Vol. 01 No.

June 2009

STRESS AMONG PUBLIC ELEMENTARY SCHOOL TEACHERS

1

Chona C. Roxas, M.A.

ABSTRACT The study dealt on stress among the public elementary school teachers in Baguio City, Philippines. With a sample size of 320 and using descriptive-survey as methodology, the researcher found that the stress felt by the teachers is at normal level. Moreover, it was revealed that gender, age, and civil status do not have significant influence on the level of stress experienced by the teachers. It was recommended that stress awareness programs and activities be instituted by the public elementary schools of Baguio city to minimize the impact of stress among the teachers. Key Words: Elementary School Teacher, Occupational Stress, Sources of Stress, Stress Management Program

I. INTRODUCTION Economic development and education are interrelated. Schultz (1998) claims that the economic development of a nation is a function of the quality of its education. In other words, the better educated the people, the greater the chances of economic development. Thus, in a global setting, investment in human capital has become a condition for international competitiveness. One of the most accessible ways to achieve and start a globally competitive educational system is to train and produce educators who are not only intellectually adept with teaching skills but who are also emotionally and socially committed to the teaching profession. Ho (2006) claimed that the teacher-learner duality demands a goal of continuous development in order to anticipate the professional future because at the center of information on technology and communication is still the human person-the teacher.

Faculty, College of Teacher Education

The life of an individual is centered on his work and company. Work is a major part of human lives. A man needs to work in order to 86

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survive; therefore, most part of his life is spent in work. Hence, at work, sources of stress are inevitable and humans tend to react to such stressors leading to emotional and physical problems. Prolonged exposure to stress may even lead to more serious health problems. Elementary school teachers play a vital role in the development of children. They introduce children to the basics of numbers, language, science, and social studies. They use games, music, artwork, films, slides, computers, and other teaching technology to teach basic skills. Elementary school teachers take the time to model and instill good habits and a curiosity for learning. Stress is a part of the fabric of life. Nothing can isolate stress from human beings as evidenced from various researches and studies. Stress can be managed but not simply done away with. Defining stress is a very complex matter, which is the subject of different analyses and continuous debate among experts. Beyond the details of this debate, a general consensus can be reached about a definition of stress, which is centered around the idea of a perceived imbalance in the interface between an individual, the environment and other individuals. When people are faced with demands from others or demands from the physical or psycho-social environment to which they feel unable to adequately respond, a reaction of the organism is activated to cope with the situation. The nature of this response depends upon a combination of different elements, including the extent of the demand, the personal characteristics and coping resources of the person, the constraints on the person in trying to cope and the support received from others.

Okebukola and Jegede (1989) defined occupational stress as a condition of mental and physical exertion brought about as a result of harassing events or dissatisfying elements or general features of the working environment. This definition coincides with a research conducted by Levi(1996) who posited that stress is cost by a multitude of demands

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(stressors) such an inadequate fit between what we need and

what we capable of, and what our environment offers and what it demands of us. Also, Kyriacou (1987) defined teacher stress as the experience by a teacher of unpleasant emotions such as tension, frustration, anger and depression resulting from aspects of his work as a teacher. From the point of view of Levine and Ursin (1991), stress is a part of an adaptive biological system, where a state is created when a central processor registers an informational discrepancy. In essence, stress can be considered as any factor, acting internally or externally, that makes it difficult to adapt and that induces increased effort on the part of the person to maintain a state of equilibrium both internally and with the external environment. In congruence, Steinberg and Ritzmann (1990) affirmed that stress is an underload or overload of matter, energy or information input to, or output from, a living system. Borg (1990) has also conceptualized teacher stress as a negative and potentially harmful to teachers health. The key element in the definition is the teachers perception of threat based on the following three aspects of his job circumstances. 1. that demands are being made on him. 2. that he is unable to meet or has difficulty in meeting these demands, and 3. that failure to meet these demands threatens his mental/physical well being. According to the Department of the National Institute of Occupational Safety and Health in Cincinnati, U.S.A. (1999), job stress can be defined as the harmful physical and emotional responses the occur when the requirements of the job do not match the capabilities, resources, or needs of the worker. Job stress can lead to poor health and even injury. From a discussion document presented by the Health and Safety Commission of London, U.K. (1999), stress is the reaction people have to excessive pressures or other types of demand placed on them.

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Allen (2002) claimed that stress is a feeling we experience, when we loose confidence in our capability to cope with a situation. It is a state characterized by high levels of arousal and distress and often by feelings of not coping.

To a scientist, stress is any action or situation that places special physical or psychological demands upon a person, anything that can unbalance his individual equilibrium. And while the physiological response to such demand is surprisingly uniform, the forms of stress are innumerable. Stress may be even but unconscious like the noise of a city or the daily chore of driving the car. Perhaps the one incontestable statement that can be made about stress is that it belongs to everyone- to businessmen and professors, to mother and their children, to factory workers.
Recognizing the varied tasks of a public school teacher, stress is undoubtedly inherent and regardless of other factors, the process of teaching is, in itself, quite stressful. Many teachers find the demands of being a professional educator in today's schools difficult and at times stressful. When work stress results in teacher burnout, it can have serious consequences for the health and happiness of teachers, and also the students, professionals, and families they interact with on a daily basis. Occupational stress, which is believed to have an effect on the health of workers, is the concern of every institution. Present studies prove that psychosomatic disorders are noted to develop if workers experience prolonged exposure to job stress. Therefore, there is a necessity to find out the factors associated with stress to be able to identify them and prevent exposure to these stressors. Due to insufficiency of empirical studies on the sources of stress in the public schools, this study wants to have an empirical evidence of the stress causing factors among the faculty members. Determination of these factors may prevent the teaching force from over exposure and from other disorders that may affect the workers 89

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efficiency. It is for this reason that the researcher deemed it necessary to find out the factors associated with stress among faculty members of the public elementary schools in Baguio City. This study aimed to investigate the occupational stress among faculty members of the public elementary school teachers in Baguio City. Specifically, it sought to answer the following questions: 1. What is the level of occupational stress of the of the public elementary school teachers in Baguio City? 2. How do the stress levels of the respondents compare

when they are grouped according to: a. gender; b. age; c. teaching experience; and d. civil status? 3. What are the potential sources of occupational stress of teachers among the public school elementary teachers in Baguio City? II. METHODOLOGY Since the objective of the study was to determine and analyze occupational stress among public elementary school teachers in Baguio City, the researcher utilized the descriptivesurvey method of research. Such method was employed because it involved description, recording, analysis, and interpretations of existing conditions. Involved in the conduct of the study were the teachers of the public elementary schools in Baguio City, school year 2008-2009, with a total sample size of 320. Samples from population of teachers were employed using the stratified random sampling procedure in order to have proportionate representation from each district. Table 1 shows the distribution of the sample respondents according to gender, teaching experience, civil status and age. To gather the needed data, the researcher personally administered a self-constructed questionnaire. The questionnaire

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was formulated based on the ideas and insights taken from the different authorities as reflected in the related literature as well as suggestions and recommendations given by the Dean of the College of Teacher Education, Research Director, and the Vice president for Academic Affairs of UC. The original draft was then refined according to the corrections and suggestions.
Table1. Frequency and Percentage Distribution of the Respondents According to Gender, Age, Years of Teaching Experience, and Civil Status Variable I. Gender Male Female Total II. Teaching 10 Years & Below Experience 11-20 Years Over 20 Years Total III. Civil Status Single Single (Head of the Family) Married (Sole Bread Winner) Married (Partner is Employed) Separated/Annulled Widow/Widower Total IV. Age 21-30 31-40 41 & above Total f 38 282 320 116 133 71 320 48 22 74 155 11 10 320 59 104 157 320 % 11.88 88.12 100.00 36.25 41.56 22.19 100.00 15.00 6.88 23.13 48.44 3.44 3.13 100.00 18.44 32.50 49.06 100.00

The questionnaire is composed of three parts. Part one dealt with the personal background of respondents that included the respondents gender, age, number of years of teaching experience and civil status of teachers. Part two attempted to gather information on the sources of occupational stress of public elementary school teachers and the last part intended to know the perceived level of stress of the teachers when grouped according to gender, age, years of teaching experience and civil status. A four- point scale was used to evaluate the level of stress of the teachers with the qualitative verbal descriptions and numerical ratings (in parenthesis) of very high stress level (4), high stress level (3), normal stress level (2), and low stress level (1).

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After permission was granted to conduct the study, the researcher consulted various school authorities in the gathering of information pertinent to the research. Population of faculty teaching in different schools subject for study was taken from the official records available at the Department of Education office, Cordillera Administrative Region, Division of Baguio City. The researcher personally administered the questionnaire after proper coordination had been made with the different school principals. Administration of the questionnaire was mostly done during the vacant periods of the researcher to facilitate data gathering and retrieval. However, in some schools the faculty members requested more time in answering the questionnaire, hence, retrieval was made through the school research coordinator. The gathered data were tallied, categorized, and subjected to descriptive and inferential statistical analyses. The statistical processing was conducted by the UC-Research and Development Center using SPSS v.16. Percentage, weighted mean, t-test, and One-way Analysis of Variance (ANOVA) were used to treat the data, The statistical limits set in determining level of stress are: 3:25-4.00 (Very High), 2.50-3.24 (High), 1.75-2.49 (Normal), and 1.00-1.74 (Low). III. RESULTS AND DISCUSSION This section presents a discussion on the level of stress of the respondents, a comparison of the level of stress according to

gender, age, civil status, and years of teaching experience and the sources of occupational stress. Occupational Stress Level of the Teachers Table 2 presents the mean values of the items and the overall mean obtained by the respondents. As shown, the stress level of the teachers is normal as shown by the computed overall mean (1.78). This implies that the respondents typically experience stress in the workplace but they generally able to withstand the pressure brought about by the stressful circumstances. This is also reflected in the mean values of the specific items with majority indicating a normal 92

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level. However, comparing the magnitudes of the ratings, the three statements with the highest values are; If I eat lunch, I do it at my desk while working(2.11),I work overtime consistently, yet never feel caught up(2.06), My emotions seem flat whether Im told good news or bad news about my performance(2.05). It can be observed that these three items bear close relation with one another. The teachers appear to be working longer hours, taking on higher level of responsibilities and exerting more strenuously to meet rising expectations about occupational performance. It is startling to read teachers comments about the hours they work, and how intensely they work. Several reported working over 60 hours each week, others stating that extra-curricula activities consumed over 20 hours a week. Some teachers commitment to teaching appears so strong that they are sacrificing their physical and mental health, and in some cases their relationships, to maintain their programs and classes, often working more than 60 hours each week. Many respondents also reported that not being able to take time for lunch, and working during their evenings and weekends, with some teachers viewing early retirement as the only likely escape from a heavy workload. These findings are similar to the results of the New Zealand Compulsory Sector study. (Manthei and Solman, 1988). The research also identified workload and time pressure to be the teachers main stressors. Teachers today are expected to fulfill so many roles, not the least of which is to actually teach. As the school year nears its end, they have more duties to perform. They have to deal with grading assignments, writing tests, and of course teaching in class. Many burdens on teaching staff like workload and long hours are outside of teachers' control. However, some people seem to manage such stressful pressures better than others. And some people learn to live with their stress. Gray & Freeman (1987) opined that no one has ever disputed that teaching is a rewarding but challenging job. The level of involvement is directly related to achievement of a goal. This means

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that results are related with performance of the teachers, hence, the teachers have to perform in order to show results.
Table 2. Level of Stress of the Teachers as reflected in the Item and Overall Mean Values
Mean Level

Item 1. Even over minor problems, I lose my temper and do Embarrassing things like yell or kick garbage can. 2. I hear every piece of information or question as Criticism of my work. 3. If someone criticizes my work, I take it as a personal attack. 4. My emotions seem flat whether Im told good news or bad news about my performance. 5. To avoid going to work Id even call Im sick when Im feeling fine. 6. I feel powerless to lighten my work load or schedule, even though Ive always got too far much to do, 6. I respond irritably to any request from my fellow Teachers. 1. On the job and off, I get highly emotional over minor accidents. 2. I tell people about sports or hobbies that Id like to do but say I never have time because of the hours I spend at work. 10. I work overtime consistently, yet never feel caught up. 11.If I even eat lunch, I do it at my desk while working. 12.I see time as my enemy. 13.I cant tell the difference between work and play: it all feels like one more things to be done. 14.Everything I do feels like a drain on my energy.

1.75 1.99 1.75 2.05 1.35

Normal Normal Normal Normal Low

1.87 1.73 1.73

Normal Low Low

1.89 2.06 2.11 1.90 1.87 1.85

Normal Normal Normal Normal Normal Normal Low Low Low

15. I feel like I want to pull the covers over my head and hide. 1.66 16.I blame my family- because of them, I have to stay in this job and location. 1.34 17.I have ruined my relationship with fellow 1.28 teachers whom I feel I compete against. Overall Mean = 1.78 (Normal) ; S.D. = .60

Level of Occupational Stress According to Gender Table 2 presents the comparison on the level of occupational stress of the teachers when they are grouped according to gender. As gleaned from the table, gender has not caused any variation on

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Table 2. Level of Occupational Stress according to Gender as reflected in the Overall and Item Means
Item 1.Even for minor problems, I lose my temper and do embarrassing things like yell or kick garbage can 2. I hear every piece of information or question as criticism of my work 3. If someone criticizes my work, I take it as a personal attack 4.My emotions seem flat whether Im told good news or bad news about my performance 5.To avoid going to work Id even call Im sick when Im feeling fine 6. I feel powerless to lighten my work load or schedule, even though Ive always got too far much to do 7.I respond irritably to any request from my fellow teachers 8.On the job and off, I get highly emotional over minor accidents 9.I tell people about sports or hobbies that Id like to do but say I never have time because of the hours I spend at work 10.I work overtime consistently, yet never feel caught up 11.If I even eat lunch, I do it at my desk while working 12.I see time as my enemy 13.I cant tell the difference between work and play: it all feels like one more things to be done 14.Everything I do feels like a drain on my energy 15.I feel like I want to pull the covers over my head and hide 16.I blame my family- because of them, I have to stay in this job and location 17.I have ruined my relationship with fellow teachers whom I feel I compete against Overall M F tcv
Remarks

1.79 2.08 1.74

1.75 1.98 1.76

.266 .776 .129

NS NS NS

2.16 1.37

2.04 1.35

.902 .163

NS NS

1.89 1.82 1.95

1.87 1.72 1.70

.179 .652 1.633

NS NS NS

1.84 1.84 2.18 1.84

1.89 2.09 2.10 1.91

.347 1.551 .454 .392

NS NS NS NS

1.97 1.92 1.71 1.37 1.39 1.81

1.86 1.84 1.65 1.34 1.27 1.77

.713 .537 .404 .217 1.009 .451

NS NS NS NS NS NS

Note: M- Male

F- Female

NS- Not Significant

the stress level of the teachers based on the insignificant t-values. This means that that the male and female teachers have the same level of stress. The observed differences are only due to chance. This finding is a contradiction to the claim of Herscher (2006) that women feel more stressed out than men do. She further said that if you ask any woman, especially one with children and a mortgage, you are likely to get an earful on stress. Moreover, in one study of 2,816 people published in the Journal Personality and Individual 95

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Differences, it was revealed that women scored significantly higher than men in terms of chronic stress. Sawney (2002) claimed that opinions vary as to whether stress tends to affect more the male species than the females. If all parameters are equal, the preponderant view is that women are more adept at handling stress. He mentioned that according to his personal and professional opinion, statistics does not show that women can handle stressors better than men can. He firmly believes that men seem to be more stress prone. They are likely to get things that add to stress-like alcoholism or smoking. Women are better equipped to deal with emotional issues. Men find it difficult to express anxiety and sorrow; women are more apt to do so. On the other hand, women undergo a lot more stress of another kind as they have to constantly prove they are as good as their male peers. Anandi (2005) echoed similar sentiment that women tend to have more stress because they have to manage two worlds, home and career. Therefore, they are stretched and stressed a little more. However, women manage to balance both worlds and have more tenacity than men. Men tend to flap, while women deal with stress more rationally. She mentioned that women are better at handling stress, with a higher level of tolerance. Most men end up expressing stress in some other way. Joshi (2007) thinks otherwise. He said that men handle stress equally well as women. Men are more composed and do not show stress. Women show it. However, Chopra (2008) perceived no gender benders. Whoever has a mind that is not within control will have stress. Only areas of stress will differ. If the level of desires between sexes is the same, the stress will be the same. Level of Occupational Stress According to Age There is no age at which we are exempt from stress. Most of us are well aware that as a person chronologically ages, there are more responsibilities and situational stressors that become part of our lives which subsequently can bring about consequences affecting our well being. As adults, stress is a daily event, but 96

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children

are

not

exempt

from

its

impact

and

subsequent

consequences. Symptoms of stress are especially apparent in teenagers (Bittman, 1999). Table 3 presents a comparison on the level of occupational stress when the respondents are grouped according to age. As

observed, there is no significant difference on the overall level of stress of the teachers when compared according to age as evidenced by the insignificance of the computed F-value. This

means that the overall stress level of the teachers across the three (3) age groups are the same. The observed differences are only due to chance. Specifically however, there is a significant difference among the means of 3 age groups in the item I see time as my enemy ( p<.05) with the 21-30 years age group obtaining the

highest mean. This means that the young adult group is the most stressed when it comes to dealing with time. People in this age group are sometimes too idealistic and want to accomplish many things at almost the same time. When they are unable to accomplish their objectives because of time constraint, then time becomes a source of stress. There is also a significant difference among the means of the three groups in the item, I feel like I want to pull the covers over my head and hide (p<.05) with the 21-30 age group obtaining the highest mean. This implies that again the young adult age group is the most stressed they would like to escape from the day-to-day activities that bring about stress. Elfering et.al (2005) opined that age differences in life circumstances and life goals may partially explain the variation in their experience of stress. .As suggested by socio-emotional selectivity theory, establishing relationships is an important goal for younger adults, making this a salient area for stressors and important for reactivity when control is perceived as low. This theory also posits that older adults may be better at regulating their responses to interpersonal stressors even in the face of perceived constraints because of a focus on emotional goals and awareness of reduced time left in life. 97

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Table 3. Level of Occupational Stress according to Age as reflected in the Overall and Item Means
Item 1.Even over minor problems, I lose my temper and do embarrassing things like yell or kick garbage can 2.I hear every piece of information or question as criticism of my work 3. If someone criticizes my work, I take it as a personal attack. 4. My emotions seem flat whether Im told good news or bad news about my performance 5. To avoid going to work Id even call Im sick when Im feeling fine 6.Ifeel powerless to lighten my work load or schedule, even though Ive always got too far much to do 7.I respond irritably to any request from my fellow teachers 8.On the job and off, I get highly emotional over minor accidents 9.I tell people about sports or hobbies that Id like to do but say I never have time because of the hours I spend at work 10.I work overtime consistently, yet never feel caught up 11.If I even eat lunch, I do it at my desk while working 12.I see time as my enemy 13.I cant tell the difference between work and play: it all feels like one more things to be done 14.Everything I do feels like a drain on my energy 15.I feel like I want to pull the the covers over my head and hide 16.I blame my family- because of them, I have to stay in this job and location 17.I have ruined my relationship with fellow teachers whom I feel I compete against 21-30 31-40 41 & above FCV
Remarks

1.64 2.08 1.63

1.69 1.88 1.74

1.83 2.04 1.81

1.507 1.913 1.020

NS

NS NS

2.03 1.29

2.03 1.32

2.08 1.39

.126 .719

NS NS

1.81 1.63 1.63

1.91 1.70 1.70

1.87 1.78 1.78

.241 .913 .993

NS NS NS

1.92 1.98 2.17 2.10

1.84 2.07 1.96 1.69

1.90 2.08 2.19 1.96

.199 .264 1.625 4.248

NS NS NS p<.05

1.76 1.83 1.80

1.77 1.72 1.49

1.98 1.94 1.72

2.182 1.937 3.665

NS NS p<.05

1.41

1.29

1.36

.561

NS

1.24

1.25

1.32

.552

NS

Note: NS- Not Significant

Consistent with previous works (Cameron et al., 1991, Ong et al., 2005), high levels of perceived constraints were found to be related to worse outcomes for people of all ages, this relationship was stronger among younger adults than among middle-aged and 98

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older adults. Younger adults who reported high levels of perceived constraints reacted most strongly to daily interpersonal stressors, reporting more psychological distress and more physical symptoms on these days compared with days when no interpersonal stressors occurred. Level of Stress according to Civil Status This study also determined if there is a difference in the level of occupational stress when respondents are grouped according to civil status. Mean scores of single teachers, single (as head of the family), married and sole bread winner, married and partner is employed, separated teachers or widowed teachers were compared to find out what age group experiences the least or the highest level of occupational stress. Table 4 indicates the perceived level of occupational stress of teachers when grouped according to civil status. As shown, the differences among the overall means are not significant as evidenced by the computed F-value (1.58). This means that the stress level of the teachers across civil status is the same. The observed differences are only due to chance. Specifically however, a significant difference is gleaned across civil status in the item If someone criticizes my work, I take it as a personal attack (p <.05), I respond irritably to any request from my fellow teachers (p <.05) To avoid going to work, Id even call Im sick when Im feeling fine (p<.05), and On the job and off, I get highly emotional over minor accidents (p<.05) with the separated obtaining the highest mean in all the aforementioned items. This implies that the

separated/annulled teachers who experience criticism from their colleagues are perceived to have a higher occupational stress level. This apparently so because the separated feel that they are a failure in terms of their family relationships, hence, criticizing them will only add to the frustrations that they have already experienced. They are also annoyed by requests coming from other teachers. They feign sickness for their absences, and are highly emotional when faced with minor constraints. Sekaran (1985) said that work99

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family conflict has been found to be related to job, life, marital and family satisfaction and symptoms of mental and physical well being. Table 4. Level of Occupational Stress according to Civil Status as reflected in the Overall and Item Means
Item
1.Even over minor problems, I lose my temper and do embarrassing things like yell or kick garbage can. 2.I hear every piece of information or question as criticism of my work. 3.If someone criticizes my work, I take it as a personal attack. 4.My emotions seem flat whether Im told good news or bad news about my performance 5.To avoid going to work, Id even call Im sick when Im feeling fine. 6.I feel powerless to lighten my work load or schedule, even though Ive always got too far much to do. 7.I respond irritably to any request from my fellow teachers 8.On the job and off, I get highly emotional over minor accidents. 9.I tell people about sports or hobbies that Id like to do but say I never have time because of the hours I spend at work. 10.Iwork overtime consistently, yet never feel caught up. 11.If I even eat lunch, I do it at my desk while working. 12.I see time as my enemy. 13.I cant tell the difference between work and play: it all feels like one more things to be done. 14.Everything I do feels like a drain on my energy. 15.I feel like I want to pull the covers over my head and hide. 16.I blame my family- because of them, I have to stay in this job and location 17.I have ruined my relationship with fellow teachers whom I feel I compete against. Overall S H MB
MP E

S/A

Fcv

Remarks

1.60

1.73

1.76

1.80

2.00

1.50

.77

NS

1.85 1.50

1.95 1.82

1.92 1.58

2.06 1.88

2.27 1.91

1.90 1.90

1.04 2.46

NS p <.05

1.90 1.17

2.05 1.32

1.95 1.19

2.11 1.46

2.27 1.64

2.50 1.50

1.54 2.95

NS p <.05

1.81 1.48 1.52

2.00 1.82 1.73

1.82 1.64 1.81

1.85 1.80 1.72

2.55 2.18 2.36

1.90 1.80 1.60

1.47 2.23 2.53

NS p <.05 p <.05

1.83 2.10 2.02 1.88 1.73

1.91 2.27 1.86 1.91 1.91

1.91 1.84 2.07 1.96 1.95

1.87 2.11 2.19 1.86 1.86

2.27 2.36 2.36 2.09 2.09

1.80 1.90 2.00 1.90 1.90

.55 1.54 .66 .20 .46

NS NS NS NS NS

1.73 1.58

1.73 1.73

1.89 1.65

1.86 1.68

2.09 2.00

1.90 1.30

.48 .93

NS NS

1.29

1.36

1.23

1.42

1.45

1.10

1.07

NS

1.19 1.66

1.32 1.79

1.19 1.72

1.33 1.81

1.73 2.10

1.10 1.74

2.05 1.58

NS NS

Note : R- Remarks; S Single; H- Head of the Family; MB-Married-Sole Bread Winner; MPE Married- Partner is Employed; S/A- Separated/Annulled; W Widow/Widower

Also, Gore and Mangione (1983) reported that, married individuals are better in health than those who were married or were previously married (widowed, separated or divorced).

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Being separated would also mean that the teacher involved has to fulfill multiple roles which could be stressful to some. Allen, & Grigsby (1997) research on work-family conflict has been based on the premise that multiple roles inevitably create strain, as suggested by role theory.In addition, Henchanova-Alampay (1998) mentioned that there is considerable evidence that marital role is central to mental and physical health. However, a growing body of research has found evidence that multiple roles may be life enhancing in that they provide additional sources of social support, increased skills, and heightened self-esteem and well being. Baruch and Barnett (1987), for example, found that women who had multiple life roles (e.g., mother, wife, employee) were less depressed and had higher self-esteem than women and men who had fewer life roles. Level of Stress According to Years of Teaching Experience As shown in table 5, there is no significant difference among overall means when the teachers are grouped according to years of teaching expereince. This mean that teaching expereince has not caused any variation on the stress levels of the teachers. Results of previous studies however reveal that new teachers are often more stressed than those who are already teaching for a longer period of time. This is due to the fact that they have to adjust to a new

environment and that during their early years of teaching, they ahve to grapple on how to deal with their co-teachers and the roles and obligations that they have to abide being a members of the teaching profession. Hindle (1998) asserts that new recruits are not familiar with the culture of the school and it the first month of school is very overwhelming for new teachers .During the survival phase, most new teachers struggle to keep their heads above water. They become very focused and consumed with the day-to-day routine of teaching. There is little time to stop and reflect on their experiences. It is not uncommon for new teachers to spend up to seventy hours a week on schoolwork.. They are learning a lot at a very rapid pace. 101

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Beginning teachers are instantly bombarded with a variety of problems and situations they had not anticipated. Despite teacher preparation programs, new teachers are caught off guard by the realities of teaching.. Table 5. Perception on the Level of Occupational Stress According to Years of Teaching Experience
Item 1.Even over minor problems, I lose my temper and do embarrassing things like yell or kick garbage can 2.I hear every piece of information or question as criticism of my work 3.If someone criticizes my work, I take it as a personal attack 4.My emotions seem flat whether Im told good news or bad news about my performance 5.To avoid going to work Id even call Im sick when Im feeling fine 6.I feel powerless to lighten my work load or schedule, even though Ive always got too far much to do 7.I respond irritably to any request from my fellow teachers 8.On the job and off, I get highly emotional over minor accidents 9.I tell people about sports or hobbies that Id like to do but say I never have time because of the hours I spend at work 10.I work overtime consistently, yet never feel caught up 11.If I even eat lunch, I do it at my desk while working 12.I see time as my enemy 13.I cant tell the difference between work and play: it all feels like one more things to be done. 14.Everything I do feels like a drain on my energy 15.I feel like I want to pull the covers over my head and hide. 16.I blame my family- because of them, I have to stay in this job and location. 17.I have ruined my relationship with fellow teachers whom I feel I compete against. Overall Below 10 1.69 11- 20 1.76 Over 20 1.85 Fcv 0.76 Remarks NS

2.03 1.67 2.02

2.00 1.83 2.07

1.92 1.73 2.08

0.53 1.18 0.19

NS NS NS

1.33 1.99

1.33 1.81

1.42 1.79

0.53 1.66

NS NS

1.72 1.68 1.90

1.73 1.74 1.91

1.75 1.79 1.83

0.03 0.45 0.21

NS NS NS

2.08 2.13 2.05 1.82

2.06 2.06 1.77 1.87

2.04 2.18 1.90 1.96

0.04 0.34 2.83 .50

NS NS NS NS

1.88 1.69 1.37 1.22 1.78

1.81 1.68 1.32 1.31 1.77

1.86 1.58 1.34 1.34 1.78

.19 .48 .14 1.06 .03

NS NS NS NS NS

Sources of Occupational Stress Table 6 shows the sources of occupational stress according to the respondent-teachers. Based on the mean, the top five (5)

sources of stress are large class sizes, excessive paper work and documentation, inadequacy of resources materials and equipment to

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do the job, handling discipline problems in the classroom, and inadequate pay and incentives. Table 6. Sources of Occupational Stress among Public Elementary School Teachers in Baguio City
Sources of Stress Large class sizes Excessive paperwork or documentation Inadequacy of resources, materials and equipment to do the job Handling discipline problems in Classroom Inadequate pay and incentives Having to monitor attendance and behavior of students Teaching poorly motivated students Unnecessary changes that have disrupted the work flow Overloaded curriculum content in own Subject Presence of additional assignment from normal work Parental contract and family Interventions Lack of time for discussion and Reflection Insufficient time to get things done Technological development Poor physical condition at work place Pressure to meet assessment targets Conflicting job demands and unclear job expectations Additional delegated responsibilities by superiors Overlapping of personal priorities and professional demands Lack of planned work program in different school activities Attendance to non-job related activities after work Inadequate or poorly defined discipline process Lack of group support in time of work crises Insufficient supervisor support in time of crises Lack of recognition by superiors Limited professional involvement and Stimulation on the job School policies are unclear and irrelevant Personal opinion not aired Colleagues undermining competence or Personality Increased level of competition among Colleagues Mean 3.13 3.04 3.00 3.00 2.97 2.95 2.94 2.90 2.89 2.86 2.85 2.84 2.79 2.79 2.78 2.77 2.77 2.75 2.74 2.73 2.68 2.68 2.65 2.63 2.60 2.58 2.58 2.55 2.52 2.51 Rank 1 2 3.5 3.5 5 6 7 8 9 10 11 12 13.5 13.5 15 16.5 16.5 18 19 20 21.5 21.5 23 24 25 26.5 26.5 28 29 30

This finding conforms to the popular notion that teachers have too high a workload and it is the most common and frequent source of worries. Such finding also supports the contention of some researchers that structural rather than interpersonal factors are

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responsible for teacher stress. Manthei and Solman (1988), cited that the major sources of stress for teachers are structural. As an example, they pointed out that reducing class size would have a significant effect on two of the major stressors reported by teachers, disruptive student behaviour and the physical working environment. In other words, organizational structures determine the extent of the impact on teachers of the interpersonal stressors inherent in their role. Also, Kinman (2001) stated that in the public elementary sector the causes of stress are overwhelmingly reported to be structural rather than interpersonal. Many other respondents echoed the difficulties that come with having a large class. Terry (2008), a secondary school teacher from Rotherham said that she is unable to give all students the time and attention they often need. A significant number said that smaller class sizes, leads to better pupil participation and behavior. McCusker (2008), a primary teacher from Bedfordshire said that

having worked in different schools, with varying class sizes, it is clear that the smaller classes have fewer behavior problems and the children receive a better education as there is more time to get to each child during a lesson to check their understanding. In terms of the range and complexity of tasks facing teachers, teachers mentioned a wide range of work activities, including numerous meetings, paperwork, purchasing of materials (often with teachers own money), even cleaning of facilities. All of these are in addition to what is involved in the core activities of teaching students, which include class contact teaching, preparation and marking, assessment, evaluation and reporting. The data indicate that teachers believe that there have been significant additions to the core activities of teaching, as well as changes to the nature of teaching with the addition of many nonteaching tasks. This is perhaps at the heart of the problem of teacher workload. Teachers are expected to do far more than teach, and the expectations appear to have no limit, resulting in what many teachers see as a continually expanding but unstated job 104

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description, with much added but nothing taken away, resulting in an unacceptably high workload. In a similar way, it also validates the findings of Newstrom (2002) that work overload and time deadlines put employees under pressure and leads to stress. The author of a Los Angeles Times editorial writes that teachers are inundated with paperwork and it is the number one reason they abandon the profession. 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 also been identified as factors that can cause stress among school staff (Hammond & Onikama, 1997). Lack of equipment and poor teaching resources were cited as one of stressors in the teaching profession. Poor or non-existent library facilities and aged texts were identified by teachers across all contexts. Many teachers stated that even the most basic resources, such as textbooks, were not adequately supplied to meet student needs. Others spoke of limited lab equipment, or of having to purchase supplies for their classrooms because insufficient supplies were provided to enable them to teach the required curriculum. The evidence suggests that books and other basic learning resources, lab equipment, and classroom supplies are not provided or distributed in ways that meet needs. This makes teachers work more difficult, thereby increasing workload as they struggle to use or find texts and other materials, and increases stress. It is worth pointing out too that, the respondents are least stressed with the increased level of competition among their colleagues and co-teachers undermining their competence or personality. This can be explained by the Code of Ethics for Teachers found in Article V which states that teachers shall at all times, be imbued with the spirit of professional loyalty, mutual confidence , and faith in one another, self-sacrifice for the common good, and full cooperation with colleagues. When the best of the

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interest of the learners, the school or the profession is at stake in any controversy, teachers shall support one another. Thus, the relationship among teachers should at all times be mutually beneficial and aimed at uplifting the profession to the highest level and teachers should seek assistance from colleagues in tasks beyond their management or professional ability when necessary, and take delight in teamwork. IV. CONCLUSIONS AND RECOMMENDATIONS Based on the findings of the study, it can be concluded that stress experienced by the public elementary school teachers in Baguio city is at normal level. The teachers are not easily affected by the difficulties that they encounter in relation to their job. Seemingly, they have a high level of stress tolerance. Generally, gender, age, number of years of teaching experience, and civil status of the public elementary school teacher do not significantly affect the teachers level of occupational stress. The primary sources of stress experienced by the teachers in Baguio City in order of prevalence are as follows: (1) large class sizes (2) excessive paperwork or documentation, and (3) inadequacy of resources, materials and equipment to do the job. In contrasts, the least prevalent sources of stress experiences and ranked last among the indicators are as follows: increased level of competition among colleagues, colleagues undermining competence or personality, and not airing of personal opinion On the basis of the conclusions forwarded, it is recommended that the elementary teachers of the public schools in Baguio City and concerned authorities should be made aware of the specific workrelated sources of stress for possible change and assistance along these areas. A stress awareness drive by incorporating topics on stress in the social orientation subject is encouraged. The normal level of stress among the elementary teachers should be maintained in all aspects. Regular assessment of stress level should be conducted for preventive measures. Direct physiological measures of stress like diagnostic tests and consultation should be conducted 106

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by the Guidance Center and Medical Clinic. Creation of policies that will encourage more social interaction between administrators and teachers and holding workshops and retreats on the subject of heightening awareness on stress management are also

recommended. Set a side a room or a suite on campus for spirit rejuvenation. Creation of reward and recognition systems that will strengthen work ethic of teachers is also important. The developed Stress Management Program should be implemented in the school to keep stress at a bearable level. In terms of further research, it is recommended that the same study may be replicated in other regions of the country to validate findings of the present research or to explore and evaluate the other variables or factors that may affect the stress experiences of the teachers.

REFERENCES Allen, Denise (2002). Promoting Resilience Washington D.C. Heldref Publications. In your Child.

Allen, Elkin (1983). The Art of Stress. USA: Wm. C. Brown Communications Inc. Baruch, P. & Barnett D. (1996). Reducing Teacher Stress.Times Mirror Higher Education Inc., Chopra, Janki (2008). Ten Sure Ways of Tackling Stress. London, Hodde Inc. Elfering et.al. (2005). Stress and Patient Safety. Columbus, Ohio. Merrill Books. Joshi, Malvika (2007). Teacher Understanding Understanding. Urbana, I llinois. of Student

Levine,Charles H.(1990).Public Administration: Challenges and Consequences. America, Scott Foresman and Co. Kinman, Gail (2001). Managing Stress.Rockhurst College Continuing Education Center Inc.: National Press Publications. Gray, Clifford F. (1987) Adolescent: Storm as Stress.3rd edition. Boston,: McGraw Hill.

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Hammond, T. & Onikama, A. ( 1997) Teachers Under Pressure. Sage Publications Ltd. Herscher, E. (2008). Stress Management for Teachers. Great Britain, Cromwell Press. Kyriacou, C., & Sutcliffe, J. (1987). Teacher stress and satisfaction. Illinois:Publications International Ltd. Levi, Lennart (1996). Managing Physical Stress. Australia Thomson Delmar Learning. McCusker, Fiona (2008).Stress patient and safety. April,2008. http://www. Teach health. com/ Okebukola, Peter (1989).The Stress Management Sourcebook, Lowell House: RGA Publishing Group. Schultz, S. (1998). Social Stress and its changing roles.Msssachussetts: Jones and Bartlett Publishers. Newstrom, Larry (2002). Anxiety and Stress Disorders: Cognitive and Behavioral Assessment. N.Y. Guilford Press. Sawney (1990) Stress Management. Thousand Oaks, Calif: Cage Publications. Terry, Helen, V. (1981) What teachers want from their jobs. Health and Education, vol. XLVII, No. 6.

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