Work-Related Stress and Teaching Performance of Public Elementary School Teachers of San Francisco Cluster IV

Ariel A. Gonzales
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Ariel A. Gonzales: College Of Education, Caragastate University

International Journal of Research and Scientific Innovation, 2024, vol. 11, issue 5, 43-94

Abstract: This study aimed to investigate the relationship between teachers’ work-related stress and their teaching performance in Public Elementary Schools of San Francisco, Cluster IV in Agusan del Sur Division, Agusan del Sur, Caraga Region. The research used a researcher-made questionnaire to rate teachers’ work-related stress, including workload, assessments and evaluation, time management, classroom behavior, resources, the role of ambiguity, emotional demand, support, and work-life balance. Teachers’ teaching performance was assessed based on the rating of teachers in the Individual Performance Commitment and Review Form (IPCRF). The study employed a descriptive-correlation research design with 53 sampled participants. The study indicated that work-related stress among the teachers was rated as moderate and interpreted as extensive. In terms of teaching performance, 46% of the teacher participants had an outstanding rating, while 54% had a very satisfactory rating, with none rated as satisfactory or poor. The study also found a significant difference in work-related stress among teachers when grouped according to age, teaching experience, and grade level currently teaching. Additionally, the data revealed that the study found no significant impact of the stress caused by workloads on the quality of teaching. Despite the lack of a significant relationship, schools should manage workloads to support educators and maintain optimal teaching quality, fostering a healthier environment and better outcomes for all.

Date: 2024
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