Work-Related Stress, Workloads, and Performance: A Case of Senior High School Teachers

Joseph T. Gudelos and Beatrice D. Mabitad
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Joseph T. Gudelos: Teacher-Education, Science Department, Eastern Visayas State University-Ormoc Campus
Beatrice D. Mabitad: Teacher-Education, Mathematics Department, Eastern Visayas State University-Ormoc Campus

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 1, 1457-1471

Abstract: During the 2021–2022 academic year, this study examines the relationship between workload, performance, and work-related stress among Senior High School (SHS) teachers at School X, Cebu, Philippines. Teachers’ performance and well-being have been negatively impacted by ongoing stress and excessive workloads, which is indicative of larger difficulties in one of the most demanding occupations in the world. In contrast to research that looks at these elements separately, this study investigates how they interact to offer a comprehensive picture of their combined influence on teacher performance. All ten, 100% of the SHS teachers were involved in the study using a qualitative and quantitative approach. The researcher applied a simple percentage and mean to analyze profile data, work-related stress scores, workloads, and work performance. Spearman rho was applied to determine statistical correlations between main variables. Qualitative interviews were used to get deeper insights, and quantitative data was collected using validated stress questionnaires, workload measures, and standardized performance evaluations. The results showed that although teachers were able to cope with moderate levels of stress in spite of heavy workloads, performance outcomes were not substantially predicted by either stress or workload. Systemic workload issues are still a major worry, though. In order to address systemic difficulties, the study suggested an action plan based on these findings that included stress management training, modified teaching duties, improved technical assistance, and stakeholder involvement. The goals of these plans are to boost performance, lessen stress, and manage workload better. In order to support teacher well-being and maximize educational outcomes, the study offers policymakers, school administrators, and researchers practical advice based on its insightful analysis of the complex relationships between stress, workload, and performance.

Date: 2025
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