authorities a.
Eliminated
I just go on with my job and pretend not
3.27
Stress Occasionally
b.
affected by this.
I just give seatwork to my pupils and help my
3.04
Eliminated
Stress Occasionally
c.
superior in entertaining visitor.

I take a deep breath to relax and relieve my
3.15
Eliminated
Stress Occasionally
unexpected visit.
tension.
Eliminated
Table 5.1 describes the effectiveness of coping mechanisms employed by

teachers. Analysis of the findings revealed that among the coping mechanisms, the
effectiveness is high when I call or text my friend for a help with 2.9 which is
interpreted as stress often eliminated. Findings were supported by Griffith, Steptoe and
56
Cropley (1999) who state that social support from family, relative and friends can
reduce the impact of stress on teachers well being and job satisfaction. Teachers seek
support from family, friends and colleagues in order to receive advice, discuss feelings,
get emotional support, get sympathy and understanding, and to talk about their feelings.
Teachers who have more support within their personal lives tend to experience less
stress in the workplace.
Table 5.2 on the next page presents the effectiveness of coping mechanism for
instructional problems. Findings showed the all coping mechanisms were in the bracket
of 3.1-4.0 which are all interpreted as stress occasionally eliminated. It implied that they
experienced stresses along their teaching and the coping mechanisms they employed
occasionally eliminate their stress. It means that with the kind of coping mechanisms
they employed, stress just come and go and were not completely eliminated. It was
confirmed by the research conducted by National Union of Teachers (1991) that
teaching is really a stressful job.
Table 5.2
Effectiveness of Coping Mechanism
B.
Stress
Instructional
1.
Problems
Pupils
a.
Coping Mechanism
Mean
I leave my classroom for a while to
3.21
Stress Occasionally
57
misbehavior/disruptiv
b.
relieve my stress.
I ignore my pupils; I go on with my
3.33
Eliminated
Stress Occasionally
c.
lesson.
I give them disciplinary action and call
3.38
Eliminated
Stress Occasionally
e behavior
up their parents.
2.
Rising class sizes.
Eliminated
a.
I seek an assistance from my school
3.28
Stress Occasionally
b.
manager
I divide my class into two groups and
3.63
Eliminated
Stress Occasionally
c.
give different activities

I just do what seems best for my class,
3.17
Eliminated
Stress Occasionally
anyway I cant get away with this.

3.
Role Ambiguity
(teachers role as
a.
I put things into perspective and
3.47
Stress Occasionally
b.
manage my time well.

I avoid situation or people that/who
3.42
Eliminated
Stress Occasionally
teacher, counselor,
would just consume my time so I can
canteen manager,
school paper
c.
adviser/school
4.
governance adviser.
Excessive paperwork
focus on my job.
Eliminated
3.41
Stress Occasionally
Eliminated
a.
I go home and leave my paperwork at
3.33
Stress Occasionally
b.
my workplace to relieve my stress.

I infuse a change in my routine. I call or
3.10
Eliminated
Stress Occasionally
c.
text a friend.
I say no without feeling guilty when I
3.19
Eliminated
Stress Occasionally
and administrative
duties.
Eliminated
have ample of papers to do so I can
Eliminated
meet my deadline.
5.
Overlapping school
a.
3.43
Stress Occasionally
b.

I just follow what my school head tells
3.40
Eliminated
Stress Occasionally
c.
me.
I just please myself after this, anyway,
3.21
Eliminated
Stress Occasionally
programs and
activities
I did my best.
6.
Taking responsibilities a.
3.42
Stress Occasionally
for another persons

b.

I tell my heartache about this to my
3.07
Eliminated
Stress Occasionally
co-curricular
c.
family and friends.

I say no without feeling guilty,
3.53
Eliminated
Stress Occasionally
activities.
Administrative
a.
besides Ive done my part.

I put things into perspective and
3.46
Eliminated
Stress Occasionally
action in extra and
7.
Eliminated
Pressures
manage my time well by making
Eliminated
58
(Submission of forms,
b.
priority list.
I seek help of my family and colleagues
3.49
Stress Occasionally
c.
to finish my task.
3.59
Eliminated
Stress Occasionally
report card and other

school reports)
consume my time.
8.
School authorities
unexpected visit.
Eliminated
a.
I just go on with my job and pretend
3.27
Stress Occasionally
b.
not affected by this.

I just give seatwork to my pupils and
3.04
Eliminated
Stress Occasionally
c.
help my superior in entertaining visitor.

I take a deep breath to relax and
3.15
Eliminated
Stress Occasionally
relieve my tension.
Eliminated
Table 5.3 below shows the effectiveness of coping mechanism for interpersonal
problems. Findings revealed, the coping mechanism is effective when teachers just go
on with job and do what seems right with 2.89 which is interpreted as stress often
eliminated. Result implied that working alone and getting focus, teachers
accomplished their daily tasks.
Table 5. 3
C.
1.
Interpersonal
Relationship
Pressures due to
principals frequent
Poor School
I just follow what my superior tells
3.72
Stress Occasionally
b.
me.
I just take comments and consider
3.69
Eliminated
Stress Occasionally
c.
this constructive.
I just please myself after this,
3.52
Eliminated
Stress Occasionally
a.
anyway, I did my best.

I seek opinions from my friends and
3.13
Eliminated
Stress Occasionally
b.
colleagues about this.

I seek transfer of school assignment.
3.2
Eliminated
Stress Occasionally
c.
I just go on with my job and do what
3.00
Eliminated
a.
seems right for me.

During meetings, I voice out my
2.86
Management
3.
Poor Planning and

Programming
a.
observation.
2.
Mean
complaints and make suggestions for
59
4.
b.
improvement.
I consult others opinions about this
3.71
c.
to relieve my stress.
I just go on with job and do what
2.89
a.
seems right
I just make use of the existing
3.11
Stress Occasionally
b.
methods, anyway I am used to this.

I seek assistance from my school
3.47
Eliminated
Stress Occasionally
c.
head and colleagues

I just follow and do what seems to be
3.08
Eliminated
Stress Occasionally
a.
right after this.

I discuss and consult my school head
3.28
Eliminated
Stress Occasionally
b.
about this.
I consult the opinion of my friends
3.37
Eliminated
Stress Occasionally
construction.
c.
and colleagues about this.

I just follow what seems right, after
3.11
Eliminated
Stress Occasionally
Changes in the
a.
this.
I stay intellectually stimulated and
3.32
Eliminated
Stress Occasionally
Introduction of new
teaching methods.
5.
Changes to
assessment and test
administration and
6.
curriculum and
analyze the changes in the
instruction.
7.
School inspection and

evaluation.
8.
Having to meet new
Eliminated
b.
curriculum objectively
I seek assistance from my school
3.53
Stress Occasionally
c.
head and colleagues

I just follow and do what seems to be
3.33
Eliminated
Stress Occasionally
a.
right after this

I just follow what my superior tells
3.35
Eliminated
Stress Occasionally
b.
me.
I just take comments and consider
3.31
Eliminated
Stress Occasionally
c.
this constructive.
I just please myself after this,
anyway, I did my best.
3.59
Eliminated
Stress Occasionally
a.
I set up my targets and focus on this.
3.35
Eliminated
Stress Occasionally
b.
I stay away from people who will
3.73
Eliminated
Stress Occasionally
c.
consume my time.
I work alone.
3.47
Eliminated
Stress Occasionally
teaching targets or
pupils achievement
rate
Eliminated
Table 5. 4
D.
Physical
Mean
Remarks
60
1.
Environment
Poor or unfavorable
a.
I organize and clean my work
3.49
Stress Occasionally
b.
place.
I try to be nice to the people
3.24
Eliminated
Stress Occasionally
c.
around me.
I just do my job.
3.35
Eliminated
Stress Occasionally
a.
I change my place or I find a
3.68
Eliminated
Stress Occasionally
working condition
2.
Environmental
Noise/Task related
noise
place at work where I can

b.
concentrate better.
I work outside or in place which
Eliminated
3.77
has a conducive or healthy
3.
Poor Ventilation
Eliminated
c.
environment.
I go for a walk or leave my place
3.36
Stress Occasionally
a.
for a while to relieve my stress

I may suggest to my school to
3.11
Eliminated
Stress Occasionally
b.
allocate fund to this.

I change my place or I find a
3.71
Eliminated
Stress Occasionally
place at work where I can

c.
concentrate better.
I work outside or in place which
Eliminated
3.7
has a conducive or healthy

4.
Crowded Classroom
a.
environment.
I discuss the matter to my school
Size of classroom
3.70
Eliminated
crowded classroom.
I put little devices and make my
3.78
Stress Occasionally
c.
classroom organize.
I seek the help of my friend to
3.21
Eliminated
Stress Occasionally
a.
restructure my classroom.
I make suggestion to my head to
3.48
Eliminated
Stress Occasionally
allocate fund to improve physical
learning
b.
plants and facilities.

I clean and make my classroom
Eliminated
3.42
orderly to make it conducive to

c.
learning.
I just go on with my class and
a.
besides, I can do nothing about it.

I tried to be flexible and come to
school early hence the location is
Stress Occasionally
Eliminated
3.42
pretend Im not affected by this,

School Location
Stress Occasionally
b.
not conducive to
6.
Stress Occasionally
Eliminated
head and help find to solution to
5.
Stress Occasionally
Stress Occasionally
Eliminated
3.52
Stress Occasionally
Eliminated
61
7.
Scarcity of
b.
really far from my home.

I make some adjustment, like
3.46
Stress Occasionally
c.
hiring a school service.

I seek for a transfer of school
2.93
Eliminated
Stress Occasionally
a.
assignment.
I talk to my school head and
3.56
Eliminated
Stress Occasionally
Resources
discuss my concern to find
Eliminated
b.
solution to this.
I tried to be creative and do what
3.50
Stress Occasionally
c.
seems to be right.
I just follow what my school head
3.01
Eliminated
Stress Occasionally
tells me and make use of the

8.
Risk of violence
from intruders
a.
available resources.
I talk to my school head about
b.
c.
Eliminated
3.14
Stress Occasionally
this.
I seek support from parents and
3.4
Eliminated
Stress Occasionally
community members.
I ignore things like these and just
3.31
Eliminated
Stress Occasionally
go on with my job
Eliminated
Table 5.4 described the effectiveness of coping mechanisms employed by public

elementary school teachers to be less effective interpreted as stress occasionally
eliminated. Majority of the coping mechanisms do not help them to completely
eliminate stress but there are few from among the coping mechanisms which are
moderately effective with an interpretation of stress often eliminated, these are calling
or texting friends for a help with 2.98, going on with the job and doing what seems right
with 3.00, voicing out complains and making suggestions for improvement with 2.89.
Based from the foregoing discussions and analyses of data, the researcher as her
contribution in the field of education proposed a policy entitled: Granting Stress Leave
to Teachers. The choice of this proposed stems from the results which showed the
teacher respondents experienced stress in their workplace.

The proposal aims to provide welfare policy for the services of teachers in
pursuant to the provisions of Labor Code of the Philippines. The complete proposal is
appended in annex A.
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter intends to present the summary of findings as answers to the

problems posted in Chapter 1. The conclusions that have been drawn from the findings
are also presented in the same way and immediately followed by the recommendations.
Summary of Findings
62

This particular study attempted to identify the public elementary teachers stress,
causes of stresses, and coping mechanisms and to find out what relationship exists
between the variables.
This descriptive type of research employed questionnaire as the main instrument
of the study. The questionnaire has five parts, the first part was a list of teachers
stresses; the second part was a yes-no question if the teachers experienced the stress, the
third part assessed the effect of the stress being experienced to them; the fourth part was
a list of coping mechanisms employed by teachers and the last part was a measure of the
effectiveness of stress.
The researcher made use of 110 teachers as sample respondents of the study the
54 schools in three districts of Santa Cruz.
Descriptive statistics such as frequency count, mean and modified Likert scale
were employed to process the data statistically. Ranking was to analyze and arranged
scores of the data.
This study attempted to answer the following questions:
Specifically, it aimed to answer the following questions:
1.
2.
3.
4.
5.
What are the public elementary school teachers stresses?

How do these stresses affect the teachers in relation to workplace?
What are the coping mechanisms employed by the teachers?
How effective is the coping mechanism in eliminating stress?
What policy formulation could be introduced for management of stress?
Findings of the Study
The findings of the study showed the following results:
63

1. With regard to stress experiences of teaches, findings revealed the highest

stress experiences of teachers for role demands was recorded in workload with 83, for
instructional problem, the highest recorded stress was pupils misbehavior, in terms of
interpersonal relationship, the highest score recorded was pressure due to principals
frequent observation with 71 and for physical environment, the highest stress
experience happened when there is a scarcity of resources with 65.
2. In terms of the effects of stress to teachers, the highest effects were recorded
in excessive working hours with 3.12 interpreted as stressful for role demands; difficult
style of lesson planning and preparation of visual aids especially in multi graded and
school inspection and evaluation with 3.06 both interpreted as stressful for instructional
problems; competition in a workplace with 3.10 interpreted as for interpersonal
relationship and for physical environment highest recorded effects of stress is poor
ventilation with 3.02.
3. In terms of teachers coping mechanisms, finding showed that among the coping
mechanism, findings showed that among the coping mechanisms the most used recorded
for role demands put things into perspective and manage time well with 66, set up targets
and focus on with 82, for interpersonal relationship, the highest recorded.
4. Findings of the effectiveness of coping mechanisms employed by public
elementary school teachers to be less effective interpreted as stress occasionally eliminated.
Majority of the coping mechanisms do not help them to completely eliminate stress but
there are few from among the coping mechanisms which are moderately effective with an
interpretation of stress often eliminated, these are calling or texting friends for a help with
64

2.98, going on with the job and doing what seems right with 3.00, voicing out complains
and making suggestions for improvement with 2.86.
Conclusions
Based on the findings of the study, the following conclusions were drawn.
1. Public elementary teachers stress experiences fall under four categories which are
role demands, instructional problems, interpersonal relationships and physical
environment. They frequently experienced stress due to work overload, pupils
misbehavior, principals observation and scarcity of resources.
2. The effects of stress to public elementary school teachers are described to be
considerably stressful, but some have adverse effect to teachers interpreted as stressful.
3. Public elementary school teachers employed different coping mechanisms to
relieve their stress in the workplace.
4. The effectiveness of coping mechanism is described to be less effective hence it
occasionally eliminate stress of teachers in the workplace.
Recommendations
In the light of the findings, the following recommendations are offered.

For the Civil Service Commission
65

1. The proposed policy intervention entitled Granting Stress Leave for DepEd
Teachers may be implemented in DepEd Marinduque in order to ensure that stress
experiences of teachers will be less detrimental to the performance of duty.
2. The proposed intervention may provide welfare policy for the lives and
services of teachers in pursuant to the provision of Labor Code of the Philippines.
For the DepEd Officials
1. DepEd Officials may also create special programs, trainings, and regular
seminars on stress in order to lessen the effects of stress or enable to cope with stress
better. These programs may include adaptive stress management strategies by
providing facilities, in-door and out-door activities wherein teachers may have their
physical exercises and can interact freely and develop bonding among their peers.
2. They may also provide special trainings for teachers who are having
emotional issues like depression, anger, irritability, anxiety and less enthusiasm towards
work.
For the District Supervisors
1. They may also conduct seminar in their respective districts to provide
complete awareness on effects of stress from the workplace.
2. To reduce if not to eliminate the stress experiences among public elementary
school teachers, the supervisors, in their respective district may take positive action
regarding the reported leading stress such as pupils misbehavior, meeting new teaching
targets or pupils achievement rate, school inspections and evaluation as well stresses
with high effects which are excessive working hours, overlapping school programs and
66

activities and competition in a work place. They may personally talk and discuss
matters that concern these.
3. Since stress is a great liability of the job today, stress reduction program in
schools may be conducted regularly to safeguard teachers from the harmful effects of it.
4. Creation of stress reduction program , like in-door and out-door activities
wherein teachers can have their physical exercise and can interact freely and develop
bonding and team building among peers and subordinates.
For the School Managers

1. School managers may endeavor to find our stresses experienced by their
teachers and find solutions to solve or minimize these. They may practice task
management and relationship management, the ability to inspire, influence and connect
to other and manage conflict in the workplace.
2. They may always personally couch and talk their teachers or advice them to
think positive and try to put everything in its proper perspective.
For the Public Elementary School Teachers
1. Stress cannot be eliminated easily in the workplace. It is but natural to
experience stress and pressures in a workplace, so it is advised that teachers may know
how to cope up with these. To cope up with these work pressures, they may broaden
perspective and must possess positive attitude towards job.
67

2. Stress is a mental tension which cannot be avoided anytime. This natural

feeling needs proper self-motivation and guidance to control. Teachers may be of
themselves.
3. Proper self-motivation is highly recommended.
For the Future Researchers

1. A similar study may be replicated in other districts in the Division of
Marinduque in order to explore other variables or factors that may affect the stress level
of teachers.
2. Research along this line is recommended to find out other sources of stress
not covered by this study that might affect a lot to public elementary teachers, which in
turn also affect their teaching performance.
68

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Appendix A. Proposed Policy Formulation
PROPOSED POLICY FORMULATION FOR MANAGEMENT OF STRESS
I. Proposed Title: Introduction of Granting Stress Leave for Teachers in the DepEd
II. Proposed Date: June 2013
III. Rationale
Stress in the workplace become rampant in the DepEd as experience by the
teachers in the department. Study showed that by 2014, stress of the teachers will be the
number one concern problem in management. The study of Rivamonte (2013) provides
that sources of stress of teachers came from much workload, excessive working hours,
pupils disruptive/misbehavior and difficult style of lesson planning.
Thus, to ensure that stress of teachers will list be detrimental to the performance
of duty the policy is formulated.
77

IV. Description
The policy shall cover all permanent, temporary, non-academic personnel of the
Department of Education which employment is in the nature of regular employee. The
policy shall not cover casual or job order employees.
V. Objective
To provide welfare policy expecting the lives and services of teachers and in
pursuant to the provision of Labor Code of the Philippines.
VI. Coverage of the Policy

1. Teachers who are affected by stress and cannot do normal work in his/her
workplace shall be qualified to apply for a stress leave.
2. The government physician or other authorized medical practitioner shall
determine whether sickness is related to stress on the workplace.
3. The physician shall certify the number of days needed by the stressed teacher.
4. The leave shall be guided by the level of stress
Extremely stressful
4 day leave
Stressful
3 day leave
Considerably stressful 2 day leave
78

Slightly stressful
1 day leave
4. The head of office shall approve the stress leave provided that it shall have the
attached recommendation of the physician.
5. The stressed teacher shall upon assumption to duty, shall provide progress
report coming from the allegedly physician.
6. The stress leave could be avail through a year depending on the assessment of
the doctor.
7. The stress leave earned is not cumulative or can be converted to cash.
8. The human resource officer of the department shall submit a monthly report in
summary of those who avail stress leave privileges
VIII. Saving Clause
Issues on conflicts on the implementation of the policy shall be resolved by the

Civil Service Committee.
IX. Effectively
The policy shall take effect immediately.
79

Appendix B. Letter to the Schools Division Superintendent
80

Appendix C. Letter to the District Supervisors
81

82

83

Appendix D. Research Instrument

Republic of the Philippines
MARINDUQUE STATE COLLEGE
Tanza, Boac, Marinduque
November 19, 2012

Dear Respondent,
I am presently undertaking my master thesis entitled, Stress and Coping Mechanisms
of Public Elementary School Teachers in Santa Cruz District, Division of Marinduque:
Bases for Stress Management Intervention Program as part of the requirement in of the
course Master of Education major in Educational Management.
In this regard, I respectfully request your cooperation and patience in answering the
questionnaires in order to complete the data of my study.
Rest assured that your responses would be treated with highest confidentially.
Sincerely yours,
(SGD.) LORNA Q. RIVAMONTE
Researcher
Noted:
(SGD.) HOMER L. MONTEJO, Ph D.
Adviser
84

Marinduque State College

School of Advanced Education
Name ________________________________
Age ____________
School _______________________________
Gender:___Male ___Female
Status: ________Married______ Single_____Widow/widower
Directions: Below is a list of teachers stresses. Put a check (/) mark on the
appropriate column if you experience the stress. If you answer YES proceed to
column B to determine the effect of stress. Then proceed to column C to determine
your coping mechanism and then to column D to determine the effect of coping
mechanisms.
Legend: (for effects of Stress)
5- extremely stressful (stresses increased tension, caused sickness/illness that led to
absenteeism)
4- stressful ( stresses made teachers easily distracted at work, increased errors and
become irritable and aggressive)
3 considerably stressful ( stresses reduced self-esteem and lessen enthusiasm
towards work)
2- slightly stressful ( stress experienced caused very minimal effect and were
managed properly)
1- Not stressful (stresses experienced were managed properly)
(for effectiveness of coping mechanisms)
5- stress completely eliminated
4- stress usually eliminated
3- stress often eliminated
2- stress occasionally eliminated
1- Stress never eliminated
85
86
QUESTIONNAIRE
The following are
Column
Column B
the list of
A
Do you
If yes, what is
experien
the effect of this
ce this
to you?
teachers stress
Column C
Column D
What is your
How effective is
coping
mechanism
stress?
Ye
A. Role Demands
1. Work overload
2. Excessive working
hours
3. Role Ambiguity
(teachers role as
teacher, counselor,
canteen manager,
school paper
adviser/school
governance adviser)
No
the coping
mechanism in
eliminating
stress
5 4 3
s
a. I reduce my time to
go on overtime.
b. I sleep early to get
enough strength to
accomplish my task
the next morning.
c. I seek help of my
family and colleague
to finish my task
d. Others, please
specify___________
_
a. I leave my
paperwork on my desk
and go home early.
b. I call or text my
friend for a help.
c. I do some
stretching.
d. Others, please
specify
________________
a. I put things into
perspective and
manage my time well
b. I avoid situation or
people that/who would
just consume my time
so I can focus on my
job.
c. I just do what my
superior tells me and
please myself that I
can make it.
d. Others, please
specify
87
________________
a. I go home and
leave my paperwork
at my workplace to
relieve my stress.
b. I infuse a change in
my stress.
c. I say no without
feeling guilty when I
have ample of papers
to do so I can meet
my deadline.
d. Others, please
specify_____________
4. Excessive paper work

and administrative
duties
The following are
Column
Column B
the list of
A
Do you
If yes, what is
What is your
How effective is
experien
the effect of this
coping
the coping
ce this
to you?
mechanism
mechanism in
teachers stress
Column C
stress?
Yes
No
eliminating
5
stress
5 4 3
A. Role Demands
5. Overlapping school
programs and activities
6. Taking
responsibilities for
another persons action
in extra and cocurricular activities.
Column D
a. I just take it one by

one, anyway it is
impossible to do
things, two at a time.
b. I just follow what
my school head tells
me.
c. I just please myself
after this, anyway, I
did my best.
d. Others, please
specify ___________________
a. I just follow the
given task and take
the responsibility
assigned to me.
b. I avoid situation or
people that/who would
just consume my time
so I can focus on my
job.
c. I just do what my
88
superior tells me and

please myself that I
can make it.
d. Others, please
specify
________________
a. I out things into
perspective and
manage my time well
by making priority list
b. I seek help of my
family and colleagues
to finish my task.
.
c. I avoid people or
situation that would
consume my time.
d. Others, please
specify_____________
a. I just go on with my
job and pretend not
affected by this.
b. I just give seatwork
to my pupils and help
my superior in
entertaining visitor.
c. I take a deep breath
to relax and relieve
my tension.
d. Others, please
specify_____________
7. Administrative
Pressures (Submission
of forms, report card
and other school
reports)
8. School Authorities
unexpected visit
The following are
Column
Column B
the list of
A
Do you
If yes, what is
What is your
How effective is
experien
the effect of this
coping
the coping
ce this
to you?
mechanism
mechanism in
teachers stress
Column C
stress?
Ye
No
eliminating
5
stress
5 4 3
B. Instructional
Problem
1.Pupils
misbehavior/disruptive
behavior
Column D
a. I leave my
classroom for a while
to relieve my stress.
b. I ignore my pupils, I
go on with my lesson.
89
c. I give them
disciplinary action and
call up their parents.
d. Others, please
specify_____________
a. I seek an assistance
from my school
manager.
b. I divide my class
into two groups and
give different
activities.
c. I just do what
seems best for my
class, anyway, I cant
get away with this.
d. Others, please
specify
________________
a. I just copy and
shorten my lesson
plan and I do what
seem right, after this.
b. I consult my school
head and discuss
things related to this.
c. I ask my colleagues
on how I should follow
this.
d. Others, please
specify_____________
a. I just make use of
the existing methods,
anyway I am used to
this.
b. I seek assistance
from my school head
and colleagues.
c. I just follow and do
what seems to be
right after this.
d. Others, please
specify_____________
2. Rising Class size
3. Difficult style of
lesson planning and
preparation of visual
aids especially in multigrades.
4. Introduction of new
teaching methods
The following are
Column
Column B
the list of
A
Do you
If yes, what is
What is your
How effective is
experien
the effect of this
coping
the coping
ce this
to you?
mechanism
mechanism in
teachers stress
Column C
stress?
Ye
B. Instructional
Problem
No
Column D
eliminating
5
stress
5 4 3
90
5. Changes to
a. I discuss and
consult my school
head about this.
b. I consult the opinion
of my friend and
colleagues about this.
c. I just follow what
seems right, after this.
d. Others, please
specify_____________
a. I stay intellectually
stimulated and
analyzed the changes
in the curriculum
objectively.
b. I seek assistance
from my school head
and colleagues.
c. I just follow and do
what seems to be
right after this.
d. Others, please
specify
________________
a. I just follow what
my superior tells me.
b. I just take
comments and
consider this
constructive.
did my best.
d. Others, please
specify_____________
a. I set up my targets
and focus on this.
b. I stay away from
people who will
consume my time.
c. I work alone and
analyze my goal
objectively.
d. Others, please
specify_____________
assessment and test

administration and
construction.
6.Changes in the
curriculum and
instruction
7. School inspection
and evaluation
8. Having to meet new

teaching targets or
pupils achievement
rate.
The following are
Column
Column B
the list of
A
Do you
If yes, what is
Column C
What is your
Column D
How effective is
91
teachers stress
experien
the effect of this
coping
the coping
ce this
to you?
mechanism
mechanism in
stress?
Ye
No
eliminating
5
stress
5 4 3
C. Interpersonal
Relationship
1. Pressures due to
principal frequent
observation
2. Poor School
Management
3. Poor Planning and

Programming
4. Lack of support from

PTA members and
community
a. I just follow what

my superior tells me.
b. I just take
comments and
consider this
constructive.
did my best.
d. Others, please
specify_____________
a. I seek opinions from
my friends and
colleagues
b. I seek transfer of
school assignment.
c. I just go on with my
job and do what
seems right for me.
d. Others, please
specify
________________
a. During meetings, I
voice out my
complains and make
suggestions for
improvement..
b. I consult others
opinions about this to
relieve my stress
job and do what
seems right.
d. Others, please
specify_____________
a. I encourage
parents participation
by supporting their
suggestions.
b. I seek the help of
my school head and
colleagues.
c. I avoid situation or
people that caused
me stress.
d. Others, please
specify_____________
92
The following are
Column
Column B
the list of
A
Do you
If yes, what is
What is your
How effective is
experien
the effect of this
coping
the coping
ce this
to you?
mechanism
mechanism in
teachers stress
Column C
stress?
Ye
No
eliminating
5
stress
5 4 3
C. Interpersonal
Relationship
5. Lack of recognition
or acknowledgement
6. Conflict with
colleagues
7. Inadequate Salary
Column D
a. I tell my sentiments
and seek comfort from
family and friends.
b. I just please myself
did my best.
c. I take it as another
challenge to do more.
d. Others, please
specify_____________
a. I reconcile with my
colleagues, besides it
is hard to work in a
workplace where
conflicts stays.
b. I handle my
emotions
constructively.
c. I set aside my
personal time. I limit
time spending with
negative people to
avoid conflict.
d. Others, please
specify
________________
a. I buy only the basic
needs and budget my
money.
b. I apply for a loan.
c. I tell my family or
93
call a friends about

my financial problem.
d. Others, please
specify_____________
a. I just do what
seems right and go on
with my job.
b. I try to be nice to
the people around me
and make myself
comfortable working
with them.
c. I limit my time
spending with
negative people.
d. Others, please
specify_____________
8. Competition in a
workplace
The following are
Column
Column B
Column C
Column D
the list of
A
Do you
If yes, what is
What is your
How effective is
experien
the effect of this
coping
the coping
ce this
to you?
mechanism
mechanism in
teachers stress
stress?
Ye
No
eliminating
5
stress
5 4 3
D. Physical
Environment
1. Poor or unfavorable
working condition
2. Environment
noise/task related
noise
a. I organize and clean

my workplace.
b. I try to be nice to
the people around me.
c. I just do my job.
d. Others, please
specify_____________
a. I change my place
or I find a place at
work where I can
concentrate better.
b. I work outside or in
place which has a
94
conducive or healthy
environment.
c. I go for a walk or
leave my place for a
while to relieve my
stress.
d. Others, please
specify
________________
a. I make suggestion
to my school head to
allocate fund to this.
b. I change my place
or I find a place a work
where I can
concentrate better.
c. I work outside or in
place which has a
conducive or healthy
environment.
d. Others, please
specify_____________
a. I discuss the matter
to my school head and
help find solution to
crowded classroom
b. I put little devices
and make my
classroom organize.
c. I seek the help of
my friend to
restructure my
classroom.
d. Others, please
specify_____________
3. Poor Ventilation
4. Crowded classroom
The following are
Column
Column B
the list of
A
Do you
If yes, what is
What is your
How effective is
experien
the effect of this
coping
the coping
ce this
to you?
mechanism
mechanism in
teachers stress
Column C
stress?
Ye
D. Physical
No
Column D
eliminating
5
stress
5 4 3

Environment
5. Size of classroom
a. I make suggestion
to my head to allocate
fund to improve
physical plants and
facilities.
b. Clean and make my
classroom orderly to
make it conducive to
learning.
class and pretend not
affected by this,
besides I cant do
nothing about it.
d. Others, please
specify_____________
a. I tried to be flexible
and come to school
early hence the
location is really far
from my home.
b. I make some
adjustment, like hiring
a school service.
c. I seek for a transfer
of school assignment.
d. Others, please
specify
________________
a. I talk to my school
head and discuss my
concern to find
solution to this.
b. I tried to be creative
and do what seems to
be right.
c. I just follow what
my school head tells
me and make use of
the available
resources.
d. Others, please
specify_____________
a. I talk to my school
head about this.
b. I seek support from
parents and
community members.
c. I ignore things like
this and just go on
with my job.
d. Others, please
specify_____________
not conducive to
learning
6. School location
(school is far from
home)
7. Scarcity of
Resources
8. Risk of violence from

intruders
Prepared by:
(SGD.)LORNA Q.
RIVAMONTE
Researcher
95

Noted:
(SGD) HOMER L. MONTEJO, Ph.D.
Adviser
96

CURRICULUM VITAE
I. PERSONAL DATA
Name
LORNA QUIZANA RIVAMONTE
Birthday
January 15, 1978
Birthplace
Brgy. Balogo, Santa Cruz, Marinduque
Civil Status
Married
Religion
Roman Catholic
Parents
Antonio R. Quizana and Abella R. Pondevida
Husband
PO3Numeriano Regio Rivamonte
Daughter
Cyra Mae Quizana Rivamonte
Address
Brgy. Pag-asa, Sta. Cruz, Marinduque
II. EDUCATIONAL BACKGROUND
Post Graduate
Course/Major
Post Graduate
Philippine Normal University

Taft, Metro Manila
M.A.in SPED Visually Impaired
21 units earned
2004 2006 Summer

Matalaba Branch
Sta. Cruz, Marindque
1995- 1999
Deans Lister
Bachelor of Elementary Education (BEED)
Course/Major :
College
Course

School of Advanced Education
Educational Management
October 2013
97

Secondary
Hupi National High School

Hupi, Sta. Cruz, Marinduque
1991 1995
Outstanding
Elementary
Balogo Elementary School

Balogo, Sta. Cruz, Marinduque
1985 - 1991
Outstanding
Eligibility
Licensure Examination for Teachers

PRC No. 0588963
Career Service Professional
97-151432
III: WORK EXPERIENCES

DepEd Sta.Cruz North District
DepEd Sta. Cruz North District
Countryside Montessori of Marinduque
June 2003 - Present

June 2001 March 2003
June 1999 March 2001
IV. SEMINARS ATTENDED:

1. 9TH National Congress on Visual Impairment, Radisson Blu Hotel, Cebu City,
Oct. 26-28, 2012
2. Enhancing Learning Experiences of Students with Multiple Disability and Visual
Impairment, Resources for the Blind Inc., April 23 27, 2012
3. Division Seminar Workshop in Special Education with SPED Center/ Program,
Don Luis Hidalgo Memorial School, June 9 10, 2010
4. Teaching Young Children to Read, Lord of Lords Christian School, Cawit, Boac,
Feb. 6, 2010
5. Division Orientation on The Utilization of the Philippine Informal reading
Inventory (Phil- IRI) Reporting and Data Base System, Landy, Santa Cruz, Oct.
15 17, 2009
6. 6th National Congress on Visual Impairment, Legenda Hotel, Subic Freeport
Zone, Olongapo City, Dec. 13 15, 2006
7. Division Training on Integrated Techniques in dance and Choreography,
Marinduque National High school, May 20 21, 2006
8. 2nd Biennial Congress on Gifted Education, Teachers Camp, Baguio City, Dec.
12 14, 2005
98

9. Short Term Training Program for Teachers of the Visually Impaired, PNU,
Manila, April 17- May 12, 2006
11. Rover Orientation, Vigil and Instillation Ceremonies, St. Joseph Academy, Feb.
4 5, 2005
13. Division Schools Press Conference, 2003- present
IV. RECOGNITION /AWARDS RECEIVED
1. Outstanding SPED Teacher Division , SY 2007 2008
2. MTAP Trainer 2005 up to present
3. Discussant District LAC Session Feb. 8, 2013
4. Adviser of Ang Kamandag 2003 to present
5. Guest Speaker during the 42nd Commencement Exercises of Balogo Elementary
School April 1, 2011
6. District Evaluation of School Records and Classroom Management/ Physical
Facilities/ Instructional Materials - Champion Oct. 5, 2011
7. District Evaluation 4th Runner Up as Canteen Manager Oct. 5, 2011
8. Discussant Division Seminar Workshop in Special education with SPED
Center/ Program June 9 10, 2010
9. Discussant In Service Training of SPED Teachers Oct. 30, 2009
10. Mentor of co SPED Teacher in the Preparation of Individualized Education
Plan (IEP) June 22, 2009
11. District SPED Coordinator - 2010 2012
99

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Identifying Causes and Coping Mechanisms of Stress Among Teachers

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MARINDUQE STATE COLLEGE

SCHOOL OF ADVANCED EDUCATION

The results of the United Nations International Labor Organization (1999)

MARINDUQE STATE COLLEGE

Accordingly, teaching as a profession is progressively becoming a stressful

MARINDUQE STATE COLLEGE

MARINDUQE STATE COLLEGE

Statement of the Problem

This study aimed to identify the causes of stress experienced by public

Scope and Delimitation of the Study

This study is delimited in identifying the stress experiences of public elementary

MARINDUQE STATE COLLEGE

Significance of the Study

MARINDUQE STATE COLLEGE

MARINDUQE STATE COLLEGE

MARINDUQE STATE COLLEGE

MARINDUQE STATE COLLEGE

MARINDUQE STATE COLLEGE

MARINDUQE STATE COLLEGE

MARINDUQE STATE COLLEGE

According to Pettegrew and Wolf (1982), instructional problems or tasks stress

MARINDUQE STATE COLLEGE

competence, inappropriate procedures for student placement, instructional problems,

MARINDUQE STATE COLLEGE

Interpersonal relationships refer to relationships teachers have with fellow

According to Osipow (1998) physical environment measures the extent to which

MARINDUQE STATE COLLEGE

MARINDUQE STATE COLLEGE

MARINDUQE STATE COLLEGE

MARINDUQE STATE COLLEGE

MARINDUQE STATE COLLEGE

MARINDUQE STATE COLLEGE

MARINDUQE STATE COLLEGE

MARINDUQE STATE COLLEGE

MARINDUQE STATE COLLEGE

Seventh is to do anything rhythmic like rocking in a chair, playing instrument or

MARINDUQE STATE COLLEGE

Nicolas (2008) in his article 20 Therapeutic Approaches to Avoid Stress presents

MARINDUQE STATE COLLEGE

MARINDUQE STATE COLLEGE

MARINDUQE STATE COLLEGE

Stress Management Techniques for Educators

MARINDUQE STATE COLLEGE

MARINDUQE STATE COLLEGE

SCHOOL OF ADVANCED EDUCATION

MARINDUQE STATE COLLEGE

MARINDUQE STATE COLLEGE

MARINDUQE STATE COLLEGE

The study was conducted in Marinduque, specifically in Santa Cruz North,

MARINDUQE STATE COLLEGE

MARINDUQE STATE COLLEGE

Figure 2. Map of Santa Cruz Districts

MARINDUQE STATE COLLEGE

SCHOOL OF ADVANCED EDUCATION

Population and Sample

The researcher made use of stratified sampling. It is a probability sampling

MARINDUQE STATE COLLEGE

SCHOOL OF ADVANCED EDUCATION

District and Name of School

SANTA CRUZ SOUTH

Buyabod Elementary School

Banahaw, Sta. Cruz, Marinduque