stress management of public secondary teachers in selected high schools of aborlan
TRANSCRIPT
STRESS MANAGEMENT OF PUBLIC SECONDARY TEACHERS
IN SELECTED HIGH SCHOOLS OF ABORLAN
ELIZA S. ANIETE–PANIS
A THESIS SUBMITTED TO THE FACULTY OF THE GRADUATE
SCHOOL, WESTERN PHILIPPINES UNIVERSITY, ABORLAN,
PALAWAN IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE
DEGREE OF
MASTER IN EDUCATIONAL MANAGEMENT
APRIL 2009
ii
The thesis attached hereto, entitled “STRESS MANAGEMENT OF PUBLIC
SECONDARY TEACHERS IN SELECTED HIGH SCHOOLS OF ABORLAN”,
prepared and submitted by ELIZA S. ANIETE–PANIS, in partial fulfillment of the
requirements for the degree of Master in Educational Management is hereby accepted.
EULENIA C. PIZAÑA NOEL L. GAURAN
Member, Advisory Committee Member, Advisory Committee
Date Signed Date Signed
JULIE HOPE TIMOTEA P. EVINA
Chair, Advisory Committee
Date Signed
Accepted as partial fulfillment of the requirements for the degree of Master in
Educational Management.
JULIE HOPE TIMOTEA P. EVINA NOEL L. GAURAN Chair, Department of Educational Dean, Graduate School
Management
Date Signed Date Signed
iii
BIOGRAPHICAL SKETCH
The author was born in Lapu-lapu Street, Poblacion, Narra, Palawan on December
19, 1981. She is third among the six children of her loving parents, Mr. Leonides T. Aniete
and Mrs. Tessie Sotabinto Aniete. She was baptized Eliza S. Aniete at St. Joseph Parish
Church, Poblacion, Narra, Palawan.
She finished her elementary education at Antipuluan Elementary School at Brgy.
Antipuluan, Narra, Palawan in 1995. She obtained her secondary education at State
Polytechnic College of Palawan Vocational Agriculture Curriculum in 1999. She took her
college education at the State Polytechnic College of Palawan, Aborlan, Palawan, with the
Degree of Bachelor of Secondary Education (BSEd) major in Science. In 2003, she
enrolled in Western Philippines University to take up Master in Educational Management
and earn the said degree in 2009.
At present, she is teaching at Inagawan National High School, Inagawan Puerto
Princesa City, handling Biology and Values subjects.
She is happily married to Engr. Romel B. Panis
She believes that life will be just meaningful if you accept failures, face challenges,
welcome changes and strive for progress.
ELIZA S. ANIETE–PANIS
iv
ACKNOWLEDGMENT
With all sincerity, the author wishes to convey and express her gratitude to a
number of people who gave their immeasurable help and effort in the pursuit of this study.
Dr. Julie Hope P. Evina, Chair of the advisory Committee and English critic for
patiently checking her work, for sharing her ideas and sharing her valuable time to the
author;
Dr. Eulenia C. Pizaña, her advisory committee member, for sharing her knowledge
and suggestions for the completion of this study;
Dr. Noel L. Gauran, her advisory committee member and Statistician, for his
valuable assistance in the data analysis;
Mary Jane Dancil Gamoso for sharing her ideas and knowledge to the author;
To Analou and Tita Jean, for allowing her to use their internet connection for free;
Her co-teachers, Sir Rex, Sir Monserate, Ma’am Rena, Ma’am Che, Ma’am Fe and
Ma’am Regie for the laughter and joy they shared with the writer;
Her friends, Analou, Joy, Lhing, Elsie, Grace, Kuya Mads, Willyn, Kuya Albert,
Ate Eden, Ma’am Neth, Lhot, Kuya Barbs, Thelma, Cai , Jenny and Kuya Joel for sharing
their happy moments, and for their thoughtfulness which served as her inspiration;
Her brothers, Kuya Jo, Kuya Bebe, Toto, her sisters Che-Che, Lyn-Lyn and
“pamangkin” Kevin, Josh and Nash for their concern, and the joy of life, which they shared
to the author;
Her boardmates, Ate Eden, Ate Flor, Zinky, Bebe, Ann-Ann, Lorna, Ched, Wilma
for the companionship and laughter they shared with the author;
To Ma’am Beth Mallari, Ma’am Mariz Gensole, Sir Roy Gensole, Ma’am Hilario,
v
Ma’am Lea Orlido, Ma’am Annabel Yap, Ma’am Arlene Manalo and ate Eden Demafelis
for helping her in the retrieval of the accomplished survey questionnaire from their co-
teachers.
To her parents, Mr. Leonides Aniete and Mrs.Tessie Aniete, for their prayers,
sacrifices, and encouragement;
Her beloved husband, Engr. Romel B. Panis, for the love, prayers, encouragement,
joy of life, moral support, understanding, and for patiently encoding this manuscript;
Above all, to the Almighty God for the guidance, love, wisdom, and enlightenment
that He had bestowed to the author.
E.A.P.
vi
ABSTRACT
PANIS, ELIZA S. ANIETE. Graduate School, Western Philippines University,
Aborlan, Palawan. April 2009. “STRESS MANAGEMENT OF PUBLIC
SECONDARY TEACHERS IN SELECTED HIGH SCHOOLS OF ABORLAN”.
Adviser: Julie Hope Timotea P. Evina, PhD
This study was conducted from December, 2008 to January, 2009 to determine the
stress management of the secondary teachers in selected secondary schools of Aborlan.
The descriptive research design specifically survey method was used in this study. Data
were gathered through survey questionnaires.
A total of 66 permanent, substitute and contractual teachers were randomly selected
as the respondents of the study. Result showed that most of the respondents were married
females in their middle age. They had been in the service for a mean of 10.3 years and
more than one-half of them were Secondary School Teacher I with mean teaching load of
23.3 hours per week.
The perceived sources of stress such as work, family, personal, and environmental
were considered slightly part of the respondents’ lives.
The level of perceived stress of the respondents was noted to be “moderate”.
The activities engaged in very often to manage stress by majority of the
respondents were praying and talking with family members.
Work, personal, and environmental sources of stress have significant relationship to
the level of perceived stress of the respondents. Age, gender, civil status, number of years
in teaching, academic rank, teaching load, number of students, and attitude of the
respondents towards teaching did not have significant relationship with the level of
perceived stress.
vii
Civil status was found to be significantly related to family related sources of stress.
On the other hand, number of years in teaching and academic rank were found to be
significantly related to environment related sources of stress.
Other demographic characteristics, job related factors, and attitude towards
teaching had no significant relationship to the sources of stress of the respondents.
TABLE OF CONTENTS
TITLE PAGE i
APPROVAL SHEET ii
BIOGRAPHICAL SKETCH iii
ACKNOWLEDGMENT iv
ABSTRACT vi
TABLE OF CONTENTS viii
LIST OF TABLES x
LIST OF FIGURE xi
LIST OF APPENDICES xii
CHAPTER PAGE
I. INTRODUCTION
Background of the Study 1
Significance of the Study 2
Statement of the Problem 3
Objectives of the Study 3
Scope and Delimitation of the Study 4
Hypotheses of the Study 4
Operational Definition of Terms 5
II. REVIEW OF RELATED LITERATURE
Literature 6
On Stress and Stress Level 6
On Sources of Stress 9
On Coping with Stress 11
On Demographic Characteristics 14
Conceptual Framework 15
Conceptual Paradigm 16
III. METHODOLOGY
Locale of the Study 17
The Research Design 17
Sampling Procedure 17
Respondents of the Study 18
Instrumentation 18
Data Collection Procedure 19
Treatment of Data 19
ix
CHAPTER PAGE
IV. RESULTS AND DISCUSSION
Demographic Characteristics of the Respondents 22
Job-related Characteristics of the Respondents 23
Attitude of the Respondents toward Teaching 25
Work-related Sources of Stress as Perceived by the Respondents 29
Family-related Sources of Stress as Perceived by the Respondents 34
Personal-related Sources of Stress as Perceived by the Respondents 36
Environment-related Sources of Stress as Perceived by the Respondents 38
Level of Perceived Stress of the Respondents 40
Relationship between Sources of Stress and Level of Perceived Stress 42
Relationship of Demographic Characteristics, Job-related Factors and
Attitude towards Teaching to the Level of Perceived Stress of the
Respondents 43
Relationship between Demographic Characteristics, Job-related Factors
and Attitude Towards Teaching to the Sources of Stress of the
Respondents 44
Activities Engaged in by the Respondents to Manage Stress 47
V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary 52
Conclusions 54
Recommendations 54
BIBLIOGRAPHY 55
APPENDICES
Survey Questionnaire 59
Letter of Request to the Assistant Schools Division Superindent 70
Letter of Request to the Respondents 71
x
LIST OF TABLES
TABLE PAGE
1 Distribution of the respondents as to their demographic
characteristics 23
2 Distribution of the respondents as to their job-related
characteristics 24
3 Attitude of respondents toward teaching 27
4 Work-related sources of stress as perceived by the respondents 31
5 Family-related sources of stress as perceived by the
respondents 35
6 Personal-related sources of stress as perceived by the
respondents 37
7 Environment-related sources of stress as perceived by the
respondents 39
8 Level of perceived stress of the respondents 41
9 Relationship between sources of stress and level of
perceived stress 43
10 Relationship of demographic characteristics, job-related factors
and attitude towards teaching to the level of perceived stress
of the respondents 44
11 Relationship between demographic characteristics,
job-related factors and attitude towards teaching to
the sources of stress of the respondents 46
12 Activities engaged in by the respondents to manage stress 48
xi
LIST OF FIGURE
FIGURE PAGE
1 Conceptual Paradigm 16
xii
LIST OF APPENDICES
APPENDIX PAGE
A Survey Questionnaire 59
B Letter of Request to the Division Superintendent, Division of Palawan 70
C Letter of Request to the Respondent 71
CHAPTER I
INTRODUCTION
Background of the Study
Stress will always be a part of human life. Whether individually or corporate, at
work or at play, one is pressured to make decisions, take actions or even change one’s
behavior. It makes one’s life meaningful depending on the way it is being handled.
Scott (2007) defined stress as any type of change that causes physical, emotional or
psychological strain. However, she said that not all types of stress are harmful or even
negative. There are a few different types of stress that a person encounters: eustress, a type
of stress that is fun and exciting, and keeps one vital (e.g. racing to meet a deadline), acute
stress, a very short-term type of stress that can either be positive (eustress) or more
distressing (or what is normally thought of as ‘stress’); this is the type of stress one most
often encounters in day-to-day life; episodic acute stress, where acute stress seems to run
rampant and be a way of life, creating a life of relative chaos; chronic stress, the type of
stress that seems never-ending and inescapable, like the stress of a bad marriage or an
extremely taxing job which can lead to burnout.
Stress is inevitable and no one can escape it. With its tolerable existence, persons
learn how to be strong, responsible, and flexible. Presence of stress in one’s life and
learning how to deal with it develop a person into a mature individual. Without stress,
one’s life would be dull. However, stress should be in moderate amount because excessive
presence of it will create havoc to person’s life.
Teaching is a stressful career. As teachers, they are responsible for much more than
their students’ learning. They are also responsible for students’ emotional health and
2
physical well-being. Teachers must make sure that students can get along with their fellow
human beings in the present, and teachers are expected to prepare them for their future
lives. Simultaneously, teachers must cope with the often competing demands of parents,
supervisors, colleagues, and students. At some point in their days, usually after school
hours and weekends, they are obligated to plan lessons and activities, purchase materials
and supplies, and often write curriculum (Fenton, 2008).
Kowalski said that, teaching is often exciting and challenging, and consequently
stressful. While every job has its stressors, stress in teachers often goes undiagnosed and
untreated due to several factors, including assumptions that teachers are self-sufficient; an
academic culture that discourages open, honest dialogue or interprets complaints of stress
as a sign of inadequacy; and the misconception, held by many outside the profession, of
teaching (particularly at the university level) as a “cushy” job.
Stress is a popular topic and everybody faces stress in his life since it is a normal
part of life and inevitable but not necessarily a completely bad part. Learning the ability to
handle it would be the challenging part of a person’s life.
This study was conducted to determine the stress level and sources of stress of
teachers in public secondary schools in Aborlan.
Significance of the Study
This study determined the stress management of the public secondary teachers in
selected schools of Aborlan.
The researcher hopes that the result of the study will benefit the school
administrators and the secondary teachers in terms of managing stress.
To the school administrators, the result of this study will serve as basis for
3
designing a program of activities to help the secondary teachers to handle stress or prevent
stress in their respective work.
To the public secondary teachers, this study will give them insights on the causes of
stress and would enable them to manage or cope with their stress.
Statement of the Problem
This study determined the stress management of the public secondary teachers in
selected secondary schools of Aborlan.
Specifically, it sought to answer the following questions:
1. What are the sources of stress as perceived by the public secondary
teachers?
2. What is the level of perceived stress of the public secondary teachers?
3. Is there relationship between the sources of stress and the level of perceived
stress among the public secondary teachers?
4. Is there relationship between level of stress, sources of stress and certain
demographic characteristics, job related factors and attitude towards of the
respondents?
5. What activities do public secondary teachers engage in to reduce stress?
Objectives of the Study
The general objective of this study was to determine the stress management of the
public secondary school teachers in selected secondary schools of Aborlan.
Specifically, it aimed to:
1. determine the sources of stress as perceived by the secondary teachers;
4
2. find out the level of perceived stress of the secondary teachers;
3. identify if there is relationship between the sources of stress and the level of
perceived stress among the secondary teachers;
4. find out if there is relationship between level of stress, sources of stress and
certain demographic characteristics, job related factors, and attitude towards
teaching of the respondents; and
5. determine the activities that the secondary school teachers engage in to
reduce stress.
Scope and Delimitation of the Study
This study focused on the level of perceived stress, sources of stress and activities
for reducing stress of the public secondary teachers in selected high schools in Aborlan.
There were 66 teachers randomly selected from the different secondary schools of Aborlan
except teachers from Isla Sombrero National High School, Culandanum National High
School, and Apurawan National High School.
Analysis of individual level of perceived stress, sources of stress and activities for
reducing stress was limited to the responses measured by the modified Perceived Stress
Scale (PSS), Inventory of Recent Life Experiences (IRLE) and Relaxation Inventory (RI).
Hypotheses of the Study
In line with the problem of this study, the following null hypotheses were tested:
1. There is no significant relationship between the sources of stress and the
level of perceived stress among the public secondary teachers.
2. There is no significant relationship between level of stress, sources of stress
5
and certain demographic characteristics, job related factors and attitude
towards teaching of the respondents.
Operational Definition of Terms
For clearer understanding of the study, the following terms were operationally
defined:
Demographic Characteristics – refers to the characteristics of the respondents like age,
gender and civil status.
Public Secondary Teachers – refers to the Dep-ED personnel in selected secondary
schools in Aborlan who are formally engaged in actual teaching service.
Inventory of Recent Life Experiences – refers to the list of experiences which the
respondents may consider as sources of stress
Job-related Factors – refers to the number of years of teaching experience, highest
educational attainment and academic rank of the respondents.
Stress Level – refers to the amount of stress of the respondents. This is categorized as high
stress, moderate stress and low stress.
Perceived Stress Scale – refers to the different questions that will determine the level of
stress of the respondents.
Relaxation Inventory – refers to the list of activities that the respondents may use to
relax, unwind, or cope with stress while working.
Stress – general term applied to the pressure people feel in life.
Stress Management – refers to the methods on how to eliminate or reduce stress.
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents various readings of literature and studies. The researcher
believes that these readings have bearing to the present study.
On Stress and Stress Level
Stress is subjective. Different people react differently to stressful experiences.
Although the events that cause stress are subjective, what happens inside one’s body when
he is under stress follows a fixed pattern which can be objectively measured. Some
symptoms that may indicate stress are headaches, muscle spasms, teeth grinding, aching
jaw, indigestion, nausea, ulcers, diarrhea, constipation, shortness of breath, heart
palpitations, cold hands and feet and various skin problems including acne, eczema, and
psoriasis. The common effect of stress on behavior may be easily discernible. Some
common features include pacing and fidgeting, talking too fast and rushing everywhere,
hyperventilation, nervous tics such are wringing hands, inability to relax, crying, constant
fatigue, increased fatigue, substance abuse, indecisiveness, insomnia and sleeping
problems, increased eating and weight gain, loss of effectiveness at work, over spending,
increased smoking and drinking (Kumar, 2008).
A person’s attitude can influence whether or not a situation or emotion is stressful.
A person with a negative attitude will often report more stress than would someone with a
positive attitude (Medical Encyclopedia, 2008).
According to Croasman as cited by Gamozo (2008) age is not a predictor of work-
related stress of workers.
7
Moreover, emotional stress usually occurs when people consider situations difficult
or unable to manage. Different people consider different situations as stressful. On the
other hand, physical stress refers to a physical reaction of the body to various triggers.
Physical stress often leads to emotional stress, and emotional stress often occurs as
physical discomfort (e.g., stomach cramps) (Ballas, 2008).
Unfortunately, many people find that, when they’re under stress, their sex drive
suffers. In fact, a recent study showed that more than half the partners of people working
over 48 hours a week reported that it was damaging their sex life. Fortunately, the same
factors that can decrease the level of stress one feels can rev up his libido at the same time
(Scott, 2008).
On the other hand, stress can be both healthy and unhealthy. This is where stress
plays its part; either helping or hindering, depending on how one responds to it (Gamozo,
2008).
Meanwhile, some employers assume that stressful working conditions are a
necessary evil that companies must turn up the pressure on workers and set aside health
concerns to remain productive and profitable in today’s economy. But research findings
challenge this belief. Studies show that stressful working conditions are actually associated
with increased absenteeism, tardiness, and intentions by workers to quit their jobs all of
which have a negative effect on the bottom line. Recent studies of so-called healthy
organizations suggest that policies benefiting worker’s health also benefit the bottom line
(NIOSH, 2007).
Dubrin (2007) states that an optimum level of stress exceeds for most people at
most tasks. In general, performance tends to be best under moderate amount stress. If the
8
stress is so great, progress tend to become temporarily effective; under too little stress,
people may become lethargic and ineffective.
According to Daft (2003) when the level of stress is low relative to person’s coping
resources, stress can be a positive force, stimulating desirable change and achievement. He
also said that almost all jobs have some level of stress associated with task demands.
Meditation is wonderful in that it’s free, is always available, and is amazingly
effective in short-term stress reduction and long-term health. Benefits can be felt in just
one session (http://stress.about.com/od/tensiontamers/p/profilemeditati.htm, 2007).
Newstrom (2007) stated that stress becomes too great it turns into a destructive
force. Performance begins to decline at some point because excess stress interferes with
performance. An employee loses the ability to cope; she or he becomes unable to make
decisions and exhibits erratic behavior. If stress increases to a breaking point, performance
becomes zero; the employee has a breakdown, becomes too ill to work, is fired, quits, or
refuses to come to work to face the stress.
Teachers are managers in the classroom. Along this line, Caplan as cited by Goh
(2003), established that managerial work is basically stressful the simple reason that its
nature requires the managers to work for and with people in order to accomplish and reach
organizational goals sometimes resulting in quantitative and qualitative work overload.
Feldman (1989) explained the benefits of stressful environment that, people are
motivated to understand better what is happening to them and this search for knowledge
leads to greater awareness – not only of the world, but of themselves.
Myers (1989) posited that the level of stress one experiences largely depends on
how he appraises the big and little traumas of his life.
9
Kowalski concludes that excessive teacher stress, left undiagnosed and untreated,
can have long-term negative consequences not only for individual teachers, but ultimately
for the entire institution. A caring work environment, however, is highly effective in
reducing teacher stress and making it easier to treat.
Stoppler stated that both men and women are sensitive to psychological stress and
its effects. Since people vary widely in their perception of stress, it is not possible to
generalize and state that men or women are more sensitive to stress.
On Sources of Stress
Stress may be caused by work pressures, travel, home environment, mental trauma,
anxiety, depression, poor food habits, family problems, marriage related issues, the
physical environment and in many cases by factors out of one’s physical control (Kumar,
2008).
Gamozo (2008) found out that family related sources of stress are significantly
related to the level of perceived stress. Her study had shown that family related affairs are
associated with the level of perceived stress while work, personal and environmental
factors are not associated with the level of perceived stress.
Sleep deprivation is one of the leading causes of stress. And stress is one of the
leading causes of insomnia. It is important to maintain a regular sleep routine, avoiding
large meals just before sleeping and getting regular exercise. It is also important to avoid
exercise just before sleep time and extremely important to buy a comfortable bed
and pillows. Ensure you have the right blankets and comfortable room temperature which
makes you fall asleep naturally (http://www.janicehealth.com/stress.htm, 2008).
Classic high-risk stressors include the following: too much work with little balance,
10
no help or supportive resources, too little social support, no time for hobbies, too little
sleep, if one doesn’t get adequate sleep, he is less able to handle stress, and also less
productive and suffer other consequences, and too little time off (Scott, 2008).
According to Feldren (2005), personal stressors include major life events such as
the death of a parent or spouse, the loss of one’s job, a major personal failure, or even
something positive such as getting married. However, background stressors, or more
informally, daily hassles, are the third major category of stressors exemplified by standing
in a long line at a bank and getting stuck in a traffic jam. Daily hassles are the minor
irritations of life that everybody faces time and time again.
According to Brown (2003) 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 teacher stress.
Meanwhile, Brown, et al. as cited by Kowalski mentioned that teacher stress can be
caused by a number of factors, both external and internal. External causes may include
institutional conditions such as large, mixed-ability classes, lack of student discipline and
motivation, lack of resources, overwork or uneven distribution of workloads, poor
communication, unclear expectations, and inadequate rewards and recognition.
Matirez et al. (2000) delineated further that anything and everything could be a
source of stress. The individual is its biggest factor. While one person can’t live with
stress, another can live by it and use it to deal with the environment. Differences in
vulnerability to stress are due to perceptions, experiences, orientation and goals.
Atkinson et al. (1996) stated that the source of stress can be within the individual in
11
the form of conflicting motives or desires.
DeLongis et al. as cited by Morgan (1986) said that not only changes, but many
ongoing situations are stressors. The hassles of everyday life centering around work,
family, social activities, health, and finances are important stressors which have been
found to be related to bodily illness.
On Coping With Stress
According to Kumar (2008) the philosophy of positivism can fight stress. By
changing the way one thinks, one can turn a negative experience into a positive one. This
new look at life can help fight stress and reduce its occurrence.
An individual stress management program can include making an effort to stop
negative thoughts, planning some fun, focusing the negative into the positive, taking a
break, and thinking positively
(http://www.nlm.nih.gov/medlineplus/ency/article/001942.htm, 2008).
Research has shown health benefits of laughter ranging from strengthening the
immune system to reducing food cravings to increasing one’s threshold for pain. There’s
even an emerging therapeutic field known as humor therapy to help people heal more
quickly, among other things. Humor also has several important stress relieving benefits
(Kumar, 2008).
According to one school of thought, differences in individual characteristics such
as personality and coping style are most important in predicting whether certain job
conditions will result in stress. In other words, what is stressful for one person may not be
a problem for someone else (www.cdc.gov/niosh/pdfs/stress.pdf, 2007).
Exercise can decrease ‘stress hormones’ like cortisol, and increase endorphins, the
12
body’s ‘feel-good’ chemicals, giving one’s mood a natural boost, it usually involves a
change of scenery as well, either taking a person to a gym, a dojo, a boxing ring, a park, a
scenic mountain, a biking trail or a neighborhood sidewalk, all of which can be pleasant,
low-stress places. This can help prevent the stress response from wreaking havoc on the
body, and can help keep creativity and optimism levels higher; bringing many other
benefits (Scott, 2007).
Deep breathing is an easy stress reliever that has numerous benefits for the body,
including oxygenating the blood, which ‘wakes up’ the brain, relaxing muscles and
quieting the mind. Breathing exercises are especially helpful because you can do them
anywhere, and they work quickly so you can de-stress in a flash
(http://stress.about.com/od/generaltechniques/tp/toptensionacts.htm, 2007).
The physical benefits of sex are numerous, and most of them work very well
toward relieving stress. Sadly, many people have less sex when their stress levels are high.
Music therapy had also shown numerous health benefits for people with conditions ranging
from mild (like stress) to severe (like cancer). When dealing with stress, the right music
can actually lower one’s blood pressure, relax the body and calm the mind (Scott, 2007).
Lazarus and Folkman’s interpretation of stress focuses on the transaction between
people and their external environment (known as the Transactional Model). The model
conceptualizes stress as a result of how a stressor is appraised and how a person appraises
his/her resources to cope with the stressor. The model breaks the stressor-stress link by
proposing that if stressors are perceived as positive or challenging rather than a threat, and
if the stressed person is confident that he/she possesses adequate rather than deficient
coping strategies, stress may not necessarily follow the presence of a potential stressor.
13
The health realization/innate health model of stress is also founded on the idea that stress
does not necessarily follow the presence of a potential stressor. Instead of focusing on the
individual's appraisal of so-called stressors in relation to his or her own coping skills (as
the transactional model does), the health realization model focuses on the nature of
thought, stating that it is ultimately a person’s thought processes that determine the
response to potentially stressful external circumstances
(http://en.wikipedia.org/wiki/Stress_management, 2006).
Moreover, Moskowitz as cited by Feldren (2005), enumerated some general
guidelines that can be followed in coping with stress. These guidelines are as follows: turn
threat into challenge, make a threatening situation less threatening, change one’s goals,
take physical action, and prepare for stress before it happens.
Stress can be reduced by making lifestyle changes, keep a positive attitude, accept
that stress is a part of life, clearly define home and work responsibilities, manage time, set
realistic goals, learn to relax, eat an adequate and nutritious breakfast each day
(ohioline.osu.edu/atts/PDF-English/Stress-Mgmt.pdf, 2005).
Stress experts frequently emphasize that stress can be good as well as bad and
advise their patients to make it work for them as source of energy. They suggest the
following ways to manage stress: (1) Have a code of life and live positively. (2) Set
priorities to avoid unnecessary time pressures. (3) Allow time for pleasurable activities
such as taking walks or talking with friends. (4) Exercise regularly as an outlet for stress.
(5) Eat a sensible diet to maintain the energy needed to cope with stress. (6) Learn self-
relaxation techniques such as deep breathing, muscle relaxation, and meditation (Radcliffe,
1996).
14
Feldman (1989) states that relationships with others may provide an important
means of coping with stress. In this, connection researchers have found that social support,
the knowledge that all are part of a mutual network of caring, interested others, enables
one’s to experience lower levels of stress and to be better able to cope with the stress they
do undergo.
On Demographic Characteristic
Research from the University of Arizona’s School of Family and Consumer
Resources found out that women reported a greater amount of “high distress” days and
fewer distress-free days than men. Interestingly, the differences in levels of stressful days
were due to women experiencing more onsets of “distress episodes” (having stress
response trigger), rather than being more likely to continue in a distressed state from one
day to the next. In other words, women didn’t hold onto their stress more; they just
experienced more episodes of being stressed (Scott, 2008).
On the other hand,
(http://www.lifepositive.com/mind/psychology/stress/depressionaspect) as cited by
Gamozo (2008) stated that causes of female and male depression and anxiety might be
quite different from each other. It is not known for sure if stress affects men and women
differently. Generally, as the two genders often operate in different social contexts both
tend to develop different emotional dispositions and personality traits accordingly, their
responses and coping mechanisms to stress situations vary.
The study by Gamozo (2008), on the stress management of faculty members of
Western Philippines University found out that age, number of years in teaching, highest
educational attainment, and teaching load had significant relationship with level of
15
perceived stress which implies that the higher the rank and educational attainment, the
longer the length of service and the older the faculty member, regardless of age, the lower
is the perceived stress. However, the more teaching load is assigned to the faculty member
the higher is the level of perceived stress.
The findings of Goh (2003) showed that civil status influences the job related
stress. Likewise, length of service influences the job related stress.
Conceptual Framework
This study had three variables, the independent, intervening, and dependent
variables. The independent variables include the demographic characteristics, job-related
factors, attitude towards teaching and other factors. The intervening variables include
sources of stress and activities for managing stress. Meanwhile, the dependent variable
includes the level of stress.
This study tried to determine if there is relationship among the independent
variables, intervening variables and dependent variables.
Demographic characteristics of the respondents such as age, gender and civil status
may influence the stress management of the public secondary teachers.
Job-related factors which include number of years in teaching experience, academic
rank and teaching load may affect the level of stress of the respondent.
The level of stress of the public secondary teachers was categorized as high stress,
moderate stress and low stress.
16
Conceptual Paradigm
Level of Stress
Low stress
Moderate stress
High stress
Sources of
Stress
Activities for
Managing
Stress
Demographic
Characteristics
Age
Gender
Civil Status
Job-related Factors
Number of years in teaching
Academic Rank
Teaching Load
Attitude towards teaching
INDEPENDENT
VARIABLE
INTERVENING
VARIABLE
DEPENDENT
VARIABLE
Figure 1. Conceptual paradigm showing the relationship of the variables.
CHAPTER III
METHODOLOGY
This chapter presents the locale of the study, the research design, sampling
procedure, description of the respondents, instrumentation, collection of the data and
treatment of data gathered.
Locale of the Study
The study was conducted in selected secondary schools in Aborlan, namely:
Aborlan National High School, Iraan-Sagpangan National High School, Isaub National
High School, Jose Rizal – Apoc-Apoc National High School, Magbabadil National High
School and Plaridel National High School. The study was conducted from December, 2008
to January, 2009.
The Research Design
The research design used in this study was the descriptive research method,
specifically survey method. According to Gay and Sian as cited by Santiago (2005),
descriptive method is useful for investigating educational problems especially those
concerning assessment of attitudes, opinions, preferences, practices, and procedures. This
design is used to determine the perceived level of stress, attitude towards teaching, the
sources of stress and the activities for reducing stress among the respondents.
Sampling Procedure
The sample size was computed using Slovin’s Formula for determining sample size
with margin of error of ℮ = 0.05.
18
The formula is given as:
2eN 1
N n
where: n = sample size
N = population size
℮ = desired margin of error
Only the public secondary teachers in selected secondary schools in Aborlan were
considered in this study. A master list of public secondary teachers in selected schools in
Aborlan district was taken from the Human Resources Management Office (HRMO), the
master list served as the basis for choosing the respondents.
Stratified random sampling was used in selecting the teachers who served as the
respondents of the study. The selected schools served as the strata and the proportional
allocation was employed.
Respondents of the Study
The respondents of the study were the public secondary teachers in public high
schools in Aborlan except those from Isla Sombrero National High School, Culandanum
National High School, and Apurawan National High School. They were chosen at random
from a master list of teachers requested from the Human Resource Management Office
(HRMO) of DepEd Aborlan. Teachers with permanent status, and contractual (Para
teachers) appointments were included. Forty eight permanent and eighteen contractual/para
teachers were the respondents of the study.
Instrumentation
The instrument of Gamozo (2008) in her masteral thesis served as the guide for the
19
development of the survey questionnaire. The instrument was composed of four parts
which include: Part I – Demographic Characteristics and Job-Related Factors of the
Respondents; Part II – Teachers’ Attitude towards Teaching; Part III – the Perceived Stress
Scale to Determine the Perceived Stress Level of the Respondents; Part IV – Perceived
Sources of Stress; and Part V –the Activities that the Respondents Engage in to Reduce
Stress.
Data Collection Procedure
The researcher distributed the survey questionnaire to the public secondary school
teachers after permission and approval from the Division Superintendent of the Division of
Palawan was sought.
The respondents were given two weeks to answer the questionnaire.
The questionnaires were collected after the questions were answered by the
respondents.
Treatment of Data
The data gathered were analyzed using frequency counts, percentages and means.
There were ten (10) questions that determine the level of perceived stress of the
respondents. Each question was rated using the scale below:
4 – Very Often
3 – Fairly Often
2 – Sometimes
1 – Almost Never
0 – Never
20
To determine the respondents’ attitude towards teaching, the rating scale below was
used:
1.00 – 1.49 = Very Negative
1.50 – 2.49 = Negative
2.50 – 3.49 = Positive
3.50 – 4.00 = Very Positive
With regards to identification of sources of stress and activities to reduce stress,
descriptive statistics were employed.
The extent of relationship between a given pair of nominal variables was
determined using the Cramer Correlation Coefficient, computed as:
n
x C
2
c
where: xc = computed value of chi-square statistic from a 2×2
contingency table,
n = number of observations.
The significance of C is determined based on the significance of x2 with 1 degree of
freedom at the 0.05 level of significance. If the computed value of x2 exceeds the tabular
value, the Cramer coefficient is declared significant (Siegel and Castellan, 1988).
Furthermore, the Spearman Rank Order Correlation Coefficient was also employed
to assess whether given pair of variables is independent or whether they vary in the same
or opposite direction. The coefficient was used since the assumption of normality of the
variables cannot be assured. The coefficient, denoted as rs is computed as,
1 - nn
d6 - 1 r
2
2
s
where: d = x-y, the difference in ranked values of the two variables for a
21
given case, and
n = number of cases (pairs of x and y).
The significance of rs was determined by computing the associated t-value given as,
2
s
sr - 1
2 -n r t
The correlation between the two variables is declared significant if tc is greater than
or equal to the tabular value of t with n - 2 degrees of freedom and 0.05 level of
significance (Snedecor and Cochran, 1980).
CHAPTER IV
RESULTS AND DISCUSSION
This chapter discusses the demographic characteristics and job-related factors of
the respondents, respondents’ attitude toward teaching, the level of perceived stress, the
perceived sources of stress, and the activities engaged in by the respondents to manage
stress. It also discusses the relationship between the sources of stress and level of perceived
stress, the relationship between the demographic and job-related characteristics and level
of perceived stress, and the relationship between demographic and job-related
characteristics and perceived sources of stress.
Demographic Characteristics of the Respondents
Table 1 shows the demographic characteristics of the respondents.
Results revealed that 81.8 percent are females and 18.2 percent of the respondents
are males. This result implies that the public secondary schools of Aborlan are dominated
by female teachers. It conforms with the findings of Gamozo (2008) that faculty members
of WPU were dominated by female teachers. It implies that, nowadays most number in
teaching professionals are females.
Most of the respondents (43.9 %) were between 20 to 29 years old, 22.7 percent
were within 30 to 39 age range and 21.2 percent of them were 40 to 49 years old. Some
(10.6%) respondents belonged to the age bracket of 50 to 59 years old and only one (1.5%)
was between 60 to 69 years old. Their mean age was 34.7 years old. This implies that most
of the secondary teachers are in their productive years. It also implies that most of the
teachers do not extend their services beyond age 60.
23
As to their civil status, majority (66.7%) were married, nineteen (28.8%) of them
were single, and three (4.5%) were widows(er).
Table 1. Distribution of the respondents as to their demographic characteristics.
Characteristics Frequency (n = 66) Percent
Age
20 – 29
30 – 39
40 – 49
50 – 59
60 and above
Mean = 34.7 years
29
15
14
7
1
43.9
22.7
21.2
10.6
1.5
Gender
Male
Female
12
54
18.2
81.8
Civil Status
Single
Married
Widow(er)
19
44
3
28.8
66.7
4.5
Job-related Characteristics of the Respondents
Table 2 shows the job related characteristics of the respondents.
Data revealed that majority (57.6%) of the respondents had been in the government
service for 1 to 10 years. More than one-fourth (27.3%) of them had been in the service for
11 to 20 years; 13.6 percent for 21 to 30 years; and only one (1.5%) of them had been in
the service for 31 to 40 years. Their mean number of years in teaching was 10.3 years. It
implies that the respondents have been teaching for quite a long time now.
As to academic rank, majority (54.5%) of the respondents were Secondary School
Teacher I; 27.3 percent with Contractual status, and some (10.6%) were Secondary School
Teacher II. Only five (7.6%) were Secondary School Teacher III. This implies that the
respondents hold lower academic rank.
24
The table also shows that 51.5 percent of the respondents had a teaching load of 21
to 30 hours per week. About one-third of them (30.3%) had a teaching load of 11 to 20
hours per week. Few had a teaching load of 1 to 10 hours per week (9.1%) and 31 to 40
hours per week (9.1%). Their mean teaching load per week was 23.3 hours. This implies
that most of the respondents have complied with the regular prescribed number of hours in
teaching which is 30 hours per week.
As to the mean number of students per class, 39.4 percent had 41 to 50 students per
class, 34.8 percent had 31 to 40 students, 15.2 percent had 21 to 30 mean number of
students, and 9.1 percent had above 50 students per class. Only 1 (1.5%) had 11 to 20
students per class. This means that the respondents have complied with the prescribed
number of students per class which is 40 to 50 students per class.
Table 2. Distribution of the respondents as to their job-related characteristics.
Characteristics Frequency (n = 66) Percent
Number of Years in Teaching
1 – 10
11 – 20
21 – 30
31 – 40
Mean = 10.3 years
38
18
9
1
57.6
27.3
13.6
1.5
Highest Educational Attainment
Diploma Course
BS/AB
BS/AB with MA/MS units
MA/MS
MA/MS with PhD units
PhD
7
34
21
2
2
0
10.6
51.5
31.8
3.0
3.0
0
Academic Rank
Para Teacher
Secondary School Teacher – I
Secondary School Teacher – II
Secondary School Teacher – III
18
36
7
5
27.3
54.5
10.6
7.6
25
Table 2. Continued.
Characteristics Frequency (n = 66) Percent
Teaching Load (hours/week)
1 – 10
11 – 20
21 – 30
31 – 40
Mean = 23.3 hours per week
6
20
34
6
9.1
30.3
51.5
9.1
Number of Students
11 – 20
21 – 30
31 – 40
41 – 50
above 50
Mean = 41.1 students
1
10
23
26
6
1.5
15.2
34.8
39.4
9.1
Attitude of Respondents towards Teaching
Table 3 shows the attitude of respondents towards teaching. The respondents
showed “very positive” attitude as evidenced by their rating in the statements: “I am not
ashamed to be a teacher” (3.62) and “I am proud to be a teacher” (3.52).
The respondents’ positive attitude was evident in the following aspects: “I love
teaching as my vocation” (3.32); “I enjoy working with students” (3.30); “Teaching is the
best profession” (3.26); “I feel blessed in teaching” (3.23); “Teaching is not boring” (3.23);
“I enjoy teaching” (3.21); “I am satisfied being a teacher” (3.15); “I always enjoy working
with students” (3.14); “I never regret being a teacher” (3.11) and “I am satisfied being a
teacher” (3.05). This shows that they really have positive attitude towards teaching. This
further showed that respondents are fulfilled as teachers.
However, respondents showed negative attitude to the following statements: “I find
teaching not stressful” (2.47); “Teaching is not demanding and taxing job” (2.38); “Given
the choice, I will not leave teaching for another job” (2.33) and “Teaching is an easy job”
26
(1.85). This implies that the respondents considered teaching a stressful, taxing, and
demanding job.
The overall mean score of 2.96 described as “positive” is evident that respondents
were optimistic when it comes to teaching profession. It further implies that despite the
demands of the teaching job, still the respondents enjoy their work as teachers.
It is said that, a person’s attitude can influence whether or not a situation or
emotion is stressful. A person with a negative attitude would often report more stress than
would someone with a positive attitude
(http://www.nlm.nih.gov/medlineplus/ency/article/001942.htm, 2008).
27
Tab
le 3
. A
ttit
ude
of
resp
onden
ts t
ow
ard t
each
ing.
Item
V
ery P
osi
tive
Posi
tive
Neg
ativ
e V
ery N
egat
ive
Mea
n
Sco
re
Des
crip
tion
f
%
f %
f
%
f %
I am
not
asham
ed t
o b
e a
teac
her
. 41
62.1
25
37.9
0
0
0
0
3.6
2
Ver
y P
osi
tive
I am
pro
ud t
o b
e a
teac
her
. 34
51.5
32
48.5
0
0
0
0
3.5
2
Ver
y P
osi
tive
I lo
ve
teac
hin
g a
s m
y v
oca
tion.
21
31.8
45
68.2
0
0
0
0
3.3
2
Posi
tive
I en
joy w
ork
ing w
ith s
tuden
ts.
22
33.3
43
65.2
0
0
1
1.5
3.3
0
Posi
tive
Tea
chin
g i
s th
e bes
t pro
fess
ion.
26
39.4
32
48.5
7
10.6
1
1.5
3.2
6
Posi
tiv
e
Tea
chin
g i
s not
bori
ng.
23
34.8
36
54.5
6
9.1
1
1.5
3.2
3
Posi
tive
I fe
el b
less
ed i
n t
each
ing.
23
34.8
38
57.6
2
3.0
3
4.5
3.2
3
Posi
tive
I en
joy t
each
ing.
15
22.7
50
75.8
1
1.5
0
0
3.2
1
Posi
tive
I am
sat
isfi
ed b
ein
g a
tea
cher
. 19
28.8
38
57.6
9
13.6
0
0
3.1
5
Posi
tive
I al
ways
enjo
y w
ork
ing w
ith s
tuden
ts.
14
21.2
48
72.7
3
4.5
1
1.5
3.1
4
Posi
tive
I n
ever
reg
ret
bei
ng a
tea
cher
. 16
24.2
42
63.6
7
10.6
1
1.5
3.1
1
Posi
tive
I am
sat
isfi
ed b
ein
g a
tea
cher
. 12
18.2
45
68.2
9
13.6
0
0
3.0
5
Posi
tive
I n
ever
reg
ret
that
I h
ave
chose
n t
each
ing a
s m
y
pro
fess
ion.
12
18.2
47
71.2
5
7.6
2
3.0
3.0
5
Posi
tive
Tea
chin
g g
ives
me
fulf
illm
ent.
11
16.7
48
72.7
5
7.6
2
3.0
3.0
3
Posi
tive
I h
ave
self
rea
liza
tion i
n t
each
ing.
12
18.2
37
56.1
17
25.8
0
0
2.9
2
Posi
tive
I h
ad d
ream
ed o
f b
eing a
tea
cher
. 7
10.6
37
56.1
14
21.2
8
12.1
2.6
5
Posi
tive
Even
if
I w
ill
hav
e oth
er o
pport
unit
y,
I w
ill
not
resi
gn f
rom
tea
chin
g.
11
16.7
25
37.9
24
36.4
6
9.1
2.6
2
Posi
tive
28
Tab
le 3
. C
onti
nued
.
Item
V
ery P
osi
tive
Posi
tive
Neg
ativ
e V
ery N
egat
ive
Mea
n
Sco
re
Des
crip
tion
f
%
f %
f
%
f %
I w
ant
to t
each
til
l I
reac
h m
y r
etir
eable
age.
8
12.1
29
43.9
24
36.4
5
7.6
2.6
1
Posi
tive
I fi
nd t
each
ing n
ot
stre
ssfu
l.
8
12.1
21
31.8
31
47.0
6
9.1
2.4
7
Neg
ativ
e
Tea
chin
g i
s not
dem
andin
g a
nd t
axin
g j
ob.
3
4.5
23
34.8
36
54.5
4
6.1
2.3
8
Neg
ativ
e
Giv
en t
he
cho
ice,
I w
ill
not
leav
e te
achin
g f
or
anoth
er j
ob.
1
1.5
29
43.9
27
40.9
9
13.6
2.3
3
Neg
ativ
e
Tea
chin
g i
s an
eas
y j
ob.
0
0
13
19.7
30
45.5
23
34.8
1.8
5
Neg
ativ
e
All
Ite
ms
2.9
6
Posi
tive
Leg
end
:
1.0
0 –
1.4
9 =
Ver
y N
egat
ive
1.5
0 –
2.4
9 =
Neg
ativ
e
2.5
0 –
3.4
9 =
Posi
tive
3.5
0 –
4.0
0 =
Ver
y P
osi
tive
29
Work-related Sources of Stress as Perceived by the Respondents
The work-related sources of stress as perceived by the respondents are shown in
Table 4.
Results revealed that of the thirty four work-related sources of stress identified,
fifteen (15) sources of stress were considered distinctly part of the respondents’ lives and
these included: lot of work responsibilities (1.98); preparing lesson plan (1.97); preparing
instructional materials (1.92); preparing for the school evaluation/school visitation (1.82);
handling very poor students (1.79); preparing for a contest (1.74); lot of examinations or
paper works to check (1.73); handling problems students (1.70); checking/editing student
laboratory report/journals (1.64); heavy demands on classroom structuring (1.64); lack of
textbooks or references (1.58); coaching a student contestant(s) (1.55); dissatisfaction with
the attitudes of the students (1.53); holding classes in poorly ventilated classrooms (1.53);
and dissatisfaction with the teaching materials provided by the school (1.50).
This shows that teaching entails a lot of responsibilities as those mentioned above.
And these are very much part of the respondents’ work.
On the other hand, eighteen (18) work-related sources of stress were rated by the
respondents to be only slightly part of their lives. These were the following: dissatisfaction
with the learning styles/abilities of the students (1.48); preparing rushed documents (1.44);
meeting deadlines (1.27); rendering service beyond official time (1.26); not receiving the
salary on time (1.24); handling big classes (1.23); change in responsibilities at work (1.21);
interruptions in the work (1.20); coaching an athletic team (1.18); heavy demands from the
supervisor (1.11); handling subjects which are not in line with specialization (1.00);
handling subjects more than the prescribed maximum number of hours (0.95); working in
30
an over-crowded office (0.95); unexpected assignment/designation (0.91); dissatisfaction
with the class schedule (0.83); conflict with co-teachers (0.56); disliking fellow teacher(s)
(0.55) and conflict with principal (0.50).
This means that these situations are seldom encountered by the teachers.
Only one (1) work-related source of stress which is conflict with supervisor (0.44)
was considered not at all part of the respondents’ lives.
This implies that the teachers have good working relations with their supervisors.
The overall mean rating of 1.32 described as “only slightly part of my life”
indicates that the respondents generally perceive these work-related sources of stress to
have slightly caused them stress. This shows that respondents had minor irritations when it
comes to teaching related tasks. This also implies that respondents were already oriented
about their task and they have already embraced the teaching profession.
These sources of stress are common among teachers as these are roles expected of
them to perform. As Daft (2003) states, almost all jobs have some level of stress associated
with task demands.
Results negate what Brown (2003) stated that teaching is not only hard work; it can
be full of stress. However results conformed to his statement that poor working conditions,
the burden of paperwork, and lack of resources have all been identified as factors that can
cause teacher stress.
31
Tab
le 4
. W
ork
-rel
ated
so
urc
es o
f st
ress
as
per
ceiv
ed b
y t
he
resp
ond
ents
.
Work
-Rel
ated
Sourc
es o
f S
tres
s V
ery M
uch
Par
t D
isti
nct
ly P
art
Only
Sli
gh
tly P
art
Not
At
All
Par
t M
ean
Sco
re
Des
crip
tion
f
%
f %
f
%
f %
Lot
of
wo
rk r
esponsi
bil
itie
s 22
33.3
26
39.4
13
19.7
5
7.6
1.9
8
Dis
tinct
ly P
art
Pre
par
ing l
esso
n p
lan
23
34.8
23
34.8
15
22.7
5
7.6
1.9
7
Dis
tinct
ly P
art
Pre
par
ing i
nst
ruct
ional
mat
eria
ls
19
28.8
26
39.4
18
27.3
3
4.5
1.9
2
Dis
tinct
ly P
art
Pre
par
ing f
or
the
school
eval
uat
ion/s
chool
vis
itat
ion
17
25.8
23
34.8
23
34.8
3
4.5
1.8
2
Dis
tinct
ly P
art
Han
dli
ng v
ery p
oor
studen
ts
16
24.2
22
33.3
26
39.4
2
3.0
1.7
9
Dis
tinct
ly P
art
Pre
par
ing f
or
a co
nte
st
13
19.7
25
37.9
26
39.4
2
3.0
1.7
4
Dis
tinct
ly P
art
Lot
of
exam
inat
ions
or
pap
er
work
s to
chec
k
15
22.7
23
34.8
23
34.8
5
7.6
1.7
3
Dis
tinct
ly P
art
Han
dli
ng p
roble
ms
studen
ts
12
18.2
24
36.4
28
42.4
2
3.0
1.7
0
Dis
tinct
ly P
art
Chec
kin
g/e
dit
ing s
tuden
t
labora
tory
rep
ort
/journ
als
16
24.2
18
27.3
24
36.4
8
12.1
1.6
4
Dis
tinct
ly P
art
Hea
vy d
eman
ds
on c
lass
room
stru
cturi
ng
9
13.6
29
43.9
23
34.8
5
7.6
1.6
4
Dis
tinct
ly P
art
Lac
k o
f te
xtb
ooks
or
refe
rence
s 11
16.7
22
33.3
27
40.9
6
9.1
1.5
8
Dis
tinct
ly P
art
Coac
hin
g a
stu
den
t
conte
stan
t(s)
9
13.6
22
33.3
31
47.0
4
6.1
1.5
5
Dis
tinct
ly P
art
Dis
sati
sfac
tion w
ith t
he
atti
tudes
of
the
studen
ts
9
13.6
22
33.3
30
45.5
5
7.6
1.5
3
Dis
tinct
ly P
art
32
Tab
le 4
. C
onti
nued
.
Work
-Rel
ated
Sourc
es o
f S
tres
s V
ery M
uch
Par
t D
isti
nct
ly P
art
Only
Sli
gh
tly P
art
Not
At
All
Par
t M
ean
Sco
re
Des
crip
tion
f
%
f %
f
%
f %
Hold
ing c
lass
es i
n p
oorl
y
ven
tila
ted c
lass
room
s 12
18.2
20
30.3
25
37.9
9
13.6
1.5
3
Dis
tinct
ly P
art
Dis
sati
sfac
tion w
ith t
he
teac
hin
g m
ater
ials
pro
vid
ed
by t
he
school
8
12.1
20
30.3
35
53.0
3
4.5
1.5
0
Dis
tinct
ly P
art
Dis
sati
sfac
tion w
ith t
he
lear
nin
g
style
s/ab
ilit
ies
of
the
stu
den
ts
6
9.1
23
34.8
34
51.5
3
4.5
1.4
8
On
ly S
lig
htl
y P
art
Pre
par
ing r
ush
ed d
ocu
men
ts
4
6.1
26
39.4
31
47.0
5
7.6
1.4
4
On
ly S
lig
htl
y P
art
Mee
ting d
eadli
nes
7
10.6
14
21.2
35
53.0
10
15.2
1.2
7
On
ly S
lig
htl
y P
art
Ren
der
ing s
ervic
e beyon
d
off
icia
l ti
me
9
13.6
14
21.2
28
42.4
15
22.7
1.2
6
On
ly S
lig
htl
y P
art
Not
rece
ivin
g t
he
sala
ry o
n t
ime
7
10.6
15
22.7
31
47.0
13
19.7
1.2
4
On
ly S
lig
htl
y P
art
Han
dli
ng b
ig c
lass
es
7
10.6
15
22.7
30
45.5
14
21.2
1.2
3
On
ly S
lig
htl
y P
art
Chan
ge
in r
esponsi
bil
itie
s at
work
1
1.5
23
34.8
31
47.0
11
16.7
1.2
1
On
ly S
lig
htl
y P
art
Inte
rrupti
ons
in t
he
work
2
3.0
15
22.7
43
65.2
6
9.1
1.2
0
On
ly S
lig
htl
y P
art
Coac
hin
g a
n a
thle
tic
team
8
12.1
12
18.2
30
45.5
16
24.2
1.1
8
On
ly S
lig
htl
y P
art
Hea
vy d
eman
ds
from
the
super
vis
or
3
4.5
10
15.2
44
66.7
9
13.6
1.1
1
On
ly S
lig
htl
y P
art
Han
dli
ng s
ubje
cts
whic
h a
re n
ot
in l
ine
wit
h s
pec
iali
zati
on
3
4.5
14
21.2
29
43.9
20
30.3
1.0
0
On
ly S
lig
htl
y P
art
33
Tab
le 4
. C
onti
nued
.
Work
-Rel
ated
Sourc
es o
f S
tres
s V
ery M
uch
Par
t D
isti
nct
ly P
art
Only
Sli
gh
tly P
art
Not
At
All
Par
t M
ean
Sco
re
Des
crip
tion
f
%
f %
f
%
f %
Han
dli
ng s
ubje
cts
more
than
the
pre
scri
bed
max
imum
num
ber
of
hours
3
4.5
12
19.7
28
42.4
22
33.3
3
0.9
5
On
ly S
lig
htl
y P
art
Work
ing i
n a
n o
ver
-cro
wded
off
ice
1
1.5
16
24.2
28
42.4
21
31.8
0.9
5
On
ly S
lig
htl
y P
art
Unex
pec
ted
assi
gnm
ent/
des
ignat
ion
0
0
10
15.2
40
60.6
16
24.2
0.9
1
On
ly S
lig
htl
y P
art
Dis
sati
sfac
tion w
ith t
he
clas
s
sched
ule
1
1.5
10
15.2
32
48.5
23
34.8
0.8
3
On
ly S
lig
htl
y P
art
Confl
ict
wit
h c
o-t
each
ers
1
1.5
1
1.5
32
48.5
32
48.5
0.5
6
On
ly S
lig
htl
y P
art
Dis
likin
g f
ello
w t
each
er(s
) 1
1.5
3
4.5
27
40.9
35
53.0
0.5
5
On
ly S
lig
htl
y P
art
Confl
ict
wit
h p
rinci
pal
0
0
3
4.5
27
40.9
36
54.5
0.5
0
On
ly S
lig
htl
y P
art
Confl
ict
wit
h s
uper
vis
or
0
0
3
4.5
23
34.8
40
60.6
0.4
4
Not
At
All
All
Sourc
es o
f S
tres
s
1.3
2
On
ly S
lig
htl
y P
art
Leg
end
:
0.0
0 –
0.4
9 =
No
t at
all
par
t of
my l
ife
0.5
0 –
1.4
9 =
On
ly s
lightl
y p
art
of
my l
ife
1.5
0 –
2.4
9 =
Dis
tinct
ly p
art
of
my l
ife
2.5
0 –
3.0
0 =
Ver
y m
uch
par
t of
my l
ife
34
Family-related Sources of Stress as Perceived by the Respondents
Table 5 shows the family-related sources of stress as perceived by the respondents.
Data revealed that among the nine (9) family-related sources of stress enumerated,
two sources were considered “distinctly part” of the respondents’ lives and these were:
“making important decisions about the family” (1.98) and “housekeeping standards”
(1.58).
This is so because most of the respondents are married so they often find
themselves in situations where they have to make important decisions concerning their
families. Besides, married female teachers are expected to live up to certain housekeeping
standards.
The other family-related sources of stress, namely: financial conflicts within the
family (1.36); behavior of a family member (1.23); distance of work station from the
family (1.14); spousal relationship (1.12); insufficient couple time (0.86); conflict with
spouse (0.65); and conflict with spouse’s family (0.50) were noted as only slightly part of
the respondents’ lives.
The overall perceived family-related sources of stress had a mean rating of 1.16:
described as “only slightly part of my life”. It implies that the respondents experienced
minimal stress when it comes to family related matters. This further implies that the
respondents had good family relationship and are family oriented.
35
Tab
le 5
. F
amil
y-r
elat
ed s
ourc
es o
f st
ress
as
per
ceiv
ed b
y t
he
resp
ond
ents
.
Fam
ily –
rel
ated
Sou
rces
of
Str
ess
Ver
y M
uch
Par
t D
isti
nct
ly P
art
Only
Sli
gh
tly P
art
Not
At
All
Par
t M
ean
Sco
re
Des
crip
tion
f
%
f %
f
%
f %
Mak
ing i
mport
ant
dec
isio
ns
about
the
fam
ily
25
37.9
21
31.8
14
21.2
6
9.1
1.9
8
Dis
tinct
ly P
art
House
kee
pin
g s
tand
ards
15
22.7
18
27.3
23
34.8
10
15.2
1.5
8
Dis
tinct
ly P
art
Fin
anci
al c
onfl
icts
wit
hin
the
fam
ily
9
13.6
16
24.2
33
47.0
10
15.2
1.3
6
On
ly S
lig
htl
y P
art
Beh
avio
r of
a fa
mil
y m
ember
8
12.1
14
21.2
29
43.9
15
22.7
1.2
3
On
ly S
lig
htl
y P
art
Dis
tance
of
wo
rk s
tati
on f
rom
the
fam
ily
11
16.7
10
15.2
22
33.3
23
34.8
1.1
4
On
ly S
lig
htl
y P
art
Spo
usa
l re
lati
onsh
ip
13
19.7
9
13.6
17
25.8
27
40.9
1.1
2
On
ly S
lig
htl
y P
art
Insu
ffic
ient
couple
tim
e 4
6.1
10
15.2
27
40.9
25
37.9
0.8
6
On
ly S
lig
htl
y P
art
Confl
ict
wit
h s
pouse
0
0
10
15.2
23
34.8
33
50.0
0.6
5
On
ly S
lig
htl
y P
art
Confl
ict
wit
h s
pouse
’s f
amil
y
1
1.5
6
9.1
18
27.3
41
62.1
0.5
0
On
ly S
lig
htl
y P
art
All
Sourc
es o
f S
tres
s
1.1
6
On
ly S
lig
htl
y P
art
Leg
end
:
0.0
0 –
0.4
9 =
No
t at
all
par
t of
my l
ife
0.5
0 –
1.4
9 =
On
ly s
lightl
y p
art
of
my l
ife
1.5
0 –
2.4
9 =
Dis
tinct
ly p
art
of
my
lif
e
2.5
0 –
3.0
0 =
Ver
y m
uch
par
t of
my l
ife
36
Personal-related Sources of Stress as Perceived by the Respondents
Table 6 shows the personal-related sources of stress as perceived by the
respondents.
Of the seven (7) personal-related sources of stress identified, three (3) sources
namely: financial burdens (1.68); important decisions about future career for upgrading
teaching competence (1.58); and too many things to do at once (1.55) were noted as
distinctly part of the respondents’ lives.
This implies that the teachers often experience financial difficulties that affect their
decisions regarding professional upliftment. They are also often saddled with work as
teachers, spouse, and parents. It conforms to the statement of DeLongis et al. as cited by
Morgan (1986) that finances and work are some of the important stressors.
Four (4) sources were considered by the respondents as only slightly part of their
lives and these were: not enough leisure time (1.38); time management worries (1.21); not
enough time to sleep (1.18); and poor health including allergies (0.89).
The mean score of 1.35 described as “only slightly part” of the respondents’ lives
indicates slight contribution of these personal-related sources of stress to the level of
perceived stress of the respondents.
This implies that the teachers have learned to manage their time and they are able
to balance their work and personal lives.
Atkinson et al. (1996) stated that countless events create stress. Everyday hassles
can also be experienced as stressors. Finally, the source of stress can be within the
individual in the form of conflicting motives or desires.
37
Tab
le 6
. P
erso
nal
-rel
ated
sourc
es o
f st
ress
as
per
ceiv
ed b
y t
he
resp
ond
ents
.
Per
sonal
– r
elat
ed S
ourc
es o
f S
tres
s V
ery M
uch
Par
t D
isti
nct
ly P
art
Only
Sli
gh
tly P
art
Not
At
All
Par
t M
ean
Sco
re
Des
crip
tion
f
%
f %
f
%
f %
Fin
anci
al b
urd
ens
1
2
18.2
26
39.4
23
34.8
5
7.6
1.6
8
Dis
tinct
ly P
art
Import
ant
dec
isio
ns
abou
t
futu
re c
aree
r fo
r up
gra
din
g
teac
hin
g c
om
pet
ence
12
18.2
17
25.8
34
51.5
3
4.5
1.5
8
Dis
tinct
ly P
art
Too m
any t
hin
gs
to d
o a
t once
8
12.1
23
34.8
32
48.5
3
4.5
1.5
5
Dis
tinct
ly P
art
Not
enough l
eisu
re t
ime
7
10.6
17
25.8
36
54.5
6
9.1
1.3
8
On
ly S
lig
htl
y P
art
Tim
e m
anag
emen
t w
orr
ies
2
3.0
16
24.2
42
63.6
6
9.1
1.2
1
On
ly S
lig
htl
y P
art
Not
enough t
ime
to s
leep
0
0
22
33.3
34
51.5
10
15.2
1.1
8
On
ly S
lig
htl
y P
art
Poo
r h
ealt
h i
ncl
udin
g a
ller
gie
s 1
1.5
13
19.7
30
45.5
22
33.3
0.8
9
On
ly S
lig
htl
y P
art
All
Sourc
es o
f S
tres
s
1.3
5
On
ly S
lig
htl
y P
art
Leg
end
:
0.0
0 –
0.4
9 =
No
t at
all
par
t of
my l
ife
0.5
0 –
1.4
9 =
On
ly s
lightl
y p
art
of
my l
ife
1.5
0 –
2.4
9 =
Dis
tinct
ly p
art
of
my l
ife
2.5
0 –
3.0
0 =
Ver
y m
uch
par
t of
my l
ife
38
Environment-related Sources of Stress as Perceived by the Respondents
Table 7 shows the environment-related sources of stress as perceived by the
respondents.
The respondents considered the three (3) enumerated environment-related sources
of stress to be slightly part of their lives and these were: neighbors (1.06); difficulties with
transportation (0.97); and weather conditions (1.35).
The obtained mean score of 1.13 for environment-related sources of stress
described as “only slightly part” implies that these sources of stress were perceived by the
respondents to have slightly contributed to their level of stress. This result further implies
that respondents were comfortable with their environment, since they experience minimal
stress when it comes to it.
Generally, the four sources of stress namely work, family, personal, and
environment were perceived by the respondents to have contributed “moderate stress” to
them.
This result conforms to what Kumar (2008) stated that stress may be caused by
work pressures, travel, home environment, poor food habits, family problems, marriage
related issues, the physical environment and in many cases by factors out of one’s physical
control.
DeLongis et al. as cited by Morgan (1986) said that the hassles of everyday life
centering around work, family, social activities, health, and finances are important
stressors which have been found to be related to bodily illness.
39
Tab
le 7
. E
nvir
onm
ent-
rela
ted s
ourc
es o
f st
ress
as
per
ceiv
ed b
y t
he
resp
onden
ts.
Envir
onm
ent
– r
elat
ed S
ou
rces
of
Str
ess
Ver
y M
uch
Par
t D
isti
nct
ly P
art
Only
Sli
gh
tly P
art
Not
At
All
Par
t M
ean
Sco
re
Des
crip
tion
f
%
f %
f
%
f %
Wea
ther
condit
ions
4
6.1
22
33.3
33
50.0
7
10.6
1.3
5
On
ly S
lig
htl
y P
art
Nei
ghbo
rs
5
7.6
11
16.7
33
50.0
17
25.8
1.0
6
On
ly S
lig
htl
y P
art
Dif
ficu
ltie
s w
ith t
ransp
ort
atio
n
4
6.1
10
15.2
32
48.5
20
30.3
0.9
7
On
ly S
lig
htl
y P
art
All
Sourc
es o
f S
tres
s
1.1
3
On
ly S
lig
htl
y P
art
Leg
end
:
0.0
0 –
0.4
9 =
No
t at
all
par
t of
my l
ife
0.5
0 –
1.4
9 =
On
ly s
lightl
y p
art
of
my l
ife
1.5
0 –
2.4
9 =
Dis
tinct
ly p
art
of
my l
ife
2.5
0 –
3.0
0 =
Ver
y m
uch
par
t of
my l
ife
40
Level of Perceived Stress of the Respondents
Table 8 shows the level of perceived stress of the respondents. It can be noted that
the respondents rated following as giving them “moderate stress”: “they were nervous that
makes them stressed” (2.05); “something happened unexpectedly that caused them to be
upset” (1.97); “they had irritations in life that were beyond their control” (1.95); “they felt
that they were not on top of things” (1.91); “they had a lot of things to do and found that
they could not cope with” (1.86); “they felt that things were not going their way”(1.83);
“important things in their life were beyond their control” (1.83); and “things happened
were outside of their control that caused them to be angered” (1.83); “they had doubt about
their ability to handle their personal problems” (1.73); and “they felt difficulties were
piling up so high that they could not overcome them” (1.71).
The overall mean score of 1.87 described as “moderate stress” indicates that the
secondary school teachers of Aborlan are partly affected by stress.
This implies further that the respondents experience tolerable amount of stress.
These findings conform with Gamozo’s (2008) findings that WPU teachers are
moderately stressed.
According to Daft (2003), when the level of stress is low relative to person’s
coping resources, stress can be a positive force, stimulating desirable change and
achievement.
Kowalski said that a caring work environment, however, is highly effective in
reducing teacher stress and making it easier to treat.
This result also implies that the respondents had best performance in teaching, as
Dubrin (2007) said that performance tends to be best under moderate amount of stress.
41
Tab
le 8
. L
evel
of
per
ceiv
ed s
tres
s of
the
resp
onden
ts.
Item
V
ery H
igh
Hig
h
Moder
ate
Low
V
ery L
ow
M
ean
Sco
re
Des
crip
tion
f
%
f %
f
%
f %
f
%
Fel
t ner
vous
and s
tres
sed
2
3.0
7
10.6
50
75.8
6
9.1
1
1.5
2.0
5
Moder
ate
Bee
n u
pse
t bec
ause
of
som
ethin
g t
hat
hap
pen
ed u
nex
pec
tedly
1
1.5
1
1.5
60
90.9
3
4.5
1
1.5
1.9
7
Moder
ate
Not
bee
n a
ble
to c
ontr
ol
irri
tati
ons
in t
hei
r
life
1
1.5
8
12.1
47
71.2
7
10.6
3
4.5
1.9
5
Moder
ate
Fel
t th
at t
hey w
ere
not
on
top o
f th
ings
2
3.0
5
7.6
48
72.7
7
10.6
4
6.1
1.9
1
Moder
ate
Found t
hat
they c
ould
no
t co
pe
wit
h a
ll t
he
thin
gs
that
they h
ad t
o d
o
0
0
7
10.6
47
71.2
8
12.1
4
6.1
1.8
6
Moder
ate
Fel
t th
at t
hey w
ere
unab
le t
o c
ontr
ol
the
import
ant
thin
gs
in t
hei
r li
fe
0
0
7
10.6
46
69.7
8
12.1
5
7.6
1.8
3
Moder
ate
Fel
t th
at t
hin
gs
wer
e not
goin
g t
hei
r w
ay
0
0
4
6.1
50
75.8
9
13.6
3
4.5
1.8
3
Moder
ate
Bee
n a
nger
ed b
ecau
se o
f th
ings
that
hap
pen
ed t
hat
wer
e outs
ide
of
thei
r co
ntr
ol
1
1.5
3
4.5
50
75.8
8
12.1
4
6.1
1.8
3
Moder
ate
Fel
t not
confi
den
t ab
out
thei
r ab
ilit
y t
o
han
dle
your
per
sonal
pro
ble
m
0
0
6
9.1
42
63.6
12
18.2
6
9.1
1.7
3
Moder
ate
Fel
t dif
ficu
ltie
s w
ere
pil
ing u
p s
o h
igh t
hat
yo
u c
ould
not
over
com
e th
em
0
0
4
6.1
44
66.7
13
19.7
5
7.6
1.7
1
Moder
ate
All
Ite
ms
1.8
7
Moder
ate
Leg
end
:
0
.00
– 0
.49 =
Ver
y L
ow
Str
ess
0.5
0 –
1.4
9 =
Lo
w S
tres
s
1.5
0 –
2.4
9 =
Moder
ate S
tres
s
2.5
0 –
3.4
9 =
Hig
h S
tres
s
3.5
0 –
4.0
0 =
Ver
y H
igh S
tres
s
42
Relationship between Sources of Stress and the Level of Perceived Stress
Table 9 shows the relationship between the sources of stress and the level of
perceived stress of the respondents.
The sources of stress considered were the work, family, personal, and environment.
Sources of stress such as work, personal, and environment had significant
relationship to the level of perceived stress of the respondents. This implies that these
sources of stress are related to the perceived level of stress of the respondents. It further
implies that the respondents experience considerable level of stress when it comes to work,
personal affairs, and environmental disturbances.
This result further implies that the teachers are more particular with matters related
to work, personal, and environmental rather than those affecting their family.
On the other hand, family-related sources of stress showed no significant
relationship to the perceived level of stress of the respondents. This means that family
related affairs are not associated with the level of perceived stress of the respondents. This
implies that respondents have maximum tolerance to stress when it comes to family
matters.
The result contradicts the findings of Gamozo (2008) that family related affairs are
associated with the level of perceived stress while work, personal and environmental
factors are not associated with the level of perceived stress. This may be caused by the
differences in priorities and orientation of WPU faculty members and the Dep Ed teachers.
Feldman (1989) explained the benefits of stressful environment that, people are
motivated to understand better what is happening to them and this search for knowledge
leads to greater awareness of themselves.
43
Table 9. Relationship between sources of stress and level of perceived stress.
Source of Stress Mean Rating Spearman Correlation
Coefficient
Significance
Personal
1.35
0.285
*
Work
1.32
0.277
*
Family
1.16
0.223
ns
Environmental
1.13
0.245
*
All Sources
1.21
0.319
**
Note: ns – not significant
* – significant at 0.05 level
** – significant at 0.01 level
Relationship of Demographic Characteristics, Job-related Factors and Attitudes
towards Teaching to the Level of Perceived Stress of the Respondents
The relationship of demographic characteristics, job-related factors, attitude toward
teaching and level of perceived stress is shown in Table 10.
Age, gender, civil status, number of years in teaching, academic rank, teaching
load, number of students and attitude of the respondents towards teaching were tested to
determine the relationship between demographic characteristics, job-related factors,
attitude towards teaching and level of perceived stress.
Results showed that age, gender, civil status, number of years in teaching, teaching
load, number of students, and attitude towards teaching had no significant relationship with
the level of perceived stress.
This implies that demographic characteristics, job-related factors and attitude
towards teaching are not associated with the level of perceived stress of the respondents.
The result conforms to the findings of Croasman as cited by Gamozo (2008) that
age is not a predictor of work-related stress of workers.
44
Result also conforms what Stoppler stated that both men and women are sensitive
to psychological stress and its effects. Since people vary widely in their perception of
stress, it is not possible to generalize and state that men or women are more sensitive to
stress.
However, the result contradicts the findings of Gamozo (2008) that age, number of
years in teaching and academic rank are related to the level of perceived stress.
Table 10. Relationship of demographic characteristics, job-related factors and attitude
towards teaching to the level of perceived stress of the respondents.
Characteristics Correlation Coefficient Significance
Demographic Characteristics
Age
rs = - 0.070
ns
Gender
C = 0.102
ns
Civil Status C = - 0.022 ns
Job-related Factors
Number of Years in Teaching
rs = 0.000
ns
Academic Rank C = - 0.146 ns
Teaching Load
rs = 0.156
ns
Number of Students rs = - 0.106 ns
Attitude Toward Teaching
rs = - 0.082 ns
Note: ns – not significant
rs – Spearman Correlation Coefficient
C – Cramer Coefficient
Relationship of Demographic Characteristics, Job-related Factors and Attitude
towards Teaching to the Sources of Stress of the Respondents.
Table 11 shows the relationship of demographic characteristics, job-related factors
and attitude towards teaching to the sources of stress of the respondents.
Civil status was found to be significantly related to the family-related sources of
stress. Married teachers could be affected by family related sources of stress such as
household chores and responsibilities at home.
Numbers of years in teaching and academic rank were found to be significantly
45
related to the environment related sources of stress. This is so because newly hired teachers
and young teachers are likely assigned in distant schools where transportation and
unfavorable weather conditions can cause stress to them.
Other demographic characteristics and job related factors including attitude towards
teaching were found to be not related to sources of stress.
The result negates the findings of Goh (2003) that civil status influence the job
related stress. However, result on length of service conforms to her findings that it
influences job related stress. This may be caused by differences in perception, experience
and orientation as stated by Matirez et al. (2000) that individual is biggest factor of stress.
While one person can’t live with stress, another can live by it and use it to deal with the
environment. Difference in vulnerability to stress is due to perceptions, experiences,
orientation and goals.
46
Tab
le 11.
Rel
atio
nsh
ip bet
wee
n dem
ogra
phic
ch
arac
teri
stic
s, jo
b-r
elat
ed fa
ctors
an
d at
titu
de
tow
ards
teac
hin
g to
th
e so
urc
es of
per
ceiv
ed s
tres
s of
the
resp
onden
ts.
Char
acte
rist
ics
Sourc
es o
f S
tres
s A
ll S
ourc
es
Work
F
amil
y
Per
sonal
E
nvir
onm
ent
Dem
ogra
phic
Char
acte
rist
ics
Age
r s =
- 0
.019
ns
r s =
0.0
00
ns
r s =
0.0
44
ns
r s =
- 0
.244
ns
r s =
- 0
.117
ns
Gen
der
C
= 0
.029
ns
C =
0.1
52
ns
C =
0.0
50
ns
C =
- 0
.167
ns
C =
0.0
14
ns
Civ
il S
tatu
s C
= 0
.086
ns
C =
- 0
.303
*
C =
- 0
.08
6n
s C
= 0
.065
ns
C =
- 0
.086
ns
Job-r
elat
ed F
acto
rs
Num
ber
of
Yea
rs i
n T
each
ing
r s =
- 0
.043
ns
r s =
0.0
32
ns
r s =
0.0
63
ns
r s =
- 0
.253
*
r s =
- 0
.108
ns
Aca
dem
ic R
ank
C =
0.0
37
ns
C =
0.0
25
ns
C =
0.0
99
ns
C =
- 0
.252
*
C =
- 0
.118
ns
Tea
chin
g L
oad
r s
= 0
.115
ns
r s =
0.1
55
ns
r s =
- 0
.01
1n
s r s
= 0
.147
ns
r s =
0.1
35
ns
Num
ber
of
Stu
den
ts
r s =
- 0
.049
ns
r s =
- 0
.171
ns
r s =
- 0
.05
3n
s r s
= -
0.2
36
ns
r s =
- 0
.206
ns
Att
itude
Tow
ard T
each
ing
r s =
0.0
52
ns
r s =
0.1
64
ns
r s =
0.0
97
ns
r s =
- 0
.040
ns
r s =
0.0
72
ns
No
te:
n
s –
no
t si
gn
ific
ant
* –
sig
nif
ican
t at
0.0
5 l
evel
47
Activities Engaged in by the Respondents to Manage Stress
The activities engaged in by the respondents to manage stress are shown in Table
12.
Of the activities considered in this study, two were very often done by the
respondents to manage stress and these were talking with family member and praying. This
is so because talking with family members and airing to them one’s problems can relieve a
person of stress. Most often, casual talks with family members can be relaxing.
On the other hand, praying can relieve stress especially if a person learns to lift up
to God all his worries.
Meanwhile, eight of the 24 activities considered in the study were found to be fairly
often done by the respondents to handle their stress and these were: talking with family and
others, watching television programs, engaging in spiritual or religious activities, texting,
doing time management activities, eating, listening to music, and engaging in
hobbies/leisure activities.
The rest of the activities were sometimes done by the respondents to relieve them
of stress and these were: shopping, massage, scanning/ browsing product catalogue,
exercise, ballroom dancing, meditation, nap/sleeping, sex, mental activities, attending,
gatherings, taking over the counter drugs, engaging in sports, window shopping/malling,
going to internet, smoking, and drinking beverages.
48
Table 12. Activities engaged in by the respondents to manage stress.
Activity Frequency
(n = 66) Percent
Mean
Rating
Descriptive
Rating
1. Talking with family and others 66 100 3.15 Fairly often
Family members 66 100 3.61 Very often
Friends 66 100 3.33 Fairly often
Family friends 66 100 2.98 Fairly often
Neighbors 65 98.5 2.69 Fairly often
Enemy 2 3.0 1.50 Sometimes
2. Watching TV programs 66 100 2.99 Fairly often
News 66 100 3.30 Fairly often
Entertainment 66 100 3.02 Fairly often
Teledrama/telenovelas 64 97.0 2.66 Fairly often
3. Spiritual or Religious Activities 66 100 2.85 Fairly often
Praying 66 100 3.67 Very often
Attending church/service 66 100 3.09 Fairly often
Singing Christian Songs 65 98.5 2.78 Fairly often
Reading the Bible 66 100 2.64 Fairly often
Prayer meetings/bible studies 58 87.9 2.62 Fairly often
Mission work 44 66.7 2.18 Sometimes
Youth camp/fellowship 2 3.0 2.00 Sometimes
4. Texting 65 98.5 2.70 Fairly often
Family members 65 98.5 3.02 Fairly often
Friends 65 98.5 2.68 Fairly often
Family friends 62 93.9 2.44 Sometimes
Text mates 2 3.0 2.00 Sometimes
5. Time Management Activities 66 100 2.69 Fairly often
Planning ahead 66 100 2.74 Fairly often
Scheduling future activities 66 100 2.74 Fairly often
Evaluating oneself 66 100 2.58 Fairly often
Putting on the alarm clock 2 3.0 2.00 Sometimes
6. Eating 65 98.5 2.65 Fairly often
Rice and viand 65 98.5 3.43 Fairly often
Pastries, bread and cookies 64 97.0 2.89 Fairly often
Pasta/noodles 64 97.0 2.33 Sometimes
Junk foods 64 97.0 2.00 Sometimes
Balut and barbeque 2 3.0 1.50 Sometimes
49
Table 12. Continued.
Activity Frequency
(n = 66) Percent
Mean
Rating
Descriptive
Rating
7. Listening to music 66 100 2.57 Fairly often
Classical 66 100 2.74 Fairly often
Pop 62 93.9 2.63 Fairly often
Jazz 63 95.5 2.44 Sometimes
Christian music 5 7.6 2.00 Sometimes
8. Hobbies/Leisure Activities 66 100 2.56 Fairly often
Cleaning the surroundings 65 98.5 3.02 Fairly often
Cooking/baking 65 98.5 2.72 Fairly often
Watering/tending plants 64 97.0 2.59 Fairly often
Washing clothes 60 90.9 2.57 Fairly often
Reading magazines 66 100 2.48 Sometimes
Reading newspapers 66 100 2.42 Sometimes
Reading pocket books 54 81.8 2.07 Sometimes
Playing keyboard 2 3.0 2.00 Sometimes
9. Shopping 65 98.5 2.37 Sometimes
Groceries 65 98.5 2.80 Fairly often
Clothes 64 97.0 2.31 Sometimes
Make up accessories 49 74.2 2.00 Sometimes
Shoes and slippers 2 3.0 1.50 Sometimes
10. Massage 57 86.4 2.26 Sometimes
11. Scanning/browsing product
catalogue 64 97.0 2.26
Sometimes
Sophie 2 3.0 2.50 Fairly often
Avon 64 97.0 2.31 Sometimes
Natasha 63 95.5 2.29 Sometimes
MSE 63 95.5 2.22 Sometimes
Sara Lee 1 1.5 2.00 Sometimes
12. Exercise 64 97.0 2.25 Sometimes
Stretching 64 97.0 3.20 Fairly Often
Jogging 55 83.3 2.22 Sometimes
Bicycling 52 78.8 2.08 Sometimes
Running 48 72.7 1.92 Sometimes
Swimming 35 53.0 1.77 Sometimes
Roller blading 42 63.6 1.76 Sometimes
Walking 32 48.5 1.69 Sometimes
Weight lifting 7 10.6 1.43 Almost Never
Skating 6 9.1 1.17 Almost Never
50
Table 12. Continued.
Activity Frequency
(n = 66) Percent
Mean
Rating
Descriptive
Rating
12. Exercise 64 97.0 2.25 Sometimes
Stretching 64 97.0 3.20 Fairly Often
Jogging 55 83.3 2.22 Sometimes
Bicycling 52 78.8 2.08 Sometimes
Running 48 72.7 1.92 Sometimes
Swimming 35 53.0 1.77 Sometimes
Roller blading 42 63.6 1.76 Sometimes
Walking 32 48.5 1.69 Sometimes
Weight lifting 7 10.6 1.43 Almost Never
Skating 6 9.1 1.17 Almost Never
13. Ballroom Dancing 48 72.7 2.25 Sometimes
Waltz 44 66.7 2.52 Fairly often
Boogie 26 39.4 2.04 Sometimes
Cha-cha 34 51.5 1.97 Sometimes
Disco 26 39.4 1.73 Sometimes
14. Meditation 54 81.8 2.19 Sometimes
Mindful Meditation 54 81.8 2.28 Sometimes
Transcendental Meditation 48 72.7 2.13 Sometimes
15. Nap/sleeping 64 97.0 2.14 Sometimes
16. Sex 47 71.2 2.07 Sometimes
Sexual intercourse 41 62.1 2.15 Sometimes
Masturbation 13 19.7 1.85 Sometimes
17. Mental Activities 63 95.5 2.06 Sometimes
Playing board games 61 92.4 2.15 Sometimes
Solving puzzles 61 92.4 2.13 Sometimes
Playing Rubik’s cube 43 65.2 1.86 Sometimes
Problem solving 3 4.5 1.67 Sometimes
18. Attending gatherings 66 100 2.01 Sometimes
Birthday party 65 98.5 2.17 Sometimes
Excursion /picnics 62 93.9 2.10 Sometimes
Reunions 58 87.9 2.02 Sometimes
Wedding 61 92.4 1.97 Sometimes
Anniversary party 53 80.3 1.91 Sometimes
51
Table 12. Continued.
Activity Frequency
(n = 66) Percent
Mean
Rating
Descriptive
Rating
19. Taking over-the-counter drugs 52 78.8 1.98 Sometimes
Anti-cough/cold 6 9.1 2.50 Fairly often
Pain reliever 25 37.9 2.16 Sometimes
Vitamin/mineral/food
supplement 13 19.7 2.15 Sometimes
Antibiotic 2 3.0 2.00 Sometimes
Antihistamine 1 1.5 2.00 Sometimes
Antihypertensive 5 7.6 1.80 Sometimes
Not specified 17 25.8 1.59 Sometimes
20. Window shopping/malling 63 95.5 1.97 Sometimes
21. Engaging in sports 49 74.2 1.81 Sometimes
Table Tennis 29 43.9 2.07 Sometimes
Badminton 39 59.1 2.00 Sometimes
Volleyball 37 56.1 2.00 Sometimes
Basketball 29 43.9 1.90 Sometimes
Softball 14 21.2 1.79 Sometimes
Lawn Tennis 10 15.2 1.60 Sometimes
Football 11 16.7 1.45 Almost Never
Golf 5 7.6 1.00 Almost Never
Boxing 1 1.5 1.00 Almost Never
22. Going to internet 39 59.1 1.80 Sometimes
Surfing 21 31.8 1.86 Sometimes
Chatting 28 42.4 1.82 Sometimes
Playing on-line games 26 39.4 1.69 Sometimes
Blogging 16 24.2 1.56 Sometimes
23. Smoking 5 7.6 1.75 Sometimes
Cigarettes 4 6.1 1.75 Sometimes
Tobacco 1 1.5 1.00 Almost never
24. Drinking alcoholic beverages 26 39.4 1.66 Sometimes
Brandy 16 24.2 1.81 Sometimes
Beer 24 36.4 1.75 Sometimes
Rum 11 16.7 1.64 Sometimes
Whisky 11 16.7 1.64 Sometimes
Gin 11 16.7 1.45 Almost never
Legend: Note: Respondents had multiple responses
1.00 – 1.49 =Almost never
1.50 – 2.49 = Sometimes
2.50 – 3.49 = Fairly often
3.50 – 4.00 = Very often
CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
This study entitled “Stress Management of Public Secondary Teachers in Selected
High Schools of Aborlan” was conducted to 1) find out the level of perceived stress of the
respondents; determine the sources of stress as perceived by the respondents; 2) identify if
there is relationship between the sources of stress and the level of perceived stress among
the respondents; 3) determine the activities that the respondents engage in to manage
stress; and 4) find out if there is relationship between the level of stress, and sources of
stress and certain demographic characteristics and job-related factors of the respondents
and attitudes towards teaching of the respondents.
Data were gathered through survey questionnaires. The study was conducted at
selected secondary schools of Aborlan, Palawan in December 2008.
A total of 66 secondary teachers were randomly selected as the respondents of the
study. After the questionnaires were collected, data were tabulated, and analyzed using
frequencies, percentages, means, and Cramer and Spearman Rank Correlation Coefficient.
Result showed that most of the respondents were married females. They had been
in the service for mean of 10.3 years and more than half of them were Secondary School
Teacher I. Their mean teaching load was 23.3 hours per week and had mean of 41 students
per class.
The perceived sources of stress such as work, family, personal, and environment
were considered only slightly part of the respondents’ lives.
The level of perceived stress of the respondents was found to be moderate.
53
Of the activities considered in this study, two were very often done by the
respondents to manage stress and these were talking with family member and praying.
Meanwhile, eight of the 24 activities considered in the study were found to be fairly often
done by the respondents to handle their stress and these were: talking with family and
others, watching television programs, engaging in spiritual or religious activities, texting,
doing time management activities, eating, listening to music, and engaging in
hobbies/leisure activities. The rest of the activities were sometimes done by the
respondents to relieve them of stress and these were: shopping, massage, scanning/
browsing product catalogue, exercise, ballroom dancing, meditation, nap/sleeping, sex,
mental activities, attending, gatherings, taking over the counter drugs, engaging sports,
window shopping/malling, going to internet, smoking, and drinking beverages.
Based on Cramer and Spearman Rank Order Correlation coefficients, work,
personal and environment related sources of stress have significant relationship to the level
of perceived stress of the respondents.
Age, gender, civil status, number of years in teaching, academic rank, and teaching
load, number of students and attitude towards teaching have no significant relationship
with level of perceived stress.
As to the relationship of demographic characteristics, job-related factors, and
attitude towards teaching, to the sources of perceived stress, civil status was found to be
significantly related to family related sources of stress. Married teachers could experience
high level of stress when it comes to family matters. Numbers of years in teaching and
academic rank were significantly related to environment related sources of stress. New
teachers with lower academic rank experience stress related to distant work assignment and
54
unfavorable weather conditions.
Other demographic characteristic, job related factors, and attitude towards teaching
had no significant relationship with the sources of stress of the respondents.
Conclusions
The secondary teachers in selected schools of Aborlan experience tolerable level of
stress when it comes to work, personal, and environment related issues.
The secondary teachers of Aborlan enjoy the teaching profession.
Younger and newly hired teachers consider teaching more stressful than older
teachers do.
Prayer and talking with family members can eliminate stress.
Recommendations
Based on the results of the study, the following recommendations were made:
1. The secondary teachers can engage in activities such as praying and talking
with family members to cope with their stress
2. The school administrators should come up with program of activities to
lessen the stress of teachers.
3. For future researcher, similar studies be conducted among public secondary
teachers in other districts. A similar study can be conducted in the public
elementary teachers in Palawan.
BIBLIOGRAPHY
Books
Atkinson, Rita L. et al. 1996. Hilgard’s Introduction to Psychology. Harcourth Brace &
Company.
Matirez, Rodil Concepcion et al. 2000. Management of Human Behavior in Organization,
2nd
edition. National Bookstore.
Daft, Richard L. 2003. Management, 6th
edition. Thompson Learning Asia: Singapore
Feldman, Robert S. 1989. Adjustment – Applying Psychology in a Complex World. Mc
Graw-Hill Inc.
Feldren, Robert S. International Edition. 2005. Understanding Psychology, 7th
edition. Mc
Graw-Hill.
Morgan, Clifford T. et al. 1986. Introduction to Psychology Mc Graw-Hill Brok
Companies Inc.
Myers, David G. 1989. Psychology, 2nd
edition. Worth Publishers, Inc.
Newstrom, John A. 2007. Organization Behavior – Human Behavior at Work, 12th
edition.
International Edition, Mc Graw-Hill Education.
Theses/Dissertations
Gamozo, Mary Jane D. 2008. Stress Management of Faculty Members of Western
Philippines University. Unpublished Masteral Thesis, Western Philippines University,
Aborlan, Palawan.
Goh, Erlinda S. 2003. Job Related Stress and Altruistic Attitudes of Middle and First Level
Administrators of the Higher Educational Institution of the City of Puerto Princesa.
Unpublished Doctoral Thesis, Holy Trinity College, Puerto Princesa City, Palawan.
Santiago, Cecilia S. 2005. Teaching Commitment of the Faculty Members of the Western
Philippines University. Unpublished Masteral Thesis, Western Philippines University,
Aborlan, Palawan.
56
Encyclopedia
Compton’s Encyclopedia. 1996. Comptons Learning Company, A Tribune New
Medri/Education Company. Volume 22, pages 670-671.
Websites
BROWN, ZOE ANN and UEHARA, DENISE L. 2003. Coping with Teacher Stress: A
Research Synthesis for Pacific Educators
Available at http://www.prel.org/products/Products/Coping-teacherStress.htm
FENTON, JUDI. 2008. Managing Stress through Teacher Talk Groups
Available at http://www.teachersnetwork.org/NTNY/nychelp/mentorship/stress.htm
KOWALSKI, CHARLES (Tokai University). Caring for Teachers in Uncaring Schools
Available at http://www.sadashivan.com/thequotstressquot/index.html
KUMAR, JANICE. 2008. Stress: Causes and Possible Solutions
Available at http://www.prel.org/products/Products/Coping-teacherStress.htm
MEDICAL ENCYCLOPEDIA. 2008. Stress Management
Available at http://www.nlm.nih.gov/medlineplus/ency/article/001942.htm
NATIONAL INSTITUTE FOR OCCUPATIONAL SAFETY AND HEALTH (NIOSH).
2007. Stress … At Work
Available at www.cdc.gov/niosh/pdfs/stress.pdf
OHIO STATE UNIVERSITY EXTENSION. 2005. Training Module: Stress Management
Available at ohioline.osu.edu/atts/PDF-English/Stress-Mgmt.pdf
SCOTT, ELIZABETH, M.S. 2006. What Types of Lifestyle Stress Put You Most At Risk for
Burnout?
Available at http://stress.about.com/od/burnout/a/life_stress.htm
SCOTT, ELIZABETH M.S. 2007. Music and Your Body: How Music Affects Us and Why
Music Theraphy Promotes Health
Available at http://stress.about.com/od/tensiontamers/a/music_therapy.htm
SCOTT, ELIZABETH M.S. 2007. Sex and Stress: The Benefits of Sex, and How to Keep
Things Hot When Stress
Available at http://stress.about.com/od/generaltechniques/a/sexandstress.htm
SCOTT, ELIZABETH, M.S. 2007. Top 10 Stress Relievers: The Best Ways to Feel Better
Available at http://stress.about.com/od/generaltechniques/tp/toptensionacts.htm
57
SCOTT, ELIZABETH M.S. 2008. Benefits of Meditation for Stress Management
Available at http://stress.about.com/od/tensiontamers/p/profilemeditati.htm
SCOTT, ELIZABETH M.S. 2008. Exercise and Stress Relief: Using Exercise as a Stress
Management Tool.
Available at http://stress.about.com/od/programsandpractices/a/exercise.htm
SCOTT, ELIZABETH M.S. 2008. Stress in Women, How Women’s Stress Differs; How
Women can Relieve Stress
Available at http://stress.about.com/od/relationships/a/women_stress.htm
APPENDICES
59
Appendix A. Survey Questionnaire
I. Demographic Characteristics
Name (optional): ___________________________________________________
Gender: _____ Male _____ Female
Age: _______
Civil Status: _____ Married _____ Separated
_____ Single _____ Widow/Widower
Job-related Factors
Number of years in teaching: _____________________
Highest Educational Attainment:
_____ Diploma Course
_____ BS/AB
_____ BS/AB with MA/MS Units
_____ MS/MA
_____ MS/MA with PhD Units
_____ PhD
_____ others (please specify)
Academic Rank (please specify): ___________________
Average number of teaching hours per week: ____________________
Average number of students per class: ___________________
60
II. Teachers Attitudes towards Teaching
The following is a list of teachers’ attitudes towards teaching. You have to read
each statement carefully and decide how you feel about it. Then indicate your attitudes by
putting check on the space provided that corresponds to it.
SD – Strongly Disagree
D – Disagree
A – Agree
SA – Strongly Agree
SD D A SA
1. I love teaching as my vocation.
2. I enjoy teaching.
3. I never have self realization in teaching.
4. I never dreamed of being a teacher.
5. I am proud to be a teacher.
6. I never regret that I have chosen teaching as my
profession.
7. I am dissatisfied being a teacher.
8. If I will have other opportunity, I will resign from
teaching.
9. I regret being a teacher
10. Teaching is an easy job.
11. Teaching is boring.
12. Teaching gives me fulfillment.
13. I am ashamed to be a teacher.
14. I find teaching stressful.
15. I never feel blessed in teaching
16. I want to teach till I reach my retireable age.
17. Teaching is the best profession.
18. Teaching is a demanding and taxing job.
19. I do not enjoy working with students
20. I am satisfied being a teacher.
21. Given the choice, I will leave teaching for another
job.
22. I always enjoy working with students.
61
III. Perceived Stress Scale (PSS)
The questions below ask you about your feelings and thoughts during the last
month. In each case, please indicate how often you felt or thought a certain way by putting
a check on the appropriate column.
Questions Never Almost
Never Sometimes
Fairly
often
Very
often
1. How often have you been upset
because of something that
happened unexpectedly?
2. How often have you felt that
you were unable to control the
important things in your life?
3. How often have you felt
nervous and stressed?
4. How often have you felt not
confident about your ability to
handle your personal problem?
5. How often have you felt that
things were not going your
way?
6. How often have you found that
you could not cope with all the
things that you had to do?
7. How often have you not been
able to control irritations in
your life?
8. How often have you felt that
you were not on top of things?
9. How often have you been
angered because of things that
happened that were outside of
your control?
10. How often have you felt
difficulties were piling up so
high that you could not
overcome them?
62
IV. Inventory of Recent Life Experiences (IRLE)
The following is a list of experiences which you may consider as sources of stress.
Please indicate for each experience how much it has been a part of your life over the past
month. Please put a check on the appropriate column.
Experiences
Not at
all part
of my
life
Only
slightly
part of
my life
Distinctly
part of
my life
Very
much
part of
my life
Work – related Sources of Stress
1. Conflict with co-teachers
2. Lot of work responsibilities
3. Dissatisfaction with the learning
styles/abilities of the students
4. Heavy demands from the supervisor
5. Dissatisfaction with the teaching materials
provided by the school
6. Handling subjects more than the
prescribed maximum number of hours
7. Dissatisfaction with the class schedule
8. Disliking fellow teacher(s)
9. Interruptions in the work
10. Lot of examinations or paper works to
check
11. Handling subjects which are not in line
with specialization
12. Dissatisfaction with the attitudes of the
students
13. Change in responsibilities at work
14. Lack of textbooks or references
15. Handling big classes
16. Rendering service beyond official time
17. Preparing lesson plan
18. Preparing rushed documents
19. Conflict with supervisor
20. Conflict with principal
21. Unexpected assignment/designation
22. Not receiving the salary on time
23. Meeting deadlines
24. Holding classes in poorly ventilated
classrooms
25. Working in an over-crowded office
63
Experiences
Not at
all part
of my
life
Only
slightly
part of
my life
Distinctly
part of
my life
Very
much
part of
my life
Work – related Sources of Stress (cont.)
26. Checking/editing student laboratory
report/journals
27. Preparing instructional materials
28. Heavy demands on classroom structuring
29. Preparing for the school evaluation/school
visitation
30. Preparing for a contest
31. Coaching an athletic team
32. Coaching a student contestant (s)
33. Handling problems students
34. Handling very poor students
Family – related Sources of Stress
35. Conflict with spouse
36. Financial conflicts within the family
37. Making important decisions about the
family
38. Conflict with spouse’s family
39. Behavior of a family member
40. Housekeeping standards
41. Insufficient couple time
42. Spousal relationship
43. Distance of work station from the family
Personal – related Sources of Stress
44. Too many things to do at once
45. Not enough leisure time
46. Financial burdens
47. Not enough time to sleep
48. Poor health including allergies
49. Time management worries
50. Important decisions about future career for
upgrading teaching competence
Environment – related Sources of Stress
51. Neighbors
52. Difficulties with transportation
53. Weather conditions
64
V. Relaxation Inventory (RI)
The following is a list of activities that you may use to relax, unwind, or cope with
stress while working. Please indicate how often you engage in each of the following
activities over the past month. Put a check on the appropriate column.
Activities Description Specific
Details Never
Almost
Never Sometimes
Fairly
often
Very
often
1. Exercise
Includes,
aerobic
activities such
as running,
stretching,
weight lifting,
skating,
jogging,
bicycling,
walking, roller
blading,
swimming, etc.
Running
Stretching
Weight lifting
Skating
Jogging
Bicycling
Walking
Roller blading
Swimming
others (pls. specify)
2. Engaging
in sports
Includes ball
games and
indoor games
such as
basketball,
volleyball,
softball, golf,
football, tennis,
badminton, etc.
Basketball
Volleyball
Softball
Football
Lawn tennis
Table tennis
Badminton
Golf others (pls. specify)
3. Meditation
Refers to
spending a quiet
moment with
oneself,
channeling
thought of
love, serenity,
focus and
optimism that
can reduce inner
stress.
Transcendental
Meditation
(repeating a
mantra silently
for a period
of time)
Mindful
Meditation
(consciously
focusing on the
present
moment)
others (pls. specify)
65
Activities Description Specific Details Never Almost
Never Sometimes
Fairly
often
Very
often
4. Mental
activities
Refers to
imagery or
creative
visualization.
Visualizing
relaxing
images, colors
or scenarios in
the
imagination.
Solving puzzles
Playing board
games
Playing Rubik’s
cube
others (pls. specify)
5. Spiritual
or
Religions
Activities
Refers to
reading
uplifting
literature,
attending
church,
praying,
singing
Christian songs,
reading bible,
etc.
Reading bible
Singing
Christian songs
Attending
church/religious
service
Attending
prayer
meetings/bible
studies
Praying
Going on a
mission work
others (pls. specify)
6. Talking
with
family,
friends
or other
supportive
people
Communicating
with others so
that you feel
listened to and
supported in
what you say
and how you
feel.
Talking with
family
members
Talking with
friends
Talking with
family friends
Talking with
neighbors
others (pls. specify)
66
Activities Description Specific
Details Never
Almost
Never Sometimes
Fairly
often
Very
often
7. Hobbies
or
Leisure
Activities
Refers to doing
things you truly
love to do or
doing things you
find highly
enjoyable.
Watering/
lending plants
Cleaning
the
surroundings
Reading
newspapers
Reading
magazines
Reading
pocketbooks
Washing
clothes
Cooking/
baking
others (pls.
specify)
8. Time
Management
Activities
Refers to
planning ahead,
scheduling
future activities,
taking time to
evaluate
effectiveness or
control over your
life.
Planning
ahead
Scheduling
future
activities
Evaluating
oneself
others (pls.
specify)
9. Drinking
alcoholic
beverages
Drinking
alcoholic
beverages to
make you feel
better and
relaxed.
Drinking Beer
Drinking Gin
Drinking
Brandy
Drinking Rum
Drinking
Whiskey
others (pls.
specify)
10. Smoking
Trying to make
yourself
feel better by
smoking.
Cigarettes
Tobacco
others (pls.
specify)
67
Activities Description Specific
Details Never
Almost
Never Sometimes
Fairly
often
Very
often
11. Eating
Eating food to
just help you
cope with
pressures and
stresses.
Eating junk
foods
Eating rice
and viand
Eating
pastries,
bread,
cookies, etc.
Eating pasta
(noodles)
others (pls.
specify)
12. Shopping
Buying
anything just
to help you
feel better.
Buying
groceries
Buying
clothes
Buying
make-up
accessories
others (pls.
specify)
13. Watching television
Watching
different
programs,
entertainments,
news.
etc.
Watching
news
Watching
entertainment
programs
Watching
“teledramas”/
“telenovelas”
others (pls.
specify)
14. Listening
to music
Listening to
music like
classical, pop,
or jazz music
Listening to
classical
music
Listening to
pop music
Listening to
jazz music
others (pls.
specify)
68
Activities Description Specific
Details Never
Almost
Never Sometimes
Fairly
often
Very
often
15. Texting Testing with
friends, text
mates or
relatives.
Texting
with family
members
Texting with
friends
Testing
with family
friends
others (pls.
specify)
16. Going to
Internet
Going to
internet to
chat and play
computer
games.
Chatting
Blogging
Surfing
Playing on-
line games
others (pls.
specify)
17. Attending
gatherings
Refers to
going out and
spending time
with friends
away from
stressful
environment.
Birthday
Party
Anniversary
Party
Wedding
Party
Reunions
Excursions/
Picnic
others (pls.
specify)
18. Ballroom
Dancing
Relaxing
yourself
through
dancing
Cha-cha
Boogie
Walk
Disco others (pls.
specify)
19. Taking
over-the-
counter
drugs
Taking
prescription
drugs to help
you feel
better, reduce
pain, reduce
discomfort, or
calm you
down.
Pls. specify
the medicine
that you are
taking.
69
Activities Description Specific
Details Never
Almost
Never Sometimes
Fairly
often
Very
often
20. Massage
Using the hands
(yours or someone
else) to rub, stroke,
press, or touch
portions of the
body for
therapeutic/
relating purposes.
Pls. specify
the portions
of your
body that
undergo
massage.
21. Naps/
Sleeping Taking nap or
sleep during the
day.
Pls. specify
the no. of
minutes or
hours that
you devote
for sleeping.
22. Sex Using sexual
intercourse or
masturbation as a
way to relax and
unwind.
Sexual
intercourse
Masturbation
23. Window
shopping
/ Mailing
Going to
department stores
or any store just to
roam around.
24. Scanning/
browsing
product
catalogue
Scanning/browsing
product catalogues
such as Avon
catalogue, Natasha
Catalogue, etc.
Scanning/
browsing
Avon
catalogue
Scanning/
browsing
Natasha
catalogue
Scanning/
browsing
MSE
catalogue
others (pls.
specify)
THANK YOU VERY MUCH!
70
Appendix B. Letter of Request to the Schools Division Superintendent
Republic of the Philippines
WESTERN PHILIPPINES UNIVERSITY
Aborlan, Palawan
December 2, 2008
TERESITA P. MARCIAL
Assistant Schools Division Superintendent
Officer in Charge
Division of Palawan
Madam:
Warm Greetings!
The undersigned is a master in Educational Management of Western Philippines
University undertaking her thesis entitled “STRESS MANAGEMENT OF PUBLIC
SECONDARY TEACHERS IN SELECTED SECONDARY SCHOOLS OF
ABORLAN”.
In this connection, the undersigned would like to request your permission to administer
the questionnaire to the public secondary teachers in selected secondary schools in Aborlan
District.
Your kind consideration and approval on the request will be highly appreciated.
Thank you very much and more power!
Truly yours,
(Sgd.) ELIZA S. ANIETE
Researcher
NOTED BY:
(Sgd.) JULIE HOPE TIMOTEA P. EVINA
Thesis Adviser
APPROVED:
(Sgd.) TERESITA P. MARCIAL
Assistant Schools Division Superintendent
Officer in Charge
71
Appendix C. Letter of Request to the Respondents
Republic of the Philippines
WESTERN PHILIPPINES UNIVERSITY
Aborlan, Palawan
December 8, 2009
The Respondent
Sir/Madam:
The undersigned is conducting a research entitled “STRESS MANAGEMENT
OF PUBLIC SECONDARY TEACHERS IN SELECTED SECONDARY SCHOOLS
OF ABORLAN”.
In line with this, the undersigned would like to request your cooperation by
answering the questionnaire as accurately as possible. Your answer will be treated with
utmost confidentiality.
Thank you very much.
Truly yours,
(Sgd.) ELIZA S. ANIETE
Researcher