Workplace Stress and Perceived Strategies Among the Junior High School Teachers of Andres Soriano Colleges of Bislig: A Descriptive-Survey Approach
DOI:
https://doi.org/10.5281/zenodo.23488990Keywords:
Workplace Stress, Junior High School Teachers, Stress Management Strategies, Teacher Well-Being, Institutional Support, Mentorship, Professional Development, Action PlanAbstract
Workplace stress among teachers highlights the need for institutional support that addresses professional demands and well-being. This study identified workplace stressors and perceived stress management strategies among Junior High School teachers at Andres Soriano Colleges of Bislig, Philippines, as a basis for proposing an action plan. A quantitative descriptive survey design was employed, involving all 28 Junior High School teachers through whole enumeration. Data were collected using two adapted survey questionnaires covering 15 workplace stressors and 10 perceived stress management strategies and analyzed using mean scores and rank order. Teaching large classes emerged as the highest-rated stressor (M = 2.86), followed by lack of job security (M = 2.61), over-promotion (M = 2.57), under-promotion (M = 2.46), and workload pressure (M = 2.43). Mentorship for new teachers received the highest rating among perceived stress management strategies (M = 4.00), followed by vacations (M = 3.95), improved professional development (M = 3.93), allocated time for teacher collaboration (M = 3.86), and counseling (M = 3.75). Based on these findings, a 10-day action plan was proposed, integrating mentorship, professional development, counseling, collaboration, mindfulness, workload management, and administrative support. The findings underscore the importance of addressing classroom and employment-related concerns while strengthening professional and psychosocial support. Institutional initiatives aligned with teachers’ identified needs and preferred strategies may help create a more supportive working environment and promote teacher well-being.
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