Work-Related Stress among Public Elementary School Teachers

Abstract

Teacher stress is a prevalent global concern, affecting educators' well-being and instructional quality. This study aimed to identify factors influencing teachers' work-related stress, including job demand, job control, and social support within Tagum City Central District. The study utilized a quantitative approach employing regression analysis. The study focused on 200 novice teachers designated as Teacher I-III in Tagum City. Data was collected through validated and reliability tested researcher-made questionnaires. The findings showed a relationship between work-related stress of teachers and social support, job demand, and job control. Notably, job demand significantly influenced teachers' stress levels, with anxiety rising with more responsibilities and working hours. Teacher work-related stress is influenced by different factors, including workload, time pressure, job insecurity, and job control—such as autonomy and decision-making authority—as well as social support. While job control and social support can reduce stress, they do not alleviate teachers' work-related stress. Consequently, the study recommends enhancing and revisiting policies for future implementation, which is beneficial to teachers, and the allocation of resources for technology-related initiatives will be prioritized by the school heads to address teachers' work-related stress.