Elementary Teacher’s Stress Level and Learner’s Academic Performance Of
Alicia District
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A Mini Thesis Presented to the
Dean and Faculty of Graduate School
University of Bohol
Tagbilaran City
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In Partial Fulfillment
of the Requirements for the Subject
Advanced Methods of Research
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APRIL 2024
TABLE OF CONTENTS
TITLE PAGE....................................................................................................................................
CHAPTER I: THE PROBLEM AND ITS COPE............................................................................3
Introduction.............................................................................................................................3
Theoretical Background.........................................................................................................4
Legal Bases............................................................................................................................6
Review of Related Literature..................................................................................................7
ACTIVITY 2...................................................................................................................................8
FIGURE 1: WOODEN TOY...............................................................................................................................................8
FIGURE 2: NAIL CARE........................................................................................................................................................9
TABLE 1: STUDENT INFORMATION..............................................................................................................................9
TABLE 2: STUDENT CONTRIBUTION..........................................................................................................................10
CHAPTER I
THE PROBLEM AND ITS COPE
Introduction
The issue of teacher stress presents a multifaceted challenge with far-reaching
implications beyond the confines of the classroom. While it undoubtedly impacts teachers
directly, its repercussions extend to students and the broader educational system. Teachers
contend with an array of stressors stemming from workload demands, administrative pressures,
interpersonal dynamics, and societal expectations, among others. This complex interplay of
stressors underscores the pervasive nature of stress within the teaching profession.
Moreover, stress manifests differently across individuals and can permeate various
domains of life, affecting physical health, emotional well-being, and cognitive function. In the
educational context, both teachers and students grapple with stress, each facing distinct yet
interconnected challenges. For teachers, high levels of stress can lead to burnout, decreased
job satisfaction, and compromised mental health, ultimately impacting their ability to effectively
nurture student learning and engagement.
Conversely, students' academic performance and overall well-being are intricately linked
to the stress levels of their educators. Research suggests that students are sensitive to the
emotional states of their teachers, with heightened stress among educators correlating with
decreased student motivation, disrupted classroom dynamics, and diminished learning
outcomes. Thus, the connection between teacher stress and student academic achievement
emerges as a critical area of inquiry within educational research.
Understanding and addressing the complexities of teacher stress is essential for
fostering a supportive and conducive learning environment. By implementing strategies to
mitigate stressors, providing adequate support systems, and promoting holistic well-being
among educators, stakeholders can cultivate a more resilient and effective educational
ecosystem. Ultimately, prioritizing the mental health and professional fulfillment of teachers not
only benefits individuals within the education sector but also holds profound implications for the
future success and flourishing of students and society at large. Forty-six percent of teachers
report experiencing high daily stress (Teachers Stress and Health, RWJF). This chronic stress
compromises their health, sleep quality, overall quality of life, and even their teaching
performance (Decillo [Link], (2017). When teachers are highly stressed, it has a ripple effect on
the classroom environment. Students exposed to stressed teachers tend to exhibit lower levels
of social adjustment and academic performance.
Students also grapple with academic stress arising from their own expectations to excel
and external pressures from parents and teachers. The demands of academic life can be
taxing, especially in a fast-paced world where competition is fierce. Academic stress arises
from a combination of academic-related demands that may exceed an individual's adaptive
resources. Academic performance is a critical concern for education students in higher
education. It refers to the end-term results, often measured by the general weighted average
(GWA) from the previous semester. Students' study habits play a significant role in their
academic performance. Whether their study approach is systematic, efficient, or inefficient
impacts their outcomes (Teachers Stress and Health, RWJF). Balancing academic
expectations, personal growth, and societal pressures contributes to stress levels among both
teachers and students (Decillo [Link], (2017).
Theoretical Background
This study is anchored on theories that support the undertakings. To name a few these
are Psychological Stress: The Lazarus Theory, Teaching Self-Efficacy (TSE) Theory, Path-Goal
Theory, and 3C Theory of Teacher Stress.
Psychological Stress: The Lazarus Theory by Lazarus (1993). Two concepts are
central to stress theory: appraisal, i.e., the person’s judgment on the importance of the reasons
behind all the circumstances and experiences people have gone throughout their lives, and
coping, i.e., individuals' efforts in thought and action to manage specific demands (cf. Lazarus
1993).
The notion of evaluation is essential to explain individual variances in quality, intensity,
and duration of a prompted emotion in surroundings that are accurately alike for different
individuals. The resulting state is generated, maintained, and eventually transformed by a
definite pattern of considerations. These considerations, in turn, are determined by some
personal and situational factors. The most important indicators on the personal side are
motivational dispositions, goals, values, and generalized expectancies. Relevant situational
limitations are predictability, controllability, and suitability of a theoretically stressful event.
Coping, on the other hand, is intimately related to the concept of cognitive appraisal and,
hence, to the stress opposite to person-environment transactions. Most approaches in
managing research follow Folkman and Lazarus (1980, p. 223), who explain coping as `the
cognitive and behavioral efforts made to master, tolerate, or reduce external and internal
demands and conflicts among them.
Teaching Self-Efficacy (TSE) Theory by Albert Bandura. This theory explains that
teachers believe to possess collective capabilities to influence the lives of their students. It is
argued to improve, the following are needed: finding the sources of teacher efficacy, creating a
strong connection between teacher efficacy and student outcome, and the relevance of teacher
efficacy research to educational practice. Thus, an instructor with high TSE would have an
exceptional ability to engage students with the material, pedagogical training, and control of the
classroom environment.
Path-Goal Theory. This theory was developed by Robert J. House and Terence R.
Mitchell in the year 1971 and revised in 1996. Path-Goal Theory of Leadership suggests that the
performance of subordinates is affected by the extent to which the manager satisfies their
expectation. It holds that subordinates will see leadership behavior as a motivating influence to
the extent that it means; satisfaction of their needs, depend upon effective performance, and the
necessary direction, guidance, training, and support, which would otherwise be lacking, is
provided. Leaders who show the way and health followers along a path are effectively leading.
Path-goal theory relates to the leadership/management related stress variable of the
study in that by using a certain style of leadership, the manager attempts to influence
subordinate perception, behavior, and motivation, and smooth the path to their goals leading to
subordinates job dissatisfaction, job stress and poor performance (Watson et al., 2009) besides
leadership, the theory also related to the policies related stress variable of the study in that
education managers shapes the goals, system and policies that determined teachers’ work-
related well-being, satisfaction and performance.
Legal Bases
This study is anchored on the following legal provisions:
The United Nations Sustainable Development Goal (U.N.S.D.G.) is a universal plan
with 17 life-changing goals, including ending extreme poverty, achieving equality for women,
giving people better healthcare, and set to be achieved by 2030. The goal provided a framework
for shared vision and action “for people, planet, and prosperity,” to be carried out by “all
countries and stakeholders acting in a collaborative effort. This study is anchored on U.N.S.D.G.
# 3, Ensure healthy lives and promote well-being for all at all ages.” Teachers that are
prioritizing self-care and wellness can effectively manage their stress levels, prevent burnout,
and be more active in the classroom, ultimately improve the learners learning environment.
One of the important targets associated with SDG #3 is Target 3.4
“By 2030, reduce by one third premature mortality from non-communicable diseases through
prevention and treatment and promote mental health and well-being.” It emphasizes the
importance of addressing mental health issues that are often overlooked in educational settings
but it significantly impacts the teachers stress levels and learners academic performance.
Moreover, Target 3.C states that “Substantially increase health
financing and the recruitment, development, training and retention of the health workforce in
developing countries, especially in least developed countries and small island developing
States.” This target highlights the need for adequate resources and support for educators to
maintain their well-being and effectively manage stress levels. Practicing self-care that
promotes good health and well-being is a necessary foundation to ensure healthy lives, fosters
a positive classroom environment and enhancing student learning experiences for all at all
ages.
This study is also anchored to other S.D.G. This is the United Nations Sustainable
Development Goal (U.N.S.D.G.) No. 4 (U.N.S.D.G. #4), Ensure inclusive and equitable quality
education and promote lifelong learning opportunities for all. The said goal has targets that
categorically relate to the aims of this study. Target 4.1 states, “By 2030, ensure that all learners
acquire the knowledge and skills needed to promote sustainable development, including, among
others, through education for sustainable development and sustainable lifestyles, human rights,
gender equality, promotion of a culture of peace and non-violence, global citizenship and
appreciation of cultural diversity and of culture’s contribution to sustainable development.”
Integrating these aspects into education imparts a vital role for teachers in fostering holistic
learning experiences that enhances academic performance and promotes well-being and a
sense of responsibility towards sustainable development among learners. Also, this holistic
approach can contribute to reducing stress levels among teachers through creating a more
engaging teaching environment.
Furthermore, Target 4.c states, “By 2030, substantially increase the supply of qualified
teachers, including through international cooperation for teacher training in developing
countries, especially least developed countries and small island developing States.” Addressing
the challenges faced by teachers is crucial as the shortage of professionally trained teachers
can impact the quality of education and contribute to stress levels among teachers. By
enhancing the supply of qualified teachers through training programs, teachers can create a
conducive learning environment that positively ensures inclusive and equitable quality education
and promotes lifelong learning opportunities for all.
The 1987 Philippines Constitution. This is also known as Saligang Batas ng Pilipinas.
It intends to protect every Filipino citizen’s rights. Article XIV, Education, Science and
Technology, Arts, Culture, and Sports, Section 1 states that “The State shall protect and
promote the right of all citizens to quality education at all levels and shall take appropriate steps
to make such education accessible to all.” Thus, despite your identity, then you will always be
protected equally under the law.
Review of Related Literature
Teachers has a pivotal role in shaping the lives of our rising
generation. They not only facilitate learning, but also influence a child’s social and emotional
development. One of the primary sources of stress for elementary teachers is the heavy
workload and long hours associated with the profession. Research has shown that teachers
often work well beyond their contracted hours, spending evenings and weekends grading
papers, preparing lesson plans, and attending meetings (Johnson, 2018). This constant
pressure to meet deadlines and deliver high-quality instruction can take a toll on teachers'
mental and physical well-being. Another factor that contributes to teachers' stress levels is the
lack of support and resources available to them in the classroom. Many teachers report feeling
overwhelmed by large class sizes, limited funding for supplies, and inadequate professional
development opportunities (Smith, 2017). Without the necessary tools and support systems in
place, teachers may struggle to effectively manage their workload and meet the needs of their
students.
ACTIVITY 2
NAME GRADE CONTRIBUTION
PRODUCT NAME PRODUCT COST
FLOUR 18.50
SUGAR 25
OIL 30
NAME SEX AGE
JAMES MALE 17
AIZA MAE FEMALE 18
MIKHA FEMALE 16
Figure 1: WOODEN TOY
Table 1: Student Information
Name Age Address Contact Number
Zeke 16 Tubigon 09097034123
Princess 15 Sagbayan 09491542102
Figure 2: Nail Care
Table 2: Student Contribution
Name Grade Level Contribution
Rica 10 100
Samantha 9 80
Mike 10 50