Chapter 1THE PROBLEM AND ITS BACKGROUND

Introduction

The results of the United Nations International Labor Organization (1999) surveyed revealed that three out of every four American workers describe their work as stressful. And the problem is not limited to these shores. In fact, occupational stress has been defined as a global epidemic. Stress in a workplace is a large factorial issue that spills out into many realms. Every workplace has some degree of stress, and this isinevitablesince employees are dealing with variety of their own personal lives, as well as their own pathology to work. In fact, this, unavoidable component of life was due to increasing complexities and competitiveness in living standards. The speed at which change is taking place in the world today is certainly overwhelming and breath taking. In the fast changing world of today, no individual is free from stress and no profession is stress free. In the Philippine setting where there are more or less 1.4 million government workers who work in the local government units, national governments offices and government-owned and controlled corporations, stress is inevitable. It is then, interesting to look at the different stress experiences by the employees, in particular the Department of Education teachers. Accordingly, teaching as a profession is progressively becoming a stressful occupation. Teaching is more stressful today because teachers have many deadlines to meet as well as more responsibilities to shoulder. These responsibilities include lesson planning, teaching, accountability for student performance, classroom management and discipline, supervisory role, and extracurricular activity conducting and monitoring. In addition, the daily interactions with students and coworkers and the incessant and fragmented demands of teaching often lead to overwhelming pressures and challenges, which may lead to stress.According to Hammond and Onikama (1997) teaching is not only hard work; it can be full of stress. 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 all been identified as factors that can cause stress among school staff. Recent research by Mrozek (2005) has shown that teachers, along with servicemen, social workers, and linguists are the most affected by rising stress in their respective work environments. One out of three teachers report teaching as being very or extremely stressful, causing the teaching profession to have the highest annual turnover rate. Professions other than teaching have an average turnover rate of 11%, while the annual turnover rate for teachers is 15.7%.Unlike other professions, teaching is more open to the forces of stress because education is seen as a penance for the ills of society. This high expectation placed upon teaching, forces them to live up to it. Time comes when they feel that they failed and they are likely to feel burned. This could be probably the reason why their stresses come and go and cannot completely be eliminated.To the extent that a teacher under prolonged exposure to stress will have developed feelings of discomfort and a desire to leave the uncomfortable situation but with no other choice than to stay in a job, the teacher under stress will consider teaching activities as only secondary, thereby having negative effects on the learners.After the school work, family activities await them at home. Sometimes, they lose touch with their family, including their friends, due to the fact that they render full time services and commitments to school activities. In other words, the role they play both in the community and school is crucial. Commitment to work and family obligations sometimes causes rivalry for their attention. Here begins burnout and stress.Thus, identifying possible stressors can help teachers choose positive coping strategies rather than negative strategies that may be unhealthy towards other aspects of life. If they can identify possible stressful situations, teachers can actively use coping strategies to deal with them, or even be able to avoid the situation altogether. Coping with stress is important for teachers so that their stress does not interfere with the achievement of their educational goals and they have better quality of life; both personally and professionally.With these premises, the researcher sought to investigate the stress experiences of public elementary teachers in the three districts of Santa Cruz: Santa Cruz North, East and South. It delved in determining what the stresses of teachers are, how they were affected by these in the workplace and what coping mechanisms they employed to eliminate the presence of stress.

Statement of the Problem

This study aimed to identify the causes of stress experienced by public elementary teachers and their coping mechanism to counteract the stress as basis for stress management program. Specifically, it sought answers to the following questions.1. What are the public elementary school teachers stresses?2. How do these stresses affect the teachers in the workplace?3. What are the coping mechanisms employed by the teachers?4. How effective is the coping mechanism in eliminating stress?5. What policy could be formulated for management of stress?

Scope and Delimitation of the Study

This study is delimited in identifying the stress experiences of public elementary school teachers, its effects, the coping mechanisms employed to cope with the presence of stress and its effectiveness.It covered the 110 public elementary school teachers from the three districts of Santa Cruz namely: North, South and East as respondents of the study. This study did not touch the personal stresses of teachers but limited only to their work related stresses. To identify the stress experiences and coping mechanisms of Public Elementary School Teachers this study utilized structured questionnaires to solicit first hand data from the respondents. The results were described using descriptive statistics such as mean and frequency count. Ranking was also used to statistically arrange and analyze the scores obtained.

Significance of the Study

The study is deemed relevant and essential in identifying the stress experiences of public elementary school teachers in Santa Cruz District that arose from their workplace.This is significant to DepEd officials and school administrators for them to see the real situation of their classroom teachers so that they could think of a policy that would help lessen job stressors experienced by teachers and give more intrinsic and extrinsic motivations to perform better in their job.For the teachers, this study would give them awareness and cautions about the stress they experienced, so that they would be able to learn and to balance their jobs no matter how heavy these are and that they may learn to cope with the stress and stressors through the intervention program introduced by the agency.Above all, for the researchers and school managers who may be interested in the same field treated herein, the result of this study would give them generalization and overview.

Chapter 2REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents selected literature and related studies pertinent to the study to give additional insights and information for better understanding of the problem presented for investigation.

Stress

Stress has been defined by many researches over the years. Akinboye, et al. (2002) defined stress as unavoidable characteristics of life and work. It means in any job, stress is present and common regardless of persons gender and work group. Additionally, stress is the totality of all non specific biological phenomena that came from adverse external influences. Thus, when one feels stressed, he or she is confronted with the unexpected.It has been regarded also as a multi-dimensional concept which has a variety of usages in different field that vary according to specific focus and purposes. For instance, Ryhal and Singh (1996) mentioned that a person is endangered and directed all its energies to protection when one feels that he/she is in the state of being stressed.Abouserie (1994) described that stress is an adaptive capacity of both mind and body. It becomes a demand when it continues to respond leading to the physical and psychological exhaustion and possibly to collapse.It was supported by Frank (1994) who added that stress may involve self-doubt, anxiety, fear and even anger, apart from the threatening and worsening situations. It may be accompanied too by physical symptoms like muscular tension and headache.

Teachers Stress

Teaching has been identified as the most stressful job possible (National Union for Teachers, 1999). There are many sources and causes of teachers stress experiences. Pettgrew and Wolf (1982) described two types of stress: the first is task based stress which refers to the problems that are associated with a variety of specific tasks that teachers must perform in their teaching role. It also includes dealing with pupils or students disruptive behavior. The second is role based stress: it is the actual workrelated responsibilities needed to be fulfilled by teachers, which include expectations of their role fit and which are performed to be adequately in the absence of sufficient resources.As mentioned above, stress within the teaching profession is characterized by factors related to their expected work. Hepburn and Brown (2001) called these organizational factors that include unreasonable directed time budget, excessive paperwork, unrealistic deadlines and intimidating inspection regimes.Stress experts acknowledge the pressures of teaching; Cooper (2005) states that teaching can be a stressful job. He compared teaching into a political football because it changes all the time. The combined continues changes with frequent new government demands coupled with long unsociable hours and poor payment make up the recipe of stress. Cooper (2005) adds that teachers have excessive workload. As compared to the other employees working, their days may be shorter but they spend many more hours working in the evening, bringing work at home; they even work during weekends. They prepare lessons, make instructional devices and organize extra- curricular activities.The survey conducted by Teachers Support Network (2000) confirmed that teachers are really stressed. Some of the reported causes of their stresses are conflict with managers or colleagues, pressures of workload and excessive changes and marital and family problems.In addition, the research conducted by the National Union of Teachers in UK (2000) has listed the most common causes of stress among teachers. Among these are long working hours, excessive workload, pressures of school inspection, providing cover for teachers, shortages and absences, poor management and disruptive pupil behavior. These finding was confirmed by an internet document in which an English teacher at South London Amanda Haehner states that teachers job is particularly stressful. Many teachers have little time or no time between preparing lessons and accomplishing reports. It was so pressuring and demanding to the extent that theres no space to breathe.In addition, the working hours are long due to additional paperwork, to the point that even holidays teachers could not enjoy because they have to plan ahead for the resumption of classes. Teachers job becomes more stressful also because of the additional job like administrative load given to teachers. It becomes a perpetual bugbear and it made worse by the lack of basic resources.In another survey conducted by the National Union Teachers in UK (2010), teachers argued that pressures on their jobs are caused by the way job is organized. One of which is the workload not spread reasonably equal to teachers throughout the year. It comes in huge bursts that cannot be put off. Similar survey shows that teachers complain because the inspection process of school authorities is stressful from the start till the end of the school year. The worst example of how the inspection process affected the teachers is when a teacher took her own life due to critical comments from a school inspector.Furthermore, the study of Ramos (2005) reveals that regular education teachers in an inclusive setting considered pupils misbehavior, lack of school administrators and support system as sources and causes of teachers stress.By and large, stress among teachers can be grouped into three categories namely role demands, instructional problems and interpersonal relationship (Sutton, 1984). In addition to three categories is the physical environment which is also a measure of stress (Osipow, 1998).

Role Demands

According to Pettegrew and Wolf (1982), role demands include role ambiguity, work overload, preparedness and non-participation. Bacharach, Bauer and Conley (1996) added that organizational characteristics such as policies, structure and process can also be categorized as role demands stressors.Role demands were supported by the research conducted by National Union for Teachers (2010) that confirmed the major causes of teachers stress are: excessive working hours, excessive workload and rising class size.According to Lam, Yuon and Mark (1998) teachers feel stressed when they were given additional tasks or responsibility like guidance work. They found it a difficult job that caused them stress. This additional responsibility adds to their workload. It increased their time pressure and may be out of expectations because teachers need to devote more time and energy to perform their guidance work which requires them to work overtime that made them exhausted.Turning specifically to teachers stress, researches revealed that the primary source of teachers stress is the workload or the additional work like administrative job given to accomplish in a very limited time (Johnson, 1989; Brynne, 1993; Wynne, Clarkin & Dolphin, 1991; Dewey, 1998; Hasting & Bham, 2003).In addition to the above findings, Glinow (2007) opined that the demands of work perceived in the hectic pace of life an employee leads. Therefore, educational managers have to divide responsibilities and help employees prioritize work to be done. They must sure that they understand the impact before shifting responsibilities. They should take into account the cost of stress before they increase anyones workload or hire more people.

In the words of Layne (2001), workload occurs when job demands of teachers and employees in a certain organization and agency needs human limits and people have to do too much, in too little time, with very few resources. As a result, workload is characterized by long and difficult working hours including unreasonable workloads, pressures due to unwanted overtime, less breaks, day off and holiday and more pressure workplace that increased due to excessive performance monitoring.In the article of Ureta (2008) when teachers take responsibility for anothers person actions during extra or co-curricular activities due to limited number of available teachers to work for the school, teachers became stressful in some way or another; hence they have additional workload and job to perform.Furthermore, many studies have been done again to identify the causes of stress in teaching. In a survey conducted by the Professional Teachers Union of Hongkong (2005) workload and time pressures are the common reported stress in the country. In addition, result of their survey revealed that too much paperwork and too much clerical work are major sources of teachers stress. Olatan (2009) in his study revealed that job pressure is a major source of teachers stress.

Instructional Problems

According to Pettegrew and Wolf (1982), instructional problems or tasks stress were identified problems associated with a variety of specified tasks that teachers must perform must perform in teaching. It includes problems like student discipline, competence, inappropriate procedures for student placement, instructional problems, inadequate standardized tests, and grading system (Sutton, 1984). Additionally, notification of unsatisfactory work performance and being threatened by students are also the causes of teachers stress (Pettegrew & Wolf, 1982).Researches conducted by National Union for Teachers (2010) highlighted the major causes of stress which includes pupils misbehavior, changes in the curriculum and changes to assessment and testing requirements.Similar research also summed up the sources of teachers stress which are pressure on professional skills like introduction of new teaching methods, lack of pupils motivation, attention and interest, having to meet new teaching targets or student attainment levels.Studies cover the years bear testimony to the fact that teachers in the educational system are vulnerable to stress. In fact, the students behavior force many teachers to leave if not shift for an alternative professional and some of them were persisted to burnout.Professional Teachers Union (2005) has conducted a survey and the result showed that teachers were stressful due to student unruly behavior.In addition, Hepburn and Brown (2001) found out that teachers stress can be caused from a variety of situations. Their stress came when they have difficulty in negotiating and interacting with students and other sources are too demanding depriving time and interference with instruction.

Interpersonal Relationship

Interpersonal relationships refer to relationships teachers have with fellow professionals or community members with the educational environment. According to Bacharach, Bauer and Conley (1986) network interaction and supervision fall into this category. Conflict with other staff members and lack of social support from supervisors and co workers also belong to this category (Sutton, 1984). Interpersonal relationship as a source of stress was confirmed by the study of Whitehead and ODriscoll, who found out that relationship with colleagues, caused emotional exhaustion to teachers. Johnstone (1989) argued that poor working conditions specifically in terms of relations with colleagues cause stress to teachers.It was supported by the research conducted by the National Union for Teachers (2010) that identify difficult parent-teacher relationship as a source of stress of teachers. Similar result was found out by the research conducted by Professional Teachers Union of Hongkong (2005) in which they have identified work relationship as source of stress of teachers in Hongkong.

Physical Environment

According to Osipow (1998) physical environment measures the extent to which individual is exposed to high levels of environmental toxins or extreme physical conditions. Trivette (1993) found that physical environment scores for elementary school counselors were in the average range from both genders. Physical environmental stresses include excessive noise, insufficient lightening, smells, insufficient space to work comfortably, inadequate temperature and humidity, inadequate ventilation, crowding, the size of classroom, youth violence, lack of privacy and other stimuli which are detrimental to the senses that affect the mood and normal mental state, whether or not employees found them consciously objectionable (Cooper & Smith, 1985; Hasting & Bham, 2003; NUT, 2010; Olatan, 2009).Other stressors found in the work environment and include unfavorable working conditions, heavy workloads, organizational problems, paucity of resources, lack of support and autonomy, and decision making (Hasting & Bham, 2003). In the article of Ureta (2002) the stress response in the workplace prepares the body for a physical process. Most daily stressors cannot be fought physically or escaped from by running away. The physical body still leads to stressors by creating a response that gives potential energy for a physical response.Effects of Stress to TeachersTeachers stress may have an impact on teachers as individuals, on the schools in which they work and on the pupils they teach. It is also estimated to have an economic impact on the education system in terms of lost teaching and additional costs of replacement teachers. Unfortunately, it is difficult to quantify these costs because reported effects may actually be strategies to help teachers cope and it would be unsafe to assume that those who report no symptoms are necessarily stress free.Many researches argue that the effects of stress in teaching fall largely on individual teacher and result in illness and absences. Travers and Cooper (1989) found out that teachers illnesses were reported as effects of stress. These illnesses permit the teacher to absent.As stated by Troman (1998) the cost of which teachers think increased stress levels. The consequence is chronic strain on their personal lives. It involved a breakup of marital or personal relationship.On the other hand, the effects of stress to teachers are difficult to estimate as compared to other occupation. In teaching, the effects of stress are described in terms of the departure of skilled teachers, impairment of teaching skills, or even premature death. Sickness or absence, turnover-retrial rates can also cause ill effects to teachers. But in general teachers turnover figures are neither illuminative, nor informative for retirees. There is also solid evidence that stressed teachers are less effective than unstressed teachers (Troman, 1998).Research by the main teachers union, the National Union of Teachers (1999) confirmed that teachers felt the effects of stress all or most of the time. It was supported by Tam and Mong (2005) who said that when people are stressed, they experienced psychological state in which, it is incongruence and misfit between workers perception of the demands on them and their ability to cope with those demands.According to Spector (2001) too much teaching workload can drive teachers to get burned out and stressed in particular when their profession requires them to be constantly up on their toes and beats deadlines. Teachers see deadlines as unreasonable which could take a toll in the long run. Thus, if they have a little time or no control over their working habits, teachers cannot seem to stop themselves from working beyond what their minds and bodies could take. The worst, they will experience burn out. Hughes (2001) suggests that who suffer from burnout may want to retire from work but for various reasons remain in post. Demand is suppressed because it has tightened up to the regulation by which teachers may take early retirement. This probability serves to make teachers stay in their profession despite their wants to take early retirement (Cooley & Yovanoff, 1996)Effects of teachers role ambiguity revealed were depressed mood, lowered self-esteem, life dissatisfaction, low motivation to work and intention to leave a job (Trivette, 1993).Stress is considered as involuntary response to a dangerous situation. When a person faced a situation in which the brain is incapable of handling, it caused them to increased blood pressure, rapid heartbeat, reduced blood supply to the skin, cessation of digestive activities, increase perspiration, additional release of sugar and fast into the system to cope up with the additional energy requirement and decreases in immune systems functions to preserve it for later action. All these actions are a perfect requirement when teachers are physically stressful to the situations and most evident in a classroom scenario.According to Sutton (1984) teachers also expressed somatic complaints when they are stressed. These are characterized by falling asleep, back pains, poor appetite and a decrease in their overall health and energy levels. In addition, Hepburn and Brown (2001) state that teachers also suffered from chronic stress. Symptoms of these include being fatigue, increased illness and inability to concentrate. It usually takes place when teachers are stress in their day to day activities. Other physical symptoms include tiredness, overworked, burnout, headache, stomach aches, trembling hands, shortness of breath, dizziness, cold sweats and chest pains (Blaise, 1982).Furthermore, they may also have an emotional response to unwanted stress. Blaise (1986) described the most common feelings of emotion that occur when teachers are stressed. It includes anger, depression, anxiety and self-blamed. Of all these emotional responses, teachers experienced anger as a consequence of work stress. It is often expressed with negative feelings directed towards others. The worst, it can lead teachers to a depressive situation. It happens when teachers have a general feeling of being out of control and feeling that they can no longer improve the situations (Blaise, 1986).Hasting and Brown (2001) explain that teachers in this situation show sign of being depressed, emotional exhaustion, lack of personal accomplishment and a decrease in self-efficacy. Anxiety occurs when teachers expect negative consequences to occur (Blaise, 1986). As it continues, teachers become less tolerant, patient, caring and involved and tend to become unrealistically balanced in their judgments and assessments of learners, it could result to negative outcomes on the part of the learners (Abidin & Robinson, 2002). On the other hand, self blamed are results of teachers expressed anger toward themselves, it could also be a feeling of guilt and having self-pity (Blaise, 1986). Over time, self-blame can remove teachers emotion and social regard to students. A loss of enthusiasm may occur when teachers have fewer attempts to humor, discuss the problem and non involvement (Blaise, 1986). Other adverse effect of stress result to inability to hold productive conversations with colleagues (Bacharach, Bauer and Conley, 1986).Findings above are supported by the article of Calimpong (2002) entitled Stress and Classroom Performance, she describes the effects of stress that can cause depression, irritation, anxiety, fatigue, lowered self-esteem and reduced job satisfaction among teachers. The adverse effect of it once continues will lead to deterioration of job performance.As explained by Blaise (1982) developing positive responses to stress will allow teachers to be more satisfied with their role as an educator and be a more effective educator in the classroom. A decrease in work satisfaction results in teachers being less involved and motivated, causing teachers to demonstrate feelings of resentment, frustration, boredom, irritability, anger, stagnation, helplessness, and depression.Finding positive ways to handle stress will allow teachers to maintain their drive and commitment, thus making them continue to put forth the effort needed to being an involved, satisfied, and effective teacher. A proper response to stress via stress management techniques and healthy coping mechanisms keeps teachers actively involved in what they are trying to accomplish and allows them to fully invest themselves with their students (Blas, 1982). Teachers who are satisfied in their profession will have less attrition maintaining a stable educational workforce.

Coping Mechanisms

According to Queen and Queen (2004) coping is essentially the way people manage those life conditions that are stressful. Stress and coping can be considered to be reciprocals of each other (Lyles, 2005). When the coping behavior is effective, the level of stress tends to be low or on the decline. However, if the individual has ineffective coping skills, there is a tendency for stress to be high or continue to increase. The holistic.com (as cited by Montejo, 2009) revealed that coping mechanism include dimensions of behavioral rehearsal, cognitive restructuring refraining, stress inoculation, systematic desentization, anger management, though sloping techniques, control and perception of control, self-esteem enhancement, goal setting, active or reflective listening strategies for coping deprivatorial stress and modification of life-style. Dealing with problems or difficulties in a calm and appropriate manner is commonly referred to as coping (www.dictionary.com, 2010). How a teacher copes with stress in the school environment affects the impact of stress on their psychological well-being and on physiological responses (Griffith, Steptoe & Cropley, 1999). Blaise (1982) adds that coping behavior or resources come in the form of physical, psychological, social, or material factors and help teachers overcome job-related stressors and achieved their valued outcomes with students.Gulwadi (2006) states the common positive strategies teachers can use to alleviate stress. These include exercise, social resources, avoidance, reading hobbies, movement and meditation. Griffith, Steptoe and Cropley (1999) explained that coping strategies used by teachers affect their outlook toward the situation, in which they alter the perception of stress. To alter to the perception of stress, teachers may invoke inward which includes concentrating on something narrow in the field of stimuli around oneself. It likewise includes seeking stillness and focus. Teachers may also appeal to outward coping strategies, these include exercise, to seek connection and distractions and movement (Gulwadi, 2006). Similar finding was supported by Lyles (2005) that states exercising and moving ones body on a regular basis can help remove stress. In general, stress is directly related to how well the occupational stress is managed. Despite the many common coping strategies teachers can use, most of them rely on social support, active planning, restorative experiences and suppression of competing behaviors. Social support can reduce the impact of stressors on teachers well-being, job satisfaction, and physical illness risk. Teachers seek support from family, friends, and colleagues in order to receive advice, discuss feelings, get emotional support, get sympathy and understanding, and to talk about their feelings. Teachers who have more support within their personal lives tend to experience less stress in the workplace. Active planning, although a part of the normal workload, allows teachers to take their mind off stress and focus on their work. The process of active planning involves concentrating efforts, developing a plan, taking some action, coming up with strategies, trying to take steps, and doing what has to be done in order to keep their attention on the students rather than the stressor (Griffith, Steptoe, & Cropley, 1999).In the article of Bartolome (2011) stress experts gave eight tips to overcome and conquer stress.First is to take control. Teachers have to be in control always. When the class is a mess with unruly children teachers have to control over. According to stress experts, because our brain is into thinking, we are on top of things. Second is to take a deep breathing. When children are yelling and teachers have just reached their limit, they need to deep breath, not only to bring oxygen to the body but to slow the production of adrenaline, a substance that makes teachers feel tense and edgy.Third, is to give an option. Experts tell that one of the biggest reasons for burn out or stress overload, is having too much responsibility and not enough power to essentially carry over the responsibility. Teachers need to remember that no matter how bad things look like, they do have options.Fourth is to learn to delegate. Delegating tasks or asking support from the class or from fellow teachers is important. Parcel out what teachers can and let other shoulder some of the responsibilities can relieve the stress.Fifth is to stay flexible. Teachers should remember there is more than one way to do things. If for example plan A fails, there is always plan B, C, and D. If teachers remain flexible they multiply they options.Sixth is to plan for the future. Stress is unpredictable. The unpredictability of it can send one persons stress level up. Teachers should consider the suggestions for dealing with fear of the unknown.Seventh is to do anything rhythmic like rocking in a chair, playing instrument or aerobics can relieve stress. Eight is to confront the unknown. If something is beyond control, try to let it go. But there is some way to chip away at the unknown which is to do it. In another article, Romero (2011) presented modern stress life stress survival guide that presents six ways toward stress survival for teachers: the first is knowing daily and immediate priorities. So many people and things demand attention, an important memo to write, an unexpected visitor at the office. Pick out priorities. Managing stress starts with knowing what is more important to do. Second is learning to say no. Once picked out priorities, categorize the rest of the competing concerns. Identify your stressors- avoid or resolve them. The job is the main source of stress, but one should have the luxury of quitting anytime he or she wants. Identifying which aspect of the job stresses a teacher most. It is often not the work itself, but other factors like an annoying co-worker, office politics, a difficult work system or process. Find ways to minimize dealings with these stressors and get additional training for oneself. Fourth, find time to relax. Devote an hour or more a week to an activity that can help a teacher to relax like a hobby of reading, having nail polish done and other not related to work and family commitments. Fifth, take a break from laptop and cell phone. One of the fastest and practical ways to give such much needed downtime is to relieve oneself from laptop and cell phone for a while. Sixth, re-examine ones life goals. Taking the time to examine one life and taking stock of our goals de-stresses and creates a sense of control, purpose, and satisfaction. Nicolas (2008) in his article 20 Therapeutic Approaches to Avoid Stress presents a list of adapt in order to eliminate stress.First is to reduce the time to go on over time. Taking an adequate sleep can relieve stress.Second is to leave paper work at the workplace if possible all the time.Third is to stand up, take a deep breath and relax the muscles. Doing some stretching like rolling shoulders and head, windmill arms and take several seconds break to look out the window can cure some fatigue.Fourth is to infuse a change of routine. Calling a friend and strengthening or establishing support can relieve the stress.Fifth, analyzing the task objectively can also help to relieve the stress.Sixth is to spend some time for a creative hobby. Making or creating new things can also relieve stress because it a new thing to accomplish. It somehow breaks the monotonous routine.Seventh is to set aside personal time. Limiting time to spend with negative people helped lessen the stress felt for the day. Eighth is to handle the emotions constructively. When one feels he or she will get burst, learning to handle the emotions can make his/her feel that fine and somehow relieve anxiety and tension.Ninth is to rationalize anxieties and suppress problems that one can do nothing. If things are beyond your control, let it be. Dont push for it.Tenth is find the root causes of your fatigue. This is important so that one will learn what cause his/her fatigue and can avoid it next time.

Interventions

The first study of Best and Walles (2006) explores the physical interventions of massage therapy. This intervention was identified to reduce stress as well as support employees individually and organizationally. The effects measures were physical and psychological. Although there were not physical benefits measured, it did reduce the psychological effects stress. These results suggest that offering of the intervention of massage therapy is beneficial in decreasing anxiety levels, which in turn could reduce stress.Other interventions researched involved a more interactive process. These studies called upon the motivation of the participants support a need to decrease stress by they desire to assist in making change internally that will affect them externally.It offered for at least one aspect of possible stress factors. Reducing physical is emotional stress and offering more control and empowerment while creating a more positive environment are all successful intervention to increase job satisfaction (Reggiero, 2003).Mungari (2008), in his article tells that when it comes to perception and of stress, individuals basically explain them the best way they know how. Perception is their thoughts or beliefs about stress which might be right or wrong. Interventions are the attempts to reserve the stress and create the relief needed. There is a need to understand the stressors or the triggers of stress in peoples lives, so that can engage the right intervention that will work. One might have a disorder that needs to be eradicated totally. The fact that people have not been able to master all aspects of stress means that they will continue to learn.The best way after knowing a bit about stress is to follow on the intervention that have been seen to work.In the study of Ling (1991), he proposed these interventions: firstly, the school authority should try to have more interactions with teachers as well as create more opportunities for communication among member or staff. This can be done by organizing informal social gatherings and various kinds of extra-curricular activities for teachers with the aim to promote mutual understanding and concern among teachers. The principals should actively take part in these activities and try to establish a friendly and supportive relationship with the staff; secondly, the school authority should find ways to lessen the heavy workload of teachers by lifting some of the non-teaching duties of teachers and distributing evenly the workload among teachers; thirdly, efforts should be made in the school to see that teachers have the opportunity to fulfill their needs in self-actualization, autonomy and esteem in order to avoid the feeling of strain. The school authority should help teachers to develop their potentials by allowing them a higher degree of flexibility and independence in teaching. Besides, the school authority should promote the image of teachers as deserving respect; fourthly, orientation programs should be conducted for younger and inexperienced teachers to that they can familiarize themselves with their work quickly and easily.

Stress Management Techniques for Educators

Teachers and educators endure a specific type of stress and anxiety on the job; being responsible for the education of students can be difficult. While many educators teach with passion and love their jobs, they are not immune to stress. A teacher should know how profoundly what mood can affect his or her classroom. By taking time to manage your stress during and after class, you can be a calmer, more effective educator.Schools and institutions should allocate an area where educators can relax and take an essential timeout from the job, Education World says. Supplying a quiet area like a staff room, where educators can socialize rest and have a snack or meal can take educators out of the classroom momentarily to recharge and get ready for class. If the school offers breaks and a staff room, take advantage. While it may seem important to mark papers at lunch break, taking a few minutes away from desk can revitalize the afternoon atmosphere.

Conceptual Framework

This study is guided by the concept of Hepburn and Brown (2001) that teaching as a profession is progressively becoming a stressful occupation because teachers have many deadlines to meet as well as more responsibilities to shoulder. These responsibilities include lesson planning, teaching, accountability for student performance, classroom management and discipline, supervisory role, and extracurricular activity conducting and monitoring.Identifying possible stressors can help teachers choose positive coping strategies rather negative strategies that may be unhealthy towards other aspects of life. If they can identify possible stressful situations, teachers can actively use coping strategies to deal with it, or even be able to avoid the situation altogether. Coping with stress is important for teachers so that their stress does not interfere with the achievement of their educational goals and they have better quality of life; both personally and professionally (Guglielmi & Tatrow, 1998).The teacher, not the learner, is now regarded as being the primary carrier of stress, and is mostly affected by the stressors of the day to day activities and organization of modern education (Hepburn & Brown, 2001). It is essential that teachers are able to develop proper coping strategies for stress that are unique to their individual personalities. Everyone reacts to stressors differently. It is important to research and practice alternate coping strategies to find which will help each individual. This will allow teachers to have a greater sense of purpose, motivation, and clarity about their own abilities (Bachkirova, 2005).It is in this context that the researcher was moved to conduct this study, knowing that stress is inevitable teachers should learn to cope and manage their stressors effectively to be efficient and effective public servants.

Research Paradigm

a. Stressb. Effects of stressc.Coping Mechanismsd. Effectiveness of Coping MechanismsInput Process OutputProposed Policy Formulation for Management of StressPublic Elementary School Teachers

Figure 1

Figure1 shows the input, process and output paradigm. First frame contains public elementary school teachers, second frame contains the stress, effects of stress, coping mechanisms and lastly effectiveness of coping mechanism, and the third frame is the proposed policy formulation for management of stress.

Definition of TermsThe following terms have been defined either conceptually or operationally as the case may be:Coping is an individuals response to stressful situations which is his/her way of managing the stress brought about his/her job.Coping Mechanismsin this study refers to the different coping responses namely: social support, physical activity, intellectual simulation, entertainment, personal interest, managerial skills and attitude.Effectiveness of Coping Mechanisms refers to the perceived effects of coping behaviors employed by public elementary school teachers that helped eliminate stress.Effects of Stress refers to the perceived effects stress to teachers which lead to low self-esteem, less enthusiasm towards work, tension, sickness and absenteeism. Policy Formulation refers to the guidelines on grating stress leave for public elementary school teachers in the DepEd Marinduque.Public Elementary Teachers are those involved in teaching in the public elementary schools.Stress is any disruption, change or adjustment in a persons mental or physical well being caused by external stimulus, either physical or psychological.Stress Experiences are those stresses experienced by the public elementary school teachers in the workplace.Stress Management is an approach used by a person in handling the stress approach that involves the three elements that cause a stress response: the stressor, the perception of stress by the individual and the physical and mental reaction of stress; in this study, this operationally refers to the use of the coping mechanisms used in the study.Teacher Stress is any characteristic within the school environment that poses a threat to the teacher.

Chapter 3METHODOLOGY

This chapter discusses the research design, the research locale, the population, the research instrument, research procedure, and statistical treatment of data.

Research Design

This research study used the descriptive type of research. As cited by Calmorin (2004), the descriptive type of research aims to gather information about the conditions and situations of variables. This type of research is suited in this type of investigation since it attempts to describe teachers stresses, causes of stress and coping mechanism to counteract the presence of stress and the relationship that exist between and among variables.

Research Locale

The study was conducted in Marinduque, specifically in Santa Cruz North, Santa Cruz South and East Districts, in the Division of Marinduque.There are 52 elementary schools in located Santa Cruz District. In Santa Cruz East, 17 schools are situated, with a population of 133 teachers administered by 17 school administrators. In Santa Cruz North, there are 16 schools with a population of 132 under the administration of 17 school managers. In Santa Cruz South, there are 16 schools with a population of 116 teachers supervised by 16 school heads. The total population of teachers in the district is 365 and 52 school administrators.The choice of the locale was due to the deep concern of the researcher to be a part in knowing the effective coping mechanisms to counteract the presence of stress knowing that it is inevitable and is always there among the government employees.

Figure 2. Map of Santa Cruz Districts

Figure 2 shows the map of Santa Cruz Districts where the 52 schools used in the study are situated.

Population and Sample

The researcher made use of stratified sampling. It is a probability sampling technique wherein the researcher divides the entire population which is composed of 365 into different subgroups or strata, 116 teachers from South District; 133 from East District and 116 from North District, then randomly selects the final subjects proportionally which is equivalent to 30% from the different strata of the total population. The researcher believed that these were enough to get information from the respondents. The respondents of the study are distributed as follows:Table 1.

Santa Cruz Districts Teacher-Respondents

District and Name of SchoolAddressNo. of TeachersSampleRespondents

SANTA CRUZ EAST

Santa Cruz East Central SchoolLapu-Lapu, Sta. Cruz, Marinduque225

Alobo Elementary SchoolAlobo, Sta. Cruz, Marinduque93

Angas Elementary SchoolAngas, Sta. Cruz, Marinduque62

Banogbog Elementary SchoolBanogbog, Sta. Cruz, Marinduque62

Biga Elementary SchoolBiga , Santa Cruz, Marinduque41

Devilla Elementary SchoolDevilla , Sta. Cruz, Marinduque62

Haguimit Elementary SchoolHaguimit, Sta. Cruz, Marinduque62

Makapuyat Elementary SchoolMakapuyat , Sta. Cruz, Marinduque144

Masalukot Elementary SchoolMasalukot , Sta. Cruz, Marinduque62

Masaguisi Elementary SchoolMasaguisi , Sta. Cruz, Marinduque62

Morales Elementary SchoolMorales , Sta. Cruz, Marinduque31

Pansoy Elementary SchoolPansoy , Sta. Cruz, Marinduque31

Pantayin Elementary SchoolPantayin , Sta. Cruz, Marinduque31

Pulong Parang Elementary SchoolPulong Parang , Sta. Cruz, Marinduque62

Tagum Elementary SchoolTagum , Sta. Cruz, Marinduque62

Tamayo Elementary SchoolTamayo , Sta. Cruz, Marinduque62

Tambangan Elementary SchoolTambangan , Sta. Cruz, Marinduque62

Tawiran Elementary SchoolTawiran , Sta. Cruz, Marinduque72

Taytay Elementary SchoolTaytay , Sta. Cruz, Marinduque82

Sub total 13340

Table 1 (cont.)District and Name of SchoolAddressNo. ofTeachersSample Respondents

SANTA CRUZ NORTH

Santa Cruz North CentralLandy, Sta. Cruz, Marinduque183

Baliis Elementary SchoolBaliis, Sta. Cruz, Marinduque62

Hupi, Elementary SchoolHupi, Sta. Cruz, Marinduque102

Balogo, Elementary SchoolBalogo, Sta. Cruz, Marinduque72

Ipil Elementary SchoolIpil, Sta. Cruz, Marinduque143

Botilao, Elementary SchoolBotilao, Sta. Cruz, Marinduque82

Kalangkang, Elem SchoolKalangkang,Sta.Cruz, Marinduque52

Bangcuangan, Elem. SchoolBangcuangan, Sta. Cruz, Marinduque21

Aturan, Elementary SchoolAturan, Sta. Cruz, Marinduque72

Kasily Elementary, SchoolKasily, Sta. Cruz, Marinduque82

Dating Bayan, Elem SchoolDating Bayan, Sta. Cruz, Marinduque62

Punong Elementary SchoolPunong, Sta. Cruz, Marinduque72

San Isidro, Elementary SchoolSan Isidro, Sta. Cruz, Marinduque41

Dolores, Elementary SchoolDolores, Sta. Cruz, Marinduque82

Kamandugan Elem. SchoolKamandugan, Sta. Cruz, Marinduque92

Lamesa, Elementary SchoolLamesa, Sta. Cruz, Marinduque82

Lusok, Elementary SchoolLusok, Sta. Cruz, Marinduque52

Subtotal13235

SANTA CRUZ SOUTH

Santa Cruz South Central SchoolBanahaw, Sta. Cruz, Marinduque143

Buyabod Elementary SchoolBuyabod, Sta. Cruz, Marinduque154

Gabaldon Elementary SchoolBanahaw, Sta. Cruz, Marinduque154

Kaganhao Elementary SchoolKaganhao, Sta. Cruz, Marinduque62

Kinyaman Elementary SchoolKinyaman, Sta. Cruz, Marinduque62

Labo Elementary SchoolLabo, Sta. Cruz, Marinduque62

Libjo Primary SchoolLibjo, Sta. Cruz, Marinduque21

Lipa Elementary SchoolLipa, Sta. Cruz, Marinduque62

Makulapnit Elementary SchoolMakulapnit, Sta. Cruz, Marinduque 62

Maniwaya Elementary SchoolManiwaya, Sta. Cruz, Marinduque62

Manlibunan Elementary School Manlibunan, Sta. Cruz, Marinduque 62

Matalaba Elementary SchoolMatalaba, Sta. Cruz, Marinduque82

Mongpong Elementary SchoolMongpong, Sta. Cruz, Marinduque123

Polo Elementary SchoolPolo, Sta. Cruz, Marinduque62

San Antonio Elementary SchoolSan Antonio, Sta. Cruz, Marinduque61

Tapian Elementary SchoolKilo-kilo, Sta. Cruz, Marinduque61

SubTotal11635

Grand total 54365110

Research Instruments

The primary instrument used in this study is a structured questionnaire which is divided into five parts. The first part contains teachers stresses; the second part consists of yes or no questions regarding whether stress was experienced by teachers; the third part contains questions if stress has effect to teachers. The fourth part contains a list of coping mechanism that they used and employed to cope up with the presence of stress and the last part contains a measure of effectiveness of coping mechanisms to eliminate stress.

Data Gathering Procedure

The researcher first sought the approval of the Schools Division Superintendent. After this, she went through and sought the approval of each district supervisors. Finally, she approached the school principal and she distributed and administered the questionnaire. Upon distribution of questionnaire, she gave brief orientation on the purpose of the research. The researcher personally retrieved the questionnaire to maintain confidentially of respondents answers. Data gathered were presented in tables and were computed and analyzed.

Statistical Treatment

Data were gathered, tabulated, and analyzed, and then interpreted thru the help of statistician using the proper statistical tools.In order to determine the stress experiences of teachers, descriptive statistics such as frequency count and ranking were used. In determining the effects of stresses to teachers, rank or frequency of was used. A five point rating scale was also used to determine the effects.

Range (Mean Scores)Adjectival Equivalent

4.1-5.0Extremely stressful

3.1-4.0Stressful

2.1-3.0Considerably stressful

1.1-2.0Slightly Stressful

0.1-1.0Not Stressful

In identifying the coping mechanism employed by teachers, descriptive statistic such as frequency and rank were also utilized to arrange statistically and analyze the data obtained.In determining whether the stress was eliminated using the coping mechanism employed by the respondents, the following adjectival interpretation were used.

Range (Mean Scores)Adjectival Equivalent

01-1.0Stress completely eliminated

1.1-2.0Stress usually eliminated

2.1-3.0Stress often eliminated

3.1-4.0Stress occasionally eliminated

4.1-5.0Stress never eliminated

Chapter 4PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data gathered, organized and processed statistically and carefully interpreted to obtain information that would answer the problem raised in Chapter 1.For organization purposes, tables were arranged according to the statement of the problems, each one is immediately followed by analysis, interpretation and discussion based on the concepts, principles and theories discussed in the review of related literature and studies and theoretical framework.Table below shows the teachers stresses as indicated in the statement of the problem number 1. Table 2. Teachers Stress

Category of StressFrequencyRank

A. Role Demands

1. Work overload831

2. Role ambiguity 772

3. Overlapping school programs and activities763

4. Excessive working hours 754.5

5. School authorities unexpected visits754.5

6. Excessive paperwork and administrative duties 716

7. Administrative pressures (submission of forms, report cards and other school reports)657

8. Taking responsibilities for anothers persons action in extra and co-curricular activities648

Table 2 (cont.)B. Instructional Problems

1. Pupils misbehavior/disruptive behavior1021

2. Having to meet new teaching targets or pupils achievement rate 942

3. School inspection and evaluation 933

4. Changes in curriculum and instruction 884

5. Changes to assessment and test administration and construction855

6. Difficult style of lesson planning and preparation of visual aids especially in multi-grades826

7. Introduction of new teaching methods777

8. Rising class size548

C. Interpersonal Relationship FrequencyRank

1. Inadequate salary 711

2. Pressures due to principals frequent observation 632

3. Conflict with colleagues 563

4. Lack of recognition and acknowledgment 434

5. Lack of support from PTA members and community405.5

6. Competition in a workplace405.5

7. Poor planning and programming367

8. Poor school management298

D. Physical EnvironmentFrequencyRank

1. Scarcity of resources 651

2. Environment noise/task related noise572

3. Poor or unfavorable working condition 543

4. Poor ventilation 524

5. Crowded classroom 505

6. Size of classroom not conducive to learning 456

7. School location447

8. Risk of violence from intruders368

As shown in the table, analysis of the findings revealed that in terms of role demands, the highest recorded stress experienced is work overload with 83 or rank 1 whereas the lowest stress experienced is taking responsibility for anothers persons action in extra and co-curricular activities with 64 or rank 8. Findings were confirmed by the research conducted by the National Union of Teachers (1999) that teaching is one of the stressful jobs and one of the difficulties that teachers are facing is their workload is not spread reasonably equally through the years, thus it results to work overload. It was also supported by the findings of Layne (2001) that work overload occurs when job demands teachers in a certain organization that need human limits and teachers have to do much, in too little time, with very few resources. Similarly, Spector (2001) said that teachers workload can drive teachers to get burned out and stressed because if requires them to be constantly to beat the deadlines.As shown in the table, from among the indicators, the highest recorded stress experiences of teachers happened to be under instructional problems. Results of the data revealed the highest recorded stress under this is pupils misbehavior/disruptive behavior with 102 or rank 1 while the least is the rising class size with 54 or rank 8. It could be inferred that unbecoming behavior of pupils and undisciplined pupils caused stress to teachers. It was supported by the findings of Pettegrew and Wolf (1982) that dealing with disruptive students is a problem which is associated with a variety of specific tasks that teachers must perform in their teaching. It was confirmed also by Johnstone (1989) who argued that the major cause of stress to teachers is pupils failure to work or behave and the research conducted by Professional Teachers Union (2005) that the main source of stress of teachers is student unruly behavior.With regard to interpersonal relationship, the highest stress is registered in pressure due to principals frequent observations with 71 or rank 1 in contrast, the least stress experience of teachers was recorded in poor school management with 29 or rank 8. Data revealed that school administrators frequent observations gave teachers so much pressure and caused stress, hence whenever school administrators visited the class for teachers observation they feel uneasy, anxious and tensed thus cant focus on their subject. Finding was supported by the survey conducted by Hepburn and Brown (2001) that intimidating inspection regimes of school principals caused stress to teachers and the survey conducted by the National Union of Teachers that pressures due to principals supervision and school authorities inspection caused them stress.For physical environment, analysis of the findings revealed the highest stress was registered in scarcity of resources with 65 or rank 1 while the lowest was recorded in risk of violence of intruders with 36 or rank 8.respondents Results implied that unavailability of resources or instructional materials in the school caused stress to teachers in particular those teachers whose school locations were far from the town proper and technology and electricity were absent. Similar findings were supported by Hasting and Bham, (2003) who said that environmental factors such as paucity or scarcity of resources were stresses found in the work environment of teachers. Table below shows the effects of stress to teachers as indicated in the Statement of the Problem No. 2.Table 3. Effects of Stress to TeachersEffects of StressMeanAdjectival EquivalentRank

A. Role Demands

1. Excessive working hours 3.12Stressful1

2. Overlapping school programs and activities3.10Stressful2.5

3. School authorities unexpected visits 3.10Stressful2.5

4. Taking responsibilities for anothers persons action in extra and co-curricular activities 3.09Stressful4

5. Role ambiguity2.99Considerably Stressful5

6. Administrative pressures (submission of forms, report cards and other school reports)2.94Considerably Stressful6

7. Work overload2.92Considerably Stressful7

8. Excessive paperwork and administrative duties2.86Considerably Stressful8

Table 3 (Cont.)

B. Instructional Problems

1. Difficult style of lesson planning and preparation of visual aids especially in multi-grades 3.06Stressful1.5

2. School inspection and evaluation 3.06Stressful1.5

3. Introduction of new teaching methods3.02Considerably Stressful3

4. Pupils misbehavior/disruptive behavior3.01Considerably Stressful4

5. Rising class size2.99Considerably Stressful5

6. Changes in curriculum and instruction2.96Considerably Stressful6

7. Having to meet new teaching targets or pupils achievement rate2.91Considerably Stressful7

8. Changes to assessment and test administration and construction2.82Considerably Stressful8

C. Interpersonal Relationship

1. Competition in a workplace 3.10Stressful1

2. Pressures due to principals frequent observation 2.87Considerably Stressful2

3. Lack of support from PTA members and community 2.80Considerably Stressful3

4. Poor school management2.78Considerably Stressful4

5. Inadequate salary 2.75Considerably Stressful5

6. Lack of recognition and acknowledgment 2.74Considerably Stressful6

7. Conflict with colleagues 2.57Considerably Stressful7

8. Poor planning and programming2.42Considerably Stressful8

D. Physical Environment

1. Poor ventilation 3.02Stressful1

2. Poor or unfavorable working condition 2.92Considerably Stressful2

3. Size of classroom not conducive to learning2.81Considerably Stressful3

4. Risk of violence from intruders 2.76Considerably Stressful4

5. Crowded classroom 2.75Considerably Stressful5

6. School location 2.66Considerably Stressful6

7. Environment noise/task related noise2.65Considerably Stressful7

8. Scarcity of resources2.61Considerably Stressful8

Table 3 describes the effects of stress to teachers. In terms of role demands, the highest effect of stress was recorded in excessive working hours with 3.12 interpreted as stressful, whereas the least effect was observed in role ambiguity with 2.86 which is interpreted as considerably stressful. Findings could be attributed to the fact that teaching is a very demanding profession and it requires a lot of work like making lesson plans, computing reports and accomplishing reports. With these the required working hours for teachers are neither sufficient nor enough to accomplish the work for the day. It was also supported by Carry (2001) that although the school day may be shorter than most office working days, teachers put in many more hours in the evenings and at weekends preparing lessons, making work and organizing extracurricular events. Similar finding was highlighted in the research conducted by National Union of Teachers (2000) that long working hours caused stress to teachers.In terms of instructional problems, stress was recorded highest in difficult style of lesson planning and schools inspection and evaluation with 3.06 interpreted as stressful respectively, whereas the lowest recorded effect of stress was registered in changes to assessment and test evaluation, administration and construction with 2.82 interpreted as considerably stressful. Data implied that teachers get stress because of frequently changes in the instruction, specifically in writing the lesson plan. The style of lesson plan is too complicated and difficult to follow at times. Equally stressful to teachers are schools inspection and evaluation. It could be inferred that it caused them stress because they have to make long preparations of school devices and accomplished different forms and reports for evaluation. It was supported by the findings of National Union Teachers (2010) that teachers complain due the inspection process by school authorities from the beginning to end of the school year. Table below presents the coping mechanisms of teachers as indicated in Statement of the Problem no. 3.Table 4.1 on the next page describes the coping mechanisms of teachers. Findings revealed that among the indicators for Role Demands, the most used is I put things into perspective and manage my time well with 66 or rank 1. It could be implied that though teachers experienced stress they tried to become organize and put things into order; they tried to maximize their time well in spite of the many things they need to accomplish each day. On the other hand, the least practiced coping mechanism observed is I avoid situations that would consume my time with 16 or rank 24, this is true and supported the highest practiced coping mechanisms, since being organized and knowing to manage time properly have something to do with avoiding people or situation who can consume time. Table 4. 1 Coping Mechanisms of Teachers for Role DemandsCategories of Coping MechanismsFrequencyRank

A. Role Demands

1. Work overloada. I reduce my time to go on overtime.545

2. b. I sleep early to get enough strength to accomplish my task the next morning.399

3. c. I seek help of my family and colleagues to finish my task.2814

4. Excessive working hoursa. I leave my paperwork on my desk and go home early.3810

5. b. I call or text my friend for a change of routine.2814

6. c. I do some stretching516

7. Role Ambiguity (teachers role as teacher, counselor, canteen manager, school paper adviser/school governance adviser.a. I put things into perspective and manage my time well.661

8. b. I avoid situation or people that/who would just consume my time so I can focus on my job.2218

9. c. I just do what my superior tells me and please myself that I can make it.2716

10. Excessive paperwork and administrative duties.a. I go home and leave my paperwork at my workplace to relieve my stress.447.5

11. b. I infuse a change in my routine. I call or text a friend.2119.5

12. c. I say no without feeling guilty when I have ample of papers to do so I can meet my deadline.3312

13. Overlapping school programs and activitiesa. I just take it one by one, anyway it is impossible to do things, two at a time.594

b. I just follow what my school head tells me.2814

c. I just please myself after this, anyway, I did my best.1622

14. Taking responsibilities for another persons action in extra and co-curricular activities.a. I just follow the given task and take the responsibility assigned to me.622

b. I tell my heartache about this to my family and friends.1821

c. I say no without feeling guilty, besides Ive done my part.1523

7. Administrative Pressures (Submission of forms, report card and other school reports)a. I put things into perspective and manage my time well by making priority list.613

b. I seek help of my family and colleagues to finish my task.2119.5

c. I avoid people or situation that would consume my time.1424

8. School authorities unexpected visit.a. I just go on with my job and pretend not affected by this.447.5

b. I just give seatwork to my pupils and help my superior in entertaining visitor.2517

c. I take a deep breath to relax and relieve my tension.3611

Table 4.2 Coping Mechanisms of Teachers for Instructional ProblemsB. Instructional ProblemsFrequencyRank

a. Pupils misbehavior/disruptive behaviora. I leave my classroom for a while to relieve my stress.702

a. b. I ignore my pupils; I go on with my lesson.3316

b. c. I give them disciplinary action and call up their parents.

505.5

b. Rising class sizes.a. I seek an assistance from my school manager3414.5

a. b. I divide my class into two groups and give different activities2223

b. c. I just do what seems best for my class, anyway I cant get away with this.

2520.5

c. Difficult style of lesson planning and preparation of visual aids especially in multi-gradesa. I just copy and shorten my lesson plan and I do what seems right, after this458

a. b. I consult my school head and discuss things related to this.467

b. c. I ask my colleagues on how I should follow this

3018

d. Introduction of new teaching methods.a. I just make use of the existing methods, anyway I am used to this.3612

a. b. I seek assistance from my school head and colleagues4111

a. c. I just follow and do what seems to be right after this.

3117

d. Changes to assessment and test administration and construction.a. I discuss and consult my school head about this.603

a. b. I consult the opinion of my friends and colleagues about this.3414.5

a. c. I just follow what seems right, after this.

2619

d. Changes in the curriculum and instruction.a. I stay intellectually stimulated and analyze the changes in the curriculum objectively534

a. b. I seek assistance from my school head and colleagues4310

a. c. I just follow and do what seems to be right after this

2422

d. School inspection and evaluation.a. I just follow what my superior tells me.449

a. b. I just take comments and consider this constructive.505.5

a. c. I just please myself after this, anyway, I did my best.3513

d. Having to meet new teaching targets or pupils achievement ratea. I set up my targets and focus on this.821

b. I stay away from people who will consume my time.1724

c. I work alone.2520.5

Table 4.2 below presents the coping mechanisms employed to counteract instructional problems. Analysis of the data revealed the most used coping mechanisms is I set up my targets and focus on this with 82 or rank 1. It could be inferred that teachers still tried to get focus with their instruction despite the great demands of their job particularly when it comes to instruction. Teachers nature of job is very competitive, they need to increase the achievement rate of their pupils to maintain good if not a high standing of school. Nevertheless, they remained focus to meet their targets. On the contrary, the least practiced coping mechanism is I divide my class into two groups and give different activities with 25 or rank 20.5. Result implied that dividing class into two groups and giving different activities were more time consuming on their part, when it comes to teaching, they teach the class a whole and gave same activities regardless of the competency level of pupils because they follow the standard of lesson planning. Table 4.3 Coping Mechanisms of Teachers for Interpersonal RelationshipsC. Interpersonal RelationshipFrequencyRank

Pressures due to principals frequent observation.a. I just follow what my superior tells me.374.5

b. I just take comments and consider this constructive.366

c. I just please myself after this, anyway, I did my best.1518

Poor School Managementa. I seek opinions from my friends and colleagues about this.2412.5

b. I seek transfer of school assignment.1223

c. I just go on with my job and do what seems right for me.1024

Poor Planning and Programminga. During meetings, I voice out my complaints and make suggestions for improvement.299

b. I consult others opinions about this to relieve my stress.1518

c. I just go on with job and do what seems right.581.5

Lack of support from PTA members and community.a. I encourage parents participation by supporting their suggestions.374.5

b. I seek the help of my school head and colleagues1616

c. I avoid situation or people that cause me stress.1420.5

Lack of recognition or acknowledgementa. I tell my sentiments and seek comfort from family and friends.2412.5

b. I just please myself after this, anyway, I did my best.2511

c. I take it as another challenge to do more.1420.5

Conflict with colleaguesa. I reconcile with my colleagues, besides its hard to work in a workplace where conflict stays.383

b. I handle my emotions constructively.2610

c. I set aside my personal time. I limit time spending with negative people to avoid conflict.2015

Inadequate salarya. I buy only basic needs and budget my money.357

b. I apply for a loan.412

c. I tell my family or call a friend about my financial problem.318

Competition in a workplaceA. I just do what seems right and go on with my job.581.5

B. I try to be nice to the people around me and make myself comfortable working with team.2214

C. I limit my time spending with negative people.1518

Table 4.3 presents the coping mechanisms of teachers employed to relieve interpersonal relationships stresses. Results revealed the most used coping mechanism is I just do what seems right and go on with the job with 58 or rank 1. Findings entailed that teachers at work manifest healthy competition in terms of promotions and achievement, many of them do what they think right and focus on their job in order to accomplish things. Finding was supported by the least practiced coping mechanism I seek transfer of school assignment with 12 or rank 23.It could be inferred, that seeking a transfer of school assignment was not a solution to relieve the stress of teachers in a workplace, thus very few among them employed this mechanism. Table 4.4 on the next page describes the coping mechanism of teachers for physical environmental stresses. Findings revealed the most practiced coping mechanisms recorded is I tried to be creative and do what seem right with 44 or rank 1. Findings implied that in the absence of resources in the schools, like presence of technology, unavailability of materials, teachers practiced to be creative to give remedy to this. It is true and supported by the least employed coping mechanism I ignore things like these, and go on with my job with 12 or rank 24. It means that very few among the teachers ignore the absence of resources in the workplace, instead they used their creativity to produce what was not present.

Table 4. 4 Coping Mechanisms of TeachersD. Physical EnvironmentFrequencyRank

1. Poor or unfavorable working conditiona. I organize and clean my work place.b. I try to be nice to the people around me.c. I just do my job.402

a. d. 2114

b. e. 1719

2. Environmental Noise/Task related noisea. I change my place or I find a place at work where I can concentrate better.345.5

3. b. I work outside or in place which has a conducive or healthy environment.2212.5

4. c. I go for a walk or leave my place for a while to relieve my stress2212.5

5. Poor Ventilationa. I may suggest to my school to allocate fund to this.354

6. b. I change my place or I find a place at work where I can concentrate better.2016

7. c. I work outside or in place which has a conducive or healthy environment.1323

8. Crowded Classrooma. I discuss the matter to my school head and help find to solution to crowded classroom.345.5

a. b. I put little devices and make my classroom organize.2411

b. c. I seek the help of my friend to restructure my classroom1520.5

9. Size of classroom not conducive to learninga. I make suggestion to my head to allocate fund to improve physical plants and facilities.1918

10. b. I clean and make my classroom orderly to make it conducive to learning.337

11. c. I just go on with my class and pretend Im not affected by this, besides, I can do nothing about it.1422

12. School Locationa. I tried to be flexible and come to school early hence the location is really far from my home.288.5

13. b. I make some adjustment, like hiring a school service.2610

14. c. I seek for a transfer of school assignment.1520.5

15. Scarcity of Resourcesa. I talk to my school head and discuss my concern to find solution to this.383

16. b. I tried to be creative and do what seems to be right.441

17. c. I just follow what my school head tells me and make use of the available resources.2016

18. Risk of violence from intrudersa. I talk to my school head about this.2818.5

b. I seek support from parents and community members.2016

c. I ignore things like these and just go on with my job1224

Table 5.1 below presents the coping mechanisms of teachers as indicated in Statement of the Problem no. 4.

Table 5.1 Effectiveness of Coping MechanismsStressCoping MechanismMeanAdjectival Equivalent

A. Role Demands

1. Work overloada. I reduce my time to go on overtime.3.22Stress Occasionally Eliminated

a. b. I sleep early to get enough strength to accomplish my task the next morning.3.35Stress Occasionally Eliminated

b. c. I seek help of my family and colleagues to finish my task.

3.2Stress Occasionally Eliminated

2. Excessive working hoursa. I leave my paperwork on my desk and go home early.3.3Stress Occasionally Eliminated

3. b. I call or text my friend for help.2.98Stress Often Eliminated

4. c. I do some stretching3.15Stress Occasionally Eliminated

5. Role Ambiguity (teachers role as teacher, counselor, canteen manager, school paper adviser/school governance adviser.a. I put things into perspective and manage my time well.3.47Stress Occasionally Eliminated

a. b. I avoid situation or people that/who would just consume my time so I can focus on my job.3.42Stress Occasionally Eliminated

b. c. I just do what my superior tells me and please myself that I can make it.3.41Stress Occasionally Eliminated

6. Excessive paperwork and administrative duties.a. I go home and leave my paperwork at my workplace to relieve my stress.3.33Stress Occasionally Eliminated

a. b. I infuse a change in my routine. I call or text a friend.3.10Stress Occasionally Eliminated

b. c. I say no without feeling guilty when I have ample of papers to do so I can meet my deadline.3.19

Stress Occasionally Eliminated

7. Overlapping school programs and activitiesa. I just take it one by one, anyway it is impossible to do things, two at a time.3.43Stress Occasionally Eliminated

a. b. I just follow what my school head tells me.3.40Stress Occasionally Eliminated

b. c. I just please myself after this, anyway, I did my best.

3.21Stress Occasionally Eliminated

8. Taking responsibilities for another persons action in extra and co-curricular activities.a. I just follow the given task and take the responsibility assigned to me.3.42Stress Occasionally Eliminated

a. b. I tell my heartache about this to my family and friends.3.07Stress Occasionally Eliminated

b. c. I say no without feeling guilty, besides Ive done my part.

3.53Stress Occasionally Eliminated

9. Administrative Pressures (Submission of forms, report card and other school reports)a. I put things into perspective and manage my time well by making priority list.3.46Stress Occasionally Eliminated

a. b. I seek help of my family and colleagues to finish my task.3.49Stress Occasionally Eliminated

b. c. I avoid people or situation that would consume my time.

3.59Stress Occasionally Eliminated

10. School authorities unexpected visit.a. I just go on with my job and pretend not affected by this.3.27Stress Occasionally Eliminated

b. I just give seatwork to my pupils and help my superior in entertaining visitor.3.04Stress Occasionally Eliminated

c. I take a deep breath to relax and relieve my tension.3.15Stress Occasionally Eliminated

Table 5.1 describes the effectiveness of coping mechanisms employed by teachers. Analysis of the findings revealed that among the coping mechanisms, the effectiveness is high when I call or text my friend for a help with 2.9 which is interpreted as stress often eliminated. Findings were supported by Griffith, Steptoe and Cropley (1999) who state that social support from family, relative and friends can reduce the impact of stress on teachers well being and job satisfaction. Teachers seek support from family, friends and colleagues in order to receive advice, discuss feelings, get emotional support, get sympathy and understanding, and to talk about their feelings. Teachers who have more support within their personal lives tend to experience less stress in the workplace. Table 5.2 on the next page presents the effectiveness of coping mechanism for instructional problems. Findings showed the all coping mechanisms were in the bracket of 3.1-4.0 which are all interpreted as stress occasionally eliminated. It implied that they experienced stresses along their teaching and the coping mechanisms they employed occasionally eliminate their stress. It means that with the kind of coping mechanisms they employed, stress just come and go and were not completely eliminated. It was confirmed by the research conducted by National Union of Teachers (1991) that teaching is really a stressful job.

Table 5.2 Effectiveness of Coping MechanismStressCoping MechanismMeanAdjectival Equivalent

B. Instructional Problems

1. Pupils misbehavior/disruptive behavior

a. I leave my classroom for a while to relieve my stress.3.21Stress Occasionally Eliminated

a. b. I ignore my pupils; I go on with my lesson.3.33Stress Occasionally Eliminated

b. c. I give them disciplinary action and call up their parents.

3.38Stress Occasionally Eliminated

2. Rising class sizes.a. I seek an assistance from my school manager3.28Stress Occasionally Eliminated

a. b. I divide my class into two groups and give different activities3.63Stress Occasionally Eliminated

b. c. I just do what seems best for my class, anyway I cant get away with this.

3.17Stress Occasionally Eliminated

3. Role Ambiguity (teachers role as teacher, counselor, canteen manager, school paper adviser/school governance adviser.a. I put things into perspective and manage my time well.3.47Stress Occasionally Eliminated

a. b. I avoid situation or people that/who would just consume my time so I can focus on my job.3.42Stress Occasionally Eliminated

b. c. I just do what my superior tells me and please myself that I can make it.3.41Stress Occasionally Eliminated

4. Excessive paperwork and administrative duties.a. I go home and leave my paperwork at my workplace to relieve my stress.3.33Stress Occasionally Eliminated

a. b. I infuse a change in my routine. I call or text a friend.3.10Stress Occasionally Eliminated

b. c. I say no without feeling guilty when I have ample of papers to do so I can meet my deadline.

3.19Stress Occasionally Eliminated

5. Overlapping school programs and activitiesa. I just take it one by one, anyway it is impossible to do things, two at a time.3.43Stress Occasionally Eliminated

a. b. I just follow what my school head tells me.3.40Stress Occasionally Eliminated

b. c. I just please myself after this, anyway, I did my best.

3.21Stress Occasionally Eliminated

6. Taking responsibilities for another persons action in extra and co-curricular activities.a. I just follow the given task and take the responsibility assigned to me.3.42Stress Occasionally Eliminated

a. b. I tell my heartache about this to my family and friends.3.07Stress Occasionally Eliminated

b. c. I say no without feeling guilty, besides Ive done my part.3.53Stress Occasionally Eliminated

7. Administrative Pressures (Submission of forms, report card and other school reports)a. I put things into perspective and manage my time well by making priority list.3.46Stress Occasionally Eliminated

a. b. I seek help of my family and colleagues to finish my task.3.49Stress Occasionally Eliminated

b. c. I avoid people or situation that would consume my time.

3.59Stress Occasionally Eliminated

8. School authorities unexpected visit.a. I just go on with my job and pretend not affected by this.3.27Stress Occasionally Eliminated

b. I just give seatwork to my pupils and help my superior in entertaining visitor.3.04Stress Occasionally Eliminated

c. I take a deep breath to relax and relieve my tension.3.15Stress Occasionally Eliminated

Table 5.3 below shows the effectiveness of coping mechanism for interpersonal problems. Findings revealed, the coping mechanism is effective when teachers just go on with job and do what seems right with 2.89 which is interpreted as stress often eliminated. Result implied that working alone and getting focus, teachers accomplished their daily tasks. Table 5. 3 Effectiveness of Coping MechanismsC. Interpersonal RelationshipMeanAdjectival Equivalent

1. Pressures due to principals frequent observation.a. I just follow what my superior tells me.3.72Stress Occasionally Eliminated

a. b. I just take comments and consider this constructive.3.69Stress Occasionally Eliminated

b. c. I just please myself after this, anyway, I did my best.3.52Stress Occasionally Eliminated

2. Poor School Managementa. I seek opinions from my friends and colleagues about this.3.13Stress Occasionally Eliminated

a. b. I seek transfer of school assignment.3.2Stress Occasionally Eliminated

b. c. I just go on with my job and do what seems right for me.3.00Stress Often Eliminated

3. Poor Planning and Programminga. During meetings, I voice out my complaints and make suggestions for improvement.2.86Stress Often Eliminated

a. b. I consult others opinions about this to relieve my stress.3.71

b. c. I just go on with job and do what seems right2.89Stress Often Eliminated

4. Introduction of new teaching methods.a. I just make use of the existing methods, anyway I am used to this.3.11Stress Occasionally Eliminated

a. b. I seek assistance from my school head and colleagues3.47Stress Occasionally Eliminated

b. c. I just follow and do what seems to be right after this.3.08Stress Occasionally Eliminated

5. Changes to assessment and test administration and construction.a. I discuss and consult my school head about this.3.28Stress Occasionally Eliminated

a. b. I consult the opinion of my friends and colleagues about this.3.37Stress Occasionally Eliminated

b. c. I just follow what seems right, after this.3.11Stress Occasionally Eliminated

6. Changes in the curriculum and instruction.

a. I stay intellectually stimulated and analyze the changes in the curriculum objectively3.32Stress Occasionally Eliminated

a. b. I seek assistance from my school head and colleagues3.53Stress Occasionally Eliminated

b. c. I just follow and do what seems to be right after this3.33Stress Occasionally Eliminated

7. School inspection and evaluation.a. I just follow what my superior tells me.3.35Stress Occasionally Eliminated

a. b. I just take comments and consider this constructive.3.31Stress Occasionally Eliminated

b. c. I just please myself after this, anyway, I did my best.3.59Stress Occasionally Eliminated

8. Having to meet new teaching targets or pupils achievement ratea. I set up my targets and focus on this.3.35Stress Occasionally Eliminated

b. I stay away from people who will consume my time.3.73Stress Occasionally Eliminated

c. I work alone.3.47Stress Occasionally Eliminated

Table 5. 4 Effectiveness of Coping MechanismsD. Physical EnvironmentMeanRemarks

1. Poor or unfavorable working conditiona. I organize and clean my work place.3.49Stress Occasionally Eliminated

a. b. I try to be nice to the people around me.3.24Stress Occasionally Eliminated

b. c. I just do my job.3.35Stress Occasionally Eliminated

2. Environmental Noise/Task related noisea. I change my place or I find a place at work where I can concentrate better.3.68Stress Occasionally Eliminated

a. b. I work outside or in place which has a conducive or healthy environment.3.77Stress Occasionally Eliminated

b. c. I go for a walk or leave my place for a while to relieve my stress3.36Stress Occasionally Eliminated

3. Poor Ventilationa. I may suggest to my school to allocate fund to this.3.11Stress Occasionally Eliminated

a. b. I change my place or I find a place at work where I can concentrate better.3.71Stress Occasionally Eliminated

b. c. I work outside or in place which has a conducive or healthy environment.3.7Stress Occasionally Eliminated

4. Crowded Classrooma. I discuss the matter to my school head and help find to solution to crowded classroom.3.70Stress Occasionally Eliminated

a. b. I put little devices and make my classroom organize.3.78Stress Occasionally Eliminated

b. c. I seek the help of my friend to restructure my classroom.3.21Stress Occasionally Eliminated

5. Size of classroom not conducive to learninga. I make suggestion to my head to allocate fund to improve physical plants and facilities.3.48Stress Occasionally Eliminated

a. b. I clean and make my classroom orderly to make it conducive to learning.3.42Stress Occasionally Eliminated

b. c. I just go on with my class and pretend Im not affected by this, besides, I can do nothing about it.3.42Stress Occasionally Eliminated

6. School Locationa. I tried to be flexible and come to school early hence the location is really far from my home.3.52Stress Occasionally Eliminated

a. b. I make some adjustment, like hiring a school service.3.46Stress Occasionally Eliminated

b. c. I seek for a transfer of school assignment.2.93Stress Occasionally Eliminated

7. Scarcity of Resourcesa. I talk to my school head and discuss my concern to find solution to this.3.56Stress Occasionally Eliminated

a. b. I tried to be creative and do what seems to be right.3.50Stress Occasionally Eliminated

b. c. I just follow what my school head tells me and make use of the available resources.3.01Stress Occasionally Eliminated

8. Risk of violence from intrudersa. I talk to my school head about this.3.14Stress Occasionally Eliminated

b. I seek support from parents and community members.3.4Stress Occasionally Eliminated

c. I ignore things like these and just go on with my job3.31Stress Occasionally Eliminated

Table 5.4 described the effectiveness of coping mechanisms employed by public elementary school teachers to be less effective interpreted as stress occasionally eliminated. Majority of the coping mechanisms do not help them to completely eliminate stress but there are few from among the coping mechanisms which are moderately effective with an interpretation of stress often eliminated, these are calling or texting friends for a help with 2.98, going on with the job and doing what seems right with 3.00, voicing out complains and making suggestions for improvement with 2.89. Based from the foregoing discussions and an