ABSTRACT

This study explores the intricate relationship between teacher workload, occupational
stress, and job performance among elementary teachers. Aimed at understanding how
various components of workload specifically teaching hours, administrative tasks, and
extracurricular responsibilities contribute to stress levels, the research highlights pressing
issues faced by educators. The researchers employed a comprehensive methodology,
utilizing descriptive statistics, correlational analysis, and regression analysis to glean insights
from data collected on teacher experiences.

Our findings reveal that by surveying 100 public elementary teachers, elementary
teachers from both northern and southern areas of Bukidnon perceive their workloads as
overwhelming, particularly in the realms of administrative duties and extracurricular
obligations. This elevated workload correlates with increased levels of occupational stress,
adversely affecting job performance. Notably, while teachers demonstrate strong attendance
and punctuality, their student engagement levels are significantly low, indicating a critical
area requiring attention.

The analysis suggests a robust relationship between occupational stress and job
performance, with stress emerging as the primary predictor of performance, rather than
workload itself. These results underscore the urgent need for educational institutions to
implement effective workload management strategies and stress relief programs.
Furthermore, fostering professional development focused on enhancing student engagement
is essential.
This study highlights the complex challenges teachers face and emphasizes the
necessity for systemic changes within educational environments to support teacher well-
being. By addressing these challenges, schools can enhance teacher performance and,
ultimately, improve educational outcomes for students.

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 TABLE OF CONTENTS

CONTENT PAGE

INTRODUCTION
Background of the study 1
Statement of the problem 3
Objectives of the study 4
Significance of the study 5
Scope and Delimitation 6
Definitions of terms 6

THEORETICAL FRAMEWORK
Review of Related Literature 10
Conceptual Framework 13
Research Paradigm 14
Hypothesis of the Study 15

METHODOLOGY
Research Design 16
Locale of the study 16
Map 17
Respondents of the Study 18
Research Instruments 18
Scoring Procedure 19
Data Gathering Procedure 19
Statistical Treatment 20
Ethical Considerations 21

PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA
Level of Teacher Workload in terms of teaching hours 22
Level of Teacher Workload in terms of administrative works 22
Level of Teacher Workload in terms of extra-curricular activities 23
Level of Occupational Stress in terms of administrative demands 24
Level of Occupational Stress in terms of classroom management 24

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Level of Occupational Stress in terms of resource availability 24
Level of Job Performance in terms of attendance and 25
Punctuality.
Level of Job Performance in terms of student 26
Engagement
Correlation Analysis 27
Regression Analysis 29

SUMMARY, CONCLUSIONS AND

RECCOMENDATIONS
Summary 30
Recommendations 32

REFERENCES 33
APPENDICES 34

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 LIST OF APPENDICES

APPENDIX PAGE
a. Approval Sheet 36
b. Letter of Endorsement 37
c. Schools Division Superintendent Permission letter 38
d. District-in-Charge Permission Letter 39
e. School Head and Principal Permission Letter 40
f. Participants Consent Letter 41
g. Questionnaire 42

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 LIST OF FIGURES

FIGURES PAGE
A. Research Paradigm 14
B. Map of the Research Locale 18

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 INTRODUCTION

Background of the Study

Teaching is widely recognized as one of the most demanding professions

worldwide, characterized by substantial emotional and physical challenges. These demands
can have a significant impact on teachers' well-being and their effectiveness in the
classroom.

In recent years, studies have highlighted that excessive workload significantly

contributes to occupational stress among educators. For instance, a study by Roeser et al.
(2021) found that the increasing administrative responsibilities and classroom demands have
elevated stress levels among teachers, leading to burnout and decreased job satisfaction.
This aligns with the work of Skaalvik and Skaalvik (2019), who argue that high workloads
and associated stress can hinder teachers' capacity to effectively engage with their students,
ultimately impacting students' learning outcomes. This phenomenon is evident in the
contemporary educational landscape, where teachers grapple with a myriad of challenges,
including curriculum changes, standardized testing pressures, and a growing array of
administrative tasks (Baker et al., 2022). The implications of such stressors extend beyond
individual educators; they can influence the quality of education received by students and
the overall health of the educational environment.

Research underscores the connection between teacher workload and stress,

highlighting that excessive demands can lead to burnout, decreased job satisfaction, and
ultimately hindered performance Skaalvik (2020). A study by Spilt et al. (2021) revealed that
teachers experiencing high levels of stress were less effective in the classroom, as their
capacity to engage with students and foster a positive learning atmosphere diminishes.
Moreover, the long-term effects of occupational stress are not just personal; they can
contribute to high turnover rates among teachers, exacerbating the challenges within
schools already facing staffing shortages Ingersoll (2021).

The implications of occupational stress are particularly pronounced in elementary

education, where teachers must adapt to diverse student needs while managing their own
emotional and physical health. A recent study by Huang et al. (2022) found that teachers
experiencing high levels of occupational stress reported lower levels of job performance,
which negatively affected student engagement and academic success. Moreover, the study
emphasized the importance of mental health support and workload management strategies

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in mitigating these challenges. This research aims to explore the intricate relationship
between teacher workload, occupational stress, and job performance in elementary
education. By examining how these factors interact, we can better understand their impact
on educators and, consequently, on the children they teach. Highlighting well-being
initiatives and effective workload management strategies may provide insights not only for
policy makers and school administrators but also for the enhancement of educational
practices that prioritize both teacher health and student success.

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 Statement of the Problem

The present study generally aimed to:

1. What is the teacher’s workload level in terms of the following?

a) teaching hours
b) administrative tasks
c) extracurricular responsibilities

2. What is the occupational stress levels of elementary teachers in terms of the following?
a.) Administrative Demands
b.) Classroom Management Challenges
c.) Resource Availability

3. What level of job performance do teachers have in terms of?

a.) Attendance and Punctuality
b.) Student’s Engagement

4. What is the relationship between teacher’s workload and occupational stress on teacher’s
job performance?

5. What variable best predicts Job Performance?

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 Objectives of the Study

The primary objective of this study is to investigate the relationship between teacher
workload, occupational stress, and job performance in Southern and Northern part of the
Division of Bukidnon. Specifically, it aims to:

1. Determine teacher’s workload level in terms of the following?

a) teaching hours
b) administrative tasks
c) extracurricular responsibilities

2. Assess the level of occupational stress of elementary teachers, in terms of the following:

a) administrative demands
b) classroom management challenges
c) resource availability

3. Determine the level of job performance in terms of the following:

a. Attendance and Punctuality
b. Student’s Engagement

4. Ascertain the relationship of workload and occupational stress and job performance.

5. Determine the variable that best predicts job performance.

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 Significance of the Study

The schools may benefit from this subject since it is pertinent to the present situation
and has potential for them. In addition, the findings and information obtained from this study
have the potential to be used as relevant literature for other research endeavors in the same
subject. The findings that are going to be obtained from this research have the potential to
be of service to the people and organizations listed below:
Teachers. The primary beneficiaries of this study will be the teachers themselves. By
understanding the impact of workload and stress on their performance, they can receive
better support, training, or resources.
Students. When teachers are less stressed and can manage their workload
effectively, they are more likely to provide a positive learning environment, which can lead to
better academic and behavioral outcomes for students.
Parents. Parents may benefit from the findings as improved teacher performance can lead to
better educational outcomes for their children. This can lead to increased satisfaction and
support for the school from families.
School Administration. The results of the study can make the school setting more
creative and effective, which can lead to better school success overall. School leaders and
administrators can use the insights from the study to implement policies and practices that
support teachers, leading to a healthier school environment.
Future Researchers. The findings of the research will give educational institutions
with the opportunity to get useful insights into the association on the study of teacher
workload and occupational stress on job performance. Future researchers will be able to use
these results as a basis for doing studies that are comparable to this one, which will result in
a deeper comprehension of the connection between the two.

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 Scope and Delimitation of the Study

The purpose of this research was to investigate the relationship between teacher
workload, occupational stress, and job performance among elementary educators.
To gather information that was subsequently used in the formulation of results and
recommendations, a survey was carried out. At the primary schools located in the Southern
and Northern parts of Bukidnon, only elementary teachers were permitted to participate as
respondents. As an additional point of interest, the study provided ideas that were geared
toward investigating the effects of the participants' relationships with the school. The
statistical techniques that were employed included Descriptive Statistics using mean,
Correlation Analysis and Regression Analysis.

Definition of Terms

To have a better understanding of the present paper, the following terms are defined
based on how they will be used in the study.

Teacher Workload refers to the total amount of work assigned to teachers, which
may include classroom instruction, lesson planning, grading, administrative tasks, and
extracurricular responsibilities. High teacher workload often leads to time constraints and
demands that may affect their effectiveness in delivering quality education.

Occupational Stress refers to a psychological and emotional response to workplace

demands that exceed an individual’s resources and coping abilities. In the context of
teaching, occupational stress may arise from factors such as heavy workload, lack of
support, classroom management challenges, and administrative responsibilities.

Job Performance refers to the degree to which an individual fulfils their job duties and
responsibilities effectively and efficiently. In the context of teachers, job performance can be
measured through various indicators such as student achievement, classroom management,
instructional quality, and professional development participation.

Elementary Education, refers to the first stage of formal education typically covering
grades kindergarten through fifth or sixth grade. This phase focuses on foundational skills in

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reading, writing, mathematics, and social studies, along with the overall development of
children’s social and emotional skills.

Extracurricular Activities refers to programs or activities that are not part of the formal
academic curriculum in educational institutions. These activities can include a wide range of
pursuits, such as sports, clubs, music, art, theater, community service, debate, student
government, and other organized groups or projects that allow students to explore interests
beyond their academic subjects. Teachers often serve as mentors to students involved in
extracurricular activities, offering guidance, support, and encouragement to help them
succeed and grow.

Teacher Morale, refers to the overall attitude, satisfaction, and motivation of teachers
regarding their work and environment. High teacher morale is often linked to positive job
performance, while low morale can lead to burnout, high turnover rates, and decreased
effectiveness in the classroom.

Support Systems refers to resources and networks available to teachers to help them
manage their workload and stress, including administrative support, mentorship programs,
peer collaboration, and access to counseling services.

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 THEORETICAL FRAMEWORK

Review of related literature and studies

This chapter will present the related literature and studies that will be conducted by
previous researchers, which will serve as the foundation for the upcoming study.

Teacher Workload

The issue of teacher workload has been widely studied in recent years, highlighting
its significant effects on educators' job performance. Wang et al. (2021) highlighted that
teachers not only engage in direct student instruction but also fulfill administrative roles that
can significantly increase their workload. The expectations associated with these roles can
lead to role conflict, particularly when time demands exceed available resources. According
to Ingersoll et al. (2021), teachers often face excessive workloads due to a combination of
instructional time, administrative duties, and extracurricular responsibilities. This overload
can hinder their ability to prepare effectively for classes and maintain a healthy work-life
balance, ultimately affecting their teaching quality and student outcomes.

Burch & Gallup (2023) found that teachers who reported feeling overburdened by
their workload were less likely to engage in innovative teaching practices and more likely to
experience feelings of frustration and burnout. This correlation suggests that an increased
workload can lead to diminished job performance and reduced student engagement, as
teachers struggle to meet both curricular demands and their own standards of excellence.

Local studies in the Philippines showed these findings, revealing a strong relationship
between teacher workload and job performance. Avila and Sarmiento (2021) demonstrated
that increasing administrative and instructional responsibilities affect teachers’ performance
in delivering quality education. It highlights the need for policy reforms to alleviate excessive
workloads. Furthermore, Dela Cruz (2023) highlighted that higher workloads correlate with
increased instances of burnout, suggesting the need for greater administrative support and
resource allocation. These insights stress the necessity of addressing factors that influence
teachers to enhance educational quality.

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 Moreover, support programs and effective strategies that provides interventions to
balance teaching and administrative tasks that ensure teachers can deliver quality education
without compromising their well-being or effectiveness. Mendoza and Santiago (2023) found
that a strong connection between excessive workloads and mental health issues, calling for
interventions focused on teacher well-being, including mental health support programs.
Additionally, Mateo and Rivera (2023) focused on effective strategies for managing
workloads, the study offers insights into best practices that Filipino teachers adopt to
balance teaching and administrative responsibilities. It emphasizes community building and
the use of technology to streamline administrative tasks. These studies illustrate that
fostering a culture of balanced work distribution is essential for achieving educational
excellence and ensuring positive outcomes for both teachers and students.

Occupational Stress among Teachers

Occupational stress among teachers is another significant factor influencing job

performance. Kyriacou (2022) argues that the teaching profession is inherently stressful due
to factors such as classroom management, student behavior, and external pressures from
parents and administration. McCallum (2020) showed that teacher stress is linked to poorer
student outcomes, highlighting the broader implications of occupational stress in educational
settings. In addition, the increasing focus on standardized testing has heightened stress
levels, as teachers feel compelled to meet specific educational benchmarks often outside of
their control Pope (2020).

McCarthy et al. (2023) indicated that occupational stress in teachers significantly

correlates with increased absenteeism and turnover rates. Teachers experiencing high
levels of stress are less likely to remain committed to their roles, which adversely affects
student learning environments. The consequences of occupational stress extend beyond the
individual educator; they can create a ripple effect that impacts student achievement and
school culture. Murray (2024) provides insights into teachers' perceptions of stress and the
importance of resource availability for coping mechanisms. Kamal and Alshahrani (2022)
highlighted that insufficient access to teaching materials, technology, and classroom
supplies can hinder teachers' ability to deliver effective instruction. When teachers are
unable to provide engaging learning experiences due to resource constraints, it can lead to
frustration and feelings of inadequacy. McCarthy & Lambert (2019) argue that teacher stress
is primarily caused by a mismatch between the demands of the job and the resources
available to meet those demands. This concept aligns with the "balance model" of stress

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proposed by Lazarus and Folkman, which posits that stress arises when individuals perceive
that their coping resources are insufficient to handle the demands they face.

Teachers experiencing high levels of stress are at risk for health problems, including
anxiety, depression and cardiovascular issues Brouwers and Tomic (2000). The chronic
stress experienced by teachers can lead to physical and mental health issues, impacting
their overall effectiveness in the classroom.

Furthermore, recent literature reflects a growing awareness of occupational stress

among teachers and the importance of interventions to mitigate its impact. Kola (2022)
examined the effects of mindfulness-based stress reduction (MBSR) programs specifically
tailored for educators. Participating the program led to significant improvements in teachers’
stress levels, emotional well-being and overall job satisfaction. Dadi (2023) surveyed
teachers across various regions and found that supportive leadership and a positive school
climate significantly mitigate stress levels. Teachers who reported having strong support
from administration and colleagues experienced less occupational stress and greater job
satisfaction.

In the Philippine context, a study by Cruz and Rodriguez (2022) investigated the
main sources of occupational stress among public teachers. High levels of stress primarily
due to excessive workloads, administrative burdens, and challenges with classroom
management. Stressors included increased expectations from the government, lack of
resources and insufficient support from school administration. Gonzales and Castro (2022)
analyzes how the school environment, including support from administration and collegial
relationships, influences teachers’ stress levels and overall mental health.

Additionally, Soriano and Reyes (2023) highlighted that burnout rates among Filipino
teachers were notably high, and with work-life balance practices were identified as effective
strategies for reducing burnout and enhancing job satisfaction. A recent study by Verano
(2023) looks into the implementation of mindfulness practices in various schools in the
Philippines and their effectiveness in reducing teacher stress and improving mental well-
being.

Teachers’ Job Performance

Teaching profession, often regarded as one of the most rewarding yet challenging,
has been the subject of extensive research focusing on various factors affecting teacher job

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performance. Among these factors, teacher workload and occupational stress have emerged
as significant influences.

Nguyen et al. (2023) revealed that teachers experiencing high stress had significantly
lower performance ratings, particularly in areas such as student engagement and
instructional quality. The findings underscore the critical need for supportive measures, such
as professional development and mental health resources, to help teachers manage stress
effectively. Sutton et al. (2023) found that excessive workload is directly correlated with
diminished job performance. The study highlights that as teachers juggle multiple roles and
responsibilities, their focus on delivering quality education becomes compromised. A recent
meta-analysis by Johnson and Wang (2022) illustrates a clear relationship between high
levels of occupational stress and decreased job performance among teachers which
collectively impair their ability to perform effectively in their roles.

Rodriguez and Smith (2024) suggests that fostering a positive school climate where
teachers feel valued and supported can enhance job performance. This study highlights the
role of administrative support in mitigating the negative effects of stress, as teachers who
feel appreciated are more likely to invest effort into their teaching practice. Same with the
study of Skaalvik et.al (2019) highlights how supportive school climates and collaborative
practices among teachers enhance motivation and job satisfaction, leading to improved job
performance. Vescio and Adams (2020) also highlights the collaborative practices among
teachers within professional learning communities will lead to enhanced job performance
and student success.

Marete (2024) examines the impact of teacher punctuality on student academic

performance and found out that a significant majority of teachers perceive their punctuality
as crucial to their reliability and effectiveness in the classroom. High levels of punctuality are
associated with improved student learning outcomes. Gonzalez and Paredes (2022)
explored how teacher punctuality affects classroom management and student engagement
levels. The results show that teachers who are consistently punctual create a more
structured classroom environment, leading to higher levels of student engagement and
participation. Teachers reported feeling more effective when they maintained high standards
for their own attendance.

Bashir and Shafique (2024) investigate the relationships among teacher workload,
burnout, and job performance using a quantitative descriptive-correlational research design.
The study found a significant positive correlation between teacher workload and burnout
levels. As teachers reported higher workloads, their levels of burnout also increased

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significantly. While the study confirmed that higher workloads correlate with increased
burnout, it also revealed that this burnout negatively affects job performance. Teachers who
experienced high levels of burnout due to excessive workload reported lower job
performance scores. Bashir and Shafique (2023) find that high teacher attendance rates are
positively correlated with improved student performance, suggesting that teachers recognize
the importance of being present and punctual in fostering a conducive learning environment.
Kyriacou and Sutcliffe (2020) synthesizes research on teacher stress, identifying workload
as a significant source of occupational stress that correlates with decreased job
performance. The authors emphasize that while increased workload leads to higher stress
levels, the effects on performance can vary depending on individual coping mechanisms.

In the Philippines, a study of Javier and Reyes (2022) investigates how teacher
workload impacts student performance in rural schools of the Philippines. The results
indicate that overloaded teachers may not be able to provide sufficient attention to students,
ultimately affecting learning outcomes. A study of Cabrera, et al. (2024) focused on public
elementary school teachers in Bacolod City, Philippines, and emphasizes the need for
supportive work environments to enhance teacher effectiveness. A correlational analysis by
Batugal and Tindowen (2023) investigated the level of job satisfaction and teaching
performance among 30 elementary school teachers in the Philippines. Importantly, it
revealed that there is no significant relationships between teachers’ socio-demographic
profiles, job satisfaction, and teaching performance, suggesting that other factors may play a
more critical role in influencing performance outcomes.

Additionally, Molino and Melegrito (2020) explores how teachers in the Philippines
perceive the use of technology in their instruction and its impact on their job performance.
Lastly, a study conducted by Santiago and Lising (2020) highlights how the quality of work
life, which is deeply impacted by workload factors, relates to teachers' job performance. The
findings suggest a strong inverse relationship between excessive workload and performance
levels.

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 Conceptual Framework

The study will be anchored to the following two theories:

Job Demands-Resources (JD-R) Model

The JD-R model, developed by Bakker and Demerouti (2007), serves as a robust
framework for understanding the dynamics of teacher workload. This model argues that high
job demands, such as excessive workloads, can lead to burnout and turnover intentions
among teachers, while adequate job resources can mitigate these effects.

Cognitive Load Theory (CLT)

Cognitive Load Theory (CLT) was developed by Dr. John Sweller 1980. This theory
focuses an emphasis on the high cognitive load from excessive workload can impair
teachers’ ability to perform tasks effectively, leading to reduced job performance. It aims to
optimize learning by considering the limitations of human cognitive capacity and how
information is processed in the brain. The theory emphasizes the importance of managing
cognitive load to enhance learning efficiency and effectiveness.

Increased teacher’s workload is widely recognized as a form of Cognitive Load that

leads to higher occupational stress which negatively impacts job performance. It is possible
that the cognitive load of teachers, which includes their content knowledge, curriculum
requirements, classroom management, administrative tasks, instructional strategy planning
and assessment and feedback play a part in inclusive education.

This would be better accomplished by promoting collaborative environments where

teachers can share resources, strategies, and experiences can help distribute cognitive load,
making the teaching process more manageable.

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 Research Paradigm

Figure 1. A schematic diagram showing the relationship between the independent and
dependent variables of the study.

In this flowchart:

 Arrow from "Teacher Workload" to "Occupational Stress" indicates a potential direct

relationship.
 Arrow from "Occupational Stress" to "Teachers' Job Performance" indicates that
stress affects performance.

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  The relationship suggested by the dotted line indicates that the impact of teacher
workload on job performance is not direct but rather mediated by occupational stress.
This means that a heavier workload increases occupational stress, which in turn
negatively affects job performance.

Hypothesis of the Study

The following hypothesis are formulated in this study and will be tested at a 0.05 level
of significance:

H0: There is no significant relationship between teacher workload and occupational stress
and job performance of elementary teachers.

HA: There is a significant relationship between teacher workload and occupational stress
and job performance of elementary teachers.

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 METHODOLOGY

This chapter will provide a comprehensive description of the methods and

procedures that will be utilized in conducting the study. It will encompass the study's locale,
the participants who will be involved, the research design that will be employed, the
sampling procedure that will be implemented, the research instrument that will be used, the
data gathering procedure that will be followed, and the statistical techniques that will be
applied.

Research Design

A descriptive correlational research design was utilized in this study to examine the
relationships between teacher workload, occupational stress, and job performance without
manipulating any of the variables. Additionally, a correlational research design was
employed to determine the relationship between the independent and dependent variables.
While it provided valuable insights into how teacher workload and occupational stress
related to job performance, it was essential to interpret the findings with caution and
recognize the limitations inherent in the design. This approach helped to uncover patterns,
such as whether increased workloads correlated with higher stress levels and how those
stress levels correlated with job performance.Additionally, a correlational research design
was employed to determine the rela

Locale of the study

The research was conducted in Region X, specifically within the Department of

Education’s Division of Bukidnon, focusing on a randomly selected sample of schools
situated in both the northern and southern areas of Bukidnon. This selection of schools
aimed to encompass a variety of educational settings, facilitating a thorough examination of

21
how teacher workload and occupational stress influenced teachers' job performance across
different environments. By targeting these schools, the study sought to uncover important

insights regarding the elements that affected teacher job performance and retention with the
region.

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Source: https://www.lionunion.com/comprehensive-guide-to-bukidnon/

Respondents of the Study

The research participants in this study were elementary school teachers in public
schools. A sample of 100 teachers was drawn from a randomly selected group of schools
situated in both the northern and southern areas of Bukidnon. This included teachers from
various grade levels, ensuring a diverse representation of experiences and perspectives.
The sample was stratified to ensure an equal representation of teachers from different socio-
economic backgrounds.

Research Instruments

To achieve the study's objectives, the researcher utilized a questionnaire specifically

developed for this investigation. The primary tool for data collection was a standardized
questionnaire designed to gather information regarding teachers' perceptions and
experiences related to the key constructs under investigation. The questionnaire was
organized into several sections, including demographic information, teacher workload,
occupational stress, and job performance. Responses within these sections were evaluated
using a five-point Likert scale, allowing participants to indicate their level of agreement with
various statements.
To ensure the content validity of the questionnaire, expert feedback was solicited.
This review process was instrumental in refining the items for both clarity and relevance.
Following the validation phase, the questionnaire underwent a pilot test with a different group
of teachers to assess the instrument's effectiveness before its distribution to the main
participant sample. Collectively, the quantitative data gathered through this standardized
questionnaire provided valuable insights into how teacher engagement and career
development practices influenced job satisfaction within the educational setting.

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 The questionnaire was made available in both electronic and printed formats to
accommodate the diverse preferences of respondents. Each distribution included clear
instructions for effectively administering the instrument.

Scoring Procedure

To gather and analyze responses from participants regarding teacher workload,

occupational stress, and job performance, this study employed a Likert scale. The five-point
Likert scale included in the questionnaire enabled respondents to indicate their level of
agreement with various statements related to the constructs being investigated. The
response options ranged from "Strongly Disagree" (1) to "Strongly Agree" (5), with each
choice assigned a corresponding numerical value to quantify the level of agreement.

After participants completed the questionnaires, their responses were collected for
analysis. Each answer was aligned with the numeric values from the Likert scale, simplifying
the scoring process for participants. For each section of the questionnaire, a total score was
calculated by summing the numerical values from all responses in that section. Higher
overall scores indicated a more favorable perception, while lower scores signaled areas that
required attention.

Data analysis was conducted using appropriate statistical software, such as SPSS or
Excel. Descriptive statistics using mean, correlation and regression analysis, provided a
summary of findings for each section. Certain sections also included inferential statistics to
explore relationships between variables or to test specific hypotheses. By utilizing
quantitative measures through the Likert scale, this study aimed to assess teachers'
perceptions and experiences of teacher workload and occupational stress, shedding light on
their impact on job performance within the educational environment.

Data Gathering Procedure

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 This research employed a two-step approach to sampling to ensure the validity and
reliability of the collected data. The main study focused on public school teachers from
randomly selected schools in both the northern and southern regions of Bukidnon. Stratified
random sampling was utilized to ensure the sample was representative of various factors,
including age, years of teaching experience, and educational background.

Prior to the actual data collection, a pilot test was conducted with a distinct group of
50 teachers who were not part of the final sample. This pilot testing was essential for
evaluating the validity and reliability of the standardized questionnaire, particularly in terms
of the clarity of the content. Utilizing a separate group for the pilot test allowed researchers
to gather feedback on the questionnaire items without influencing the main study's results.
Insights gained from this pilot phase were used to refine and enhance the questionnaire
before it was distributed to the larger sample, thereby ensuring that the final data collection
relied on a well-validated instrument, which in turn enhanced the quality and credibility of the
research findings.

To encourage participation, both digital and printed versions of the questionnaire

were made available, allowing teachers the flexibility to choose their preferred response
method. Detailed instructions accompanied the questionnaire to help participants complete it
accurately. A brief introduction outlining the study's purpose, significance, and assurances of
confidentiality was also provided to foster honest and thoughtful responses.

The data collection process took place over a specified timeframe, during which
follow-up reminders were issued to encourage a high response rate. Once all responses had
been collected, they were compiled for analysis. This well-structured data-gathering
procedure aimed to yield comprehensive insights into teachers' perceptions of workload,
occupational stress, and overall job performance, additionally providing valuable
contributions to the fields of educational administration and human resource management

Statistical Treatment

In line with a set of predetermined standards, the information that was gathered via
the use of the questionnaire for the survey was assembled, tallied, tabulated, reviewed, and
interpreted. For the purpose of conducting an effective analysis of the data, the researcher
utilized statistical approaches.

The techniques that were employed to investigate the potential relationships between
the variables in this study included inferential statistics. Specifically, correlation analysis was
utilized to assess both the strength and direction of the relationships among teacher

25
engagement, career development practices, and job satisfaction. Additionally, multiple
regression analysis was applied to ascertain whether teacher engagement and career
development practices could predict levels of job satisfaction among teachers. This analysis
enabled the identification of which factors had the most significant impact on job satisfaction
and whether teacher engagement played a meaningful role in enhancing the overall
effectiveness of career development practices.

To minimize errors and ensure reliability throughout the analysis, appropriate

statistical software such as SPSS or Excel was used. The results were presented in tables
and graphs to facilitate clear communication of the findings. Through these statistical
analyses, the study aimed to provide essential insights into how teacher engagement and
career development practices influenced job satisfaction, particularly within the contexts of
educational administration and human resource management.

Ethical Considerations

In this study, several ethical considerations were prioritized to ensure integrity in the
research process and the protection of participants' rights. Once the researcher obtained a
communication letter that needed authorization, they immediately began the process of data
collection. A consent form was provided to the college department by the researcher, who
also explained the goal of the study. Additionally, the researcher made it clear to the
department that participants were free to leave at any moment and emphasized that any and
all information provided would be kept confidential and would only be seen by the
researchers.

Following this, the researcher got to know the individuals who responded to the
survey and only proceeded with the survey itself if they were ready to do so. The primary
objective of the study was explained to the participants, and they were informed that they
could withdraw from the study at any time. Additional emphasis was placed by the
researcher on the confidentiality of the information acquired, which would only be accessible
to the researchers themselves.

To gather information, questionnaires were sent to everyone who participated in the

survey. All participants were informed that their information would be kept confidential, and
prior to the collection of any data, their consent was requested. The research results were to
be used strictly for academic purposes and would contribute to the body of knowledge in
educational administration and human resource management. The study addressed these
concerns by fostering a respectful and trustworthy research environment that prioritized the
well-being of all participants involved.

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 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter will systematically present the data collected during the research study,
analyze it using appropriate statistical methods, and interpret the findings in relation to the
research questions and existing literature.

Teacher Workload levels of elementary teachers.

Table 1. Qualitative description for a 1-5 scale based on mean.

RATING DESCRIPTION ORIENTATION
1 Strongly Disagree Low Agreement
2 Disagree Low Agreement
3 Neutral Neither High nor Low
4 Agree High Agreement
5 Strongly Agree High Agreement

Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology,

22(140), 1-55

Table 2. Level of teacher’s workload in terms of Teaching Hours

INDICATOR MEAN STANDARD DESCRIPTIVE
DEVIATION RATING
Teaching Hours 4.1425 .35592 High

27
 Teaching Hours (Mean = 4.1425) indicates a high perception of teaching hours
among the participants, falling toward the upper end of the defined scale.

Table 3. Level of teacher’s workload in terms of Administrative Works.

INDICATOR MEAN STANDARD DESCRIPTIVE RATING
DEVIATION

Administrative Works 4.2520 .39067 High

Administrative Works (Mean = 4.2520) is the highest among the three variables,
suggesting that teachers perceive their administrative workload as significant and
accordingly rate it high.

Table 4. Level of teacher’s workload in terms of Extra-curricular Activities.

INDICATOR MEAN STANDARD DESCRIPTIVE RATING
DEVIATION

Extra-curricular 4.2430 .43606 High

Extra-Curricular Activities (Mean = 4.2430) Similar to administrative duties, the mean

for extracurricular activities is also high, indicating that teachers engage significantly in these
activities as well.

Table 5. Summary table on the Levels of teacher’s workload in terms of following indicators.
TEACHER’S MEAN STANDARD DESCRIPTIVE
WORKLOAD DEVIATION RATING
INDICATORS
Administrative Works 4.25 .39067 High
Extra-curricular 4.24 .43606 High
Teaching Hours 4.15 .35592 High

Administrative Works (Mean = 4.25) is the highest mean score among the three
indicators, suggesting that teachers perceive their administrative tasks as the most
demanding aspect of their workload. The standard deviations for all three indicators are
relatively low, indicating that there is a consistent level of agreement among teachers in how
they perceive their workload regarding these indicators. The consistency suggests that
particularly the high mean scores reflect common experiences across the teaching staff.

28
 The Administrative Works highest mean values indicate a significant concern over
teacher workload that contributes occupational stress among elementary teachers. Wang et
al. (2021) highlighted that teachers not only engage in direct student instruction but also
fulfill administrative roles that can significantly increase their workload .The high mean for
teacher workload signifies that teachers perceive a substantial amount of responsibilities,
which correlates with moderate to high occupational stress. Avila and Sarmiento (2021)
demonstrated that increasing administrative and instructional responsibilities affect teachers’
performance in delivering quality education. It highlights the need for policy reforms to
alleviate excessive workloads. With the result it shows that the low job performance score
suggests that this workload and stress may impact their performance in the classroom.

Occupational stress levels of elementary teachers

Table 6. Level of occupational stress in terms of Administrative Demands.

INDICATOR POPULATION MEAN STANDARD DESCRIPTIVE

MEAN DEVIATION RATING
Administrative 100 3.7210 .38067 High
Demands

Administrative Demands results; mean = 3.721 with a standard deviation of 0.38067

indicates that teachers reported a moderate to high level of stress regarding administrative
demands, with a score closer to 4 indicating higher stress.

Table 7. Level of occupational stress in terms of Classroom Management.

INDICATOR POPULATION MEAN STANDARD DESCRIPTIVE

MEAN DEVIATION RATING
Classroom 100 3.7800 .28955 High
Management

Classroom Management (3.7800) with a standard deviation of 0.28955 indicates that

the average stress level related to classroom management challenges is slightly higher than
that of administrative demands, suggesting that teachers find classroom management more
stressful on average which indicates a low variability among the responses, similar to
administrative demands.

Table 8. Level of occupational stress in terms of Resource Availability

29
 INDICATOR POPULATION MEAN STANDARD DESCRIPTIVE
MEAN DEVIATION RATING
Resource 100 3.8180 .30097 High
Availability

Resource Availability (Mean = 3.8180) with a standard deviation of 0.30097 is the

highest among the three variables, suggesting that the average stress level is relatively high,
and similar to classroom management challenges in which resource availability is a
significant concern for teachers.

Table 9. Summary table on the Levels of occupational stress in terms of following indicators.

INDICATOR POPULATION MEAN STANDARD DESCRIPTIVE

MEAN DEVIATION RATING
Resource 100 3.8180 .30097 High
Availability
Classroom 100 3.7800 .28955 High
Management
Administrative 100 3.7210 .38067 High
Demands

Resource Availability mean value (3.8180) is the highest mean score among the
three indicators, indicating that teachers perceive stress related to the availability of
resources (e.g., teaching materials, equipment, and support services) to be significant. The
standard deviations for all three indicators are relatively low, suggesting that there is some
level of consensus among teachers regarding their stress levels concerning these indicators.
A smaller standard deviation indicates less variability in responses, meaning that the
teachers have similar perspectives on these stress factors.
Murray (2024) provides insights into teachers' perceptions of stress and the
importance of resource availability for coping mechanisms. Kamal and Alshahrani (2022)
highlighted that insufficient access to teaching materials, technology, and classroom
supplies can hinder teachers' ability to deliver effective instruction. When teachers are
unable to provide engaging learning experiences due to resource constraints, it can lead to
frustration and feelings of inadequacy. McCarthy & Lambert (2019) argue that teacher stress
is primarily caused by a mismatch between the demands of the job and the resources
available to meet those demands.

30
Level of teacher’s job performance in terms of Attendance, Punctuality and Student’s
Engagement.

Table 10. Level of job performance in terms of Attendance and Punctuality.

INDICATOR POPULATION MEAN STANDARD DESCRIPTIVE

MEAN DEVIATION RATING
Attendance and 100 4.35 .38067 High
Punctuality

The mean score of Attendance and Punctuality (4.35) indicates a high level of
perceived performance in terms of attendance and punctuality. This suggests that, generally,
teachers are reliable in terms of being present and on time to fulfill their responsibilities.

Table 11. Level of job performance in terms of Student’s Engagement.

INDICATOR POPULATION MEAN STANDARD DESCRIPTIVE

MEAN DEVIATION RATING
Student’s 100 3.7800 .28955 High
Engagement

The mean for Student’s Engagement (3.81) still suggests a favorable level of
performance regarding student engagement but is lower than that of attendance and
punctuality. This indicates that while teachers feel reasonably competent in engaging
students, there may still be areas for improvement.

Table 12. Summary table on the Levels of job performance in terms of following indicators.

INDICATOR POPULATION MEAN STANDARD DESCRIPTIVE

MEAN DEVIATION RATING
Attendance 100 4.35 .38067 High
and Punctuality
Student’s 100 3.81 .28955 High
Engagement

The analysis of the mean scores for Attendance and Punctuality Attendance and
Punctuality (Mean = 4.3500) and Student’s Engagement (Mean = 3.8090) provides
significant insights into teachers' perceptions of their performance. The high mean score
of 4.35 which is the Attendance and Punctuality demonstrates that teachers generally view
themselves as being very reliable in terms of their attendance and punctuality while the
Student Engagement mean score of 3.81 indicates a favorable yet less pronounced
performance in engaging students compared to attendance and punctuality.

31
 According to a study of Marete (2024) that a significant majority of teachers perceive
their punctuality as crucial to their reliability and effectiveness in the classroom. High levels
of punctuality are associated with improved student learning outcomes. This study examines
the relationship between teacher attendance and student achievement.

Gonzalez and Paredes (2022) explored how teacher punctuality affects classroom
management and student engagement levels. The results show that teachers who are
consistently punctual create a more structured classroom environment, leading to higher
levels of student engagement and participation. Teachers reported feeling more effective
when they maintained high standards for their own attendance.

These scores reflect of positive perception overall, it also highlights potential areas
for improvement. The lower score suggests that some teachers may encounter challenges in
effectively engaging all students, which is crucial for fostering active learning and student
participation. This relates with the study conducted by Santiago and Lising (2020)
highlights how the quality of work life, which is deeply impacted by workload factors, relates
to teachers' job performance. The findings suggest a strong inverse relationship between
excessive workload and performance levels.

Relationship between teacher’s workload, occupational stress on teacher’s job

performance.

Pearson correlation coefficients were calculated to assess the relationship between

teacher workload, occupational stress, and job performance.

Hypothesis:
H0: There is no significant relationship between teacher workload, occupational
stress, and job performance.

HA: There is a significant relationship between teacher workload, occupational stress,

and job performance.

Table 13. Correlation Analysis on Teacher’s workload, Occupational Stress to

Teacher’s Job Performance.

VARIABLE R-VALUE PROBABILITY

Teacher Workload and

0.578 0.01**
Occupational Stress

32
 VARIABLE R-VALUE PROBABILITY

Teacher Workload and Job

0.231 0.05*
Performance

Occupational Stress and

0.233 0.05*
Job Performance

Legend Description for Correlation Analysis:

(*): Statistically significant correlation at the 0.05 level (p < 0.05).
(**): Statistically significant correlation at the 0.01 level (p < 0.01).

The Teacher Workload and Occupational Stress results indicate positive correlation
showing a Correlation Coefficient of 0.578, suggesting that higher workloads are associated
with higher levels of stress among teachers. The p-value of 0.01 indicates a statistically
significant, suggesting that as teacher workload increases, occupational stress also tends to
increase significantly.
The Teacher Workload and Job Performance results indicates a weak positive
correlation of showing a correlation coefficient of 0.231 and a p-value of 0.05 is statistically
significant, albeit at a lower strength compared to the previous correlation. While there is a
positive relationship, it suggests that increased workload may have a limited positive
influence on job performance, or it may indicate that teachers who manage their workload
effectively can perform better.
The Occupational Stress and Job Performance result indicates a weak positive
correlation of showing a correlation coefficient 0.233. A p-value of 0.05 is statistically
significant. This suggests that higher levels of occupational stress are associated with
slightly better job performance, which may seem counterintuitive.
Therefore, the null hypothesis that states “There is no significant
relationship between teacher workload, occupational stress, and job performance” is
rejected. That teacher workload significantly correlates with both occupational stress and job
performance, with a stronger relationship between workload and stress. While increased
workload leads to higher stress levels, its effect on job performance is weaker but still
significant.
Bashir and Shafique (2024) investigate the relationships among teacher workload,
burnout, and job performance using a quantitative descriptive-correlational research design.
The study found a significant positive correlation between teacher workload and burnout
levels. As teachers reported higher workloads, their levels of burnout also increased
significantly. Kyriacou and Sutcliffe (2020) synthesizes research on teacher stress,
identifying workload as a significant source of occupational stress that correlates with

33
decreased job performance. The authors emphasize that while increased workload leads to
higher stress levels, the effects on performance can vary depending on individual coping
mechanisms.

Predictors of Job Performance

To identify which variables best predict job performance through a regression

analysis focusing on teacher workload and occupational stress.

Table 14. Regression analysis on Job Performance.

VARIABLE B STANDARD BETA T SIG.

ERROR
(Constant) 0.401 0.246 1.630 0.106
Teacher Workload 0.091 0.058 0.160 1.562 0.121
Occupational 0.335 0.075 0.457 4.447 0.000
Stress

a. Dependent Variable: Job Performance

The standard coefficient for Occupational Stress (0.457) indicates that it has a more
substantial influence on Job Performance than Teacher Workload (0.160). The significance
value for Occupational Stress is p < .001, suggesting a very strong relationship with Job
Performance, while Teacher Workload does not show significant predictive power.
The results of the regression analysis indicate that Occupational Stress is the most
significant predictor of job performance among elementary teachers, exhibiting a
standardized coefficient of 0.457 and a significance value of p < 0.001. This implies that
occupational stress has a substantial influence on job performance, highlighting its
importance as an area for intervention.
Bashir and Shafique (2024) also investigate the relationships among teacher
workload, burnout, and job performance using a quantitative descriptive-correlational

34
research design. The study found a significant positive correlation between teacher workload
and burnout levels. As teachers reported higher workloads, their levels of burnout also
increased significantly. While the study confirmed that higher workloads correlate with
increased burnout, it also revealed that this burnout negatively affects job performance.
Teachers who experienced high levels of burnout due to excessive workload reported lower
job performance scores. The study of Muzahir et al. (2023) provides empirical evidence
supporting the assertion that occupational stress is a significant predictor of job performance
among elementary teachers. The findings align with the regression analysis results,
indicating that occupational stress has a substantial influence on job performance and
underscores the necessity for targeted interventions.

In contrast, teacher workload does not demonstrate significant predictive power in

this analysis, with a coefficient of 0.160 and a significance value of p = 0.121. Thus, while
workload may contribute to stress levels, it does not directly predict job performance as
strongly as occupational stress.

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter synthesizes the key findings from the data analysis presented in
Chapter 4, drawing conclusions about the intricate relationships between teacher workload,
occupational stress, and job performance among elementary teachers. The analysis reveals
critical insights into the challenges faced by educators and recommend the need for targeted
interventions to enhance their well-being and effectiveness within the educational
environment.

Summary

This study investigates the intricate relationships among teacher workload,

occupational stress, and job performance in elementary teachers. The need for this research
stems from growing concerns over teacher occupational stress, job performance, and the
overall effects of workload on educational quality.

The research employed a quantitative approach, utilizing descriptive statistics,

correlation analysis, and regression analysis. A Likert scale was used to gauge teachers'
perceptions of their workload (teaching hours, administrative tasks, and extra-curricular
activities), occupational stress (administrative demands, classroom management, and

35
resource availability), and job performance (attendance, punctuality, and student
engagement). Data were collected from a sample of elementary teachers, followed by
statistical analysis to identify patterns and relationships among the variables.

Findings revealed that in Teacher Workload variable it shows the mean scores for
various dimensions of workload indicated a high perception of responsibilities. Notably,
administrative tasks emerged as the most demanding aspect of teachers' workloads.
Occupational Stress variable, teachers reported high levels of stress associated with their
occupational demands, with the mean scores reflecting concerns that are significant yet
manageable. The stress related to resource availability was the highest among the
indicators.
Lastly, the Job Performance variable measures the attendance and punctuality yielded a
high mean score reflecting dependability, while student engagement highlighted areas for
improvement in engaging students.

A positive correlation between teacher workload and occupational stress (0.578, p <
0.01), suggesting that increased workloads contribute to higher stress levels. Weak positive
correlations were found between both teacher workload and job performance (0.231, p <
0.05) and occupational stress and job performance (0.233, p < 0.05).
The regression analysis revealed that Occupational Stress is a stronger predictor of
job performance (B = 0.335, p < 0.001) compared to Teacher Workload (B = 0.091, p =
0.121). This suggests that localized interventions aimed at reducing stress may be more
effective than merely addressing workload.

The findings emphasize the complex interrelationships between teacher workload,

occupational stress, and job performance. While elementary teachers reported high levels of
attendance and punctuality, they experience significant stress related to administrative tasks
and resource availability. The results indicate a pressing need for educational policy reforms
aimed at alleviating excessive workloads and improving resource access to mitigate
occupational stress. As such, supporting teachers' work conditions is essential for enhancing
their overall performance and, ultimately, the quality of education provided to students.

The results carry important implications for educational leadership and policy-
makers. Interventions focused on reducing administrative burdens, enhancing resource
availability, and providing support systems for teachers could foster a more sustainable
teaching environment, resulting in improved job satisfaction and student outcomes.

36
 Recommendations

To alleviate the administrative burden on teachers, school administrators may

conduct a comprehensive review and consolidate administrative functions within schools
(e.g., handling paperwork and resource requests) to reduce the number of tasks and
equitable distribution of tasks that teachers need to manage independently. The school may
implement technology solution that simplify record-keeping, grading, and communication.
These tools can automate and organize administrative tasks, freeing up time for teachers.
School authorities may consider also hiring additional administrative personnel to assist with
clerical duties, scheduling, reporting, and other non-instructional tasks that take up teachers’
time.

To address occupational stress for teachers, school administrators may establish a

peer support networks where teachers can share experiences, challenges, and coping
strategies in a confidential and supportive environment. New teachers may be paired new
teacher with experienced mentors who can provide guidance, support, and reassurance
during times of stress. Consider also acknowledging teachers’ achievements, both big and
small, to foster a sense of accomplishment and community within the school.

Enhancing job performance especially on improving student engagement may

consider the development workshops that specifically address innovative engagement
strategies, such as cooperative learning, interactive technology, and differentiated
instruction. Teachers may also explore the flipped classroom model, where students engage
with content at home and use class time for hands-on activities and discussions or it may be
allowing students to take ownership of their learning through presentations or leading a

37
lesson on topics they are passionate about. School administrators may implement programs
that recognize and reward teachers for consistent attendance and punctuality, promoting a
culture of reliability.

Considering that teachers have access to adequate teaching resources and support
staff to minimize feelings of overwhelm. School heads may encourage downtime for regular
breaks during the school day and discourage practices that lead to excessive work outside
of school hours.

By considering these recommendations, schools can foster a healthier work

environment that supports teachers’ well-being, ultimately enhancing their job performance
and benefiting student outcomes. Regular evaluation and adaptation of these strategies will
ensure that they remain effective and responsive to teachers' needs.

REFERENCES

Baker, J., Smith, L., & Johnson, R. (2022). Challenges faced by teachers in
contemporary education: Exploring workload and stress. Journal of Educational Research,
115(2), 123-137. https://doi.org/10.1016/j.jedu.2022.01.003

Bashir, S., & Shafique, F. (2024). The impact of teacher workload on burnout and job
performance: A correlational study. International Journal of Educational Management, 38(1),
45-60. https://doi.org/10.1108/IJEM-03-2023-0087

Burch, P. & Gallup, M. (2023). The Effects of Workload on Teacher Innovation: A

National Survey. Journal of Teacher Education, 74(1), 15-29.

Dela Torre, J. M., & Jimenez, R. P. (2021). Inclusive education practices among
teachers in the Philippines: Challenges and strategies. International Journal of Inclusive
Education, 25(6), 599-613.

Gonzalez, A., & Paredes, M. (2022). Teacher punctuality and its effects on classroom
management and student engagement. Educational Psychology International Journal, 32(4),
245-258. https://doi.org/10.1080/01443410.2022.2045678

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 Huang, Y., DeSantis, L., & Xu, Y. (2022). The effects of teacher occupational stress
on job performance in elementary education. International Journal of Educational Research,
112, 101851. https://doi.org/10.1016/j.ijer.2022.101851

Ingersoll, R. M. (2021). Teacher turnover and teacher shortages: An

overview. Educational Researcher, 50(5), 281-
285. https://doi.org/10.3102/0013189X211020992

Kamal, A., & Alshahrani, M. (2022). Stress, burnout, anxiety, and depression among
teachers: A review of recent findings. BMC Public Health, 22(1), 1-
12. https://doi.org/10.1186/s12889-022-13456-3.

Kyriacou, C., & Sutcliffe, J. (2020). Teacher stress: Prevalence, sources, and
consequences. Educational Psychology Review, 32(1), 1-23. https://doi.org/10.1007/s10648-
019-09503-8

Likert, R. (1932). A technique for the measurement of attitudes. Archives of

Psychology, 22(140), 1-55.

Marete, J. (2024). Effects of teacher punctuality on student academic performance in

Makadara District, Nairobi County. Journal of Emerging Technologies and Innovative
Research, 11(10), 1-12. Retrieved from https://www.jetir.org/papers/JETIR2410574.pdf

McCarthy, C. J., & Lambert, L. (2019). Teacher stress: Balancing demands and
resources. Kappa Delta Pi Record, 55(4), 174-
179. https://doi.org/10.1080/00228958.2019.1679272

Murray, J. (2024). Teacher voices: Stress and coping mechanisms among the
teaching workforce. Dominican University of California. Retrieved
from https://scholar.dominican.edu/cgi/viewcontent.cgi?article=1083&context=education-
masters-theses

Muzahir, A., Asghar, S., & Kanwal, S. (2023). Comparison of the occupational stress
in elementary school teachers in public and private schools: A study from Bahawalpur,

39
Pakistan. International Journal of Educational Management, 37(1), 45-
60. https://files.eric.ed.gov/fulltext/EJ1392826.pdf

Roeser, R. W., Midgley, C., & Urdan, T. (2021). Teacher stress and wellbeing: A
longitudinal study of the associations among stressors, coping strategies, and support.
Teaching and Teacher Education, 106, 103467. https://doi.org/10.1016/j.tate.2021.103467

Skaalvik, E. M., & Skaalvik, S. (2019). Teacher self-efficacy and career satisfaction:
The role of school climate and workload. Educational Psychology, 39(7), 919-934.
https://doi.org/10.1080/01443410.2019.1672647

Skaalvik, E. M., & Skaalvik, S. (2019). Teacher motivation and job satisfaction: The
role of school climate and teacher collaboration. International Journal of Educational
Management, 33(2), 123-139.rmiento, J. (2021).

Spilt, J., Koomen, H. M. Y., & Thijs, J. T. (2021). The impact of teacher stress on
classroom engagement and student relationships. Teaching and Teacher Education, 98,
103-112. https://doi.org/10.1016/j.tate.2021.103112

Molino, R. & Melegrito, J. S. (2020). Integrating technology in teaching: A study on

the perceptions of teachers in the Philippine basic education. Asian Journal of Distance
Education, 15(2), 49-60.

40
APPENDIX A

41
APPENDIX B

42
APPENDIX C

43
 APPENDIX D

November 18, 2024

ELVIRA S. ARABEJO
Public Schools District Supervisor
Maramag III District
San Miguel, Maramag, Bukidnon

Thru:

LANILA M. PALAPAR
Assistant Schools Division Superintendent
Concurrent PSDS
Maramag III District

Ma’am:

Greetings of Peace!

One of the requirements of MAED 255 – Administration and Human Resources Management in
Education, is to conduct a research study to enhance our research skills. With this, the undersigned Master of
Arts in Education major in Educational Administration students from Central Mindanao University Graduate
Studies Department will be conducting her research study entitled “TEACHER WORKLOAD AND
OCCUPATIONAL STRESS ON JOB PERFORMANCE OF ELEMENTARY TEACHERS.”

In connection with this, the undersigned would like to humbly ask your permission to allow the conduct
of this study in the Division of Bukidnon, particularly in the Southern part School Districts of Bukidnon. The data
collection includes the administration of a survey instrument or questionnaire to the public school teachers in the
current school year.

Rest assured that it is conducted in accordance with ethical research standards. Participation will be
voluntary, and the confidentiality of all respondents will be strictly maintained and the information gathered will be
used solely for research purposes only in accordance with the Data Privacy Act of 2012.

Hoping for your kind consideration and favorable action on this matter. Your support in allowing me to
approach the teachers and collect data would be greatly appreciated. Thank you and more power!

44
 APPENDIX E

November 20, 2024

LEBBY M. DUMAGUIT
School Head
Mahawan Elementary School
Bagong Silang, Maramag, Bukidnon

Sir:

Greetings of Peace!

One of the requirements of MAED 255 – Administration and Human Resources Management
in Education, is to conduct a research study to enhance our research skills. With this, the undersigned
Master of Arts in Education major in Educational Administration students from Central Mindanao
University Graduate Studies Department will be conducting her research study entitled “TEACHER
WORKLOAD AND OCCUPATIONAL STRESS ON JOB PERFORMANCE OF ELEMENTARY
TEACHERS.”

In connection with this, the undersigned would like to humbly ask your permission to allow the
conduct of this study in the Division of Bukidnon, particularly in the Southern part School Districts of
Bukidnon. The data collection includes the administration of a survey instrument or questionnaire to
the public school teachers in the current school year.

Rest assured that it is conducted in accordance with ethical research standards. Participation
will be voluntary, and the confidentiality of all respondents will be strictly maintained and the
information gathered will be used solely for research purposes only in accordance with the Data
Privacy Act of 2012.

Hoping for your kind consideration and favorable action on this matter. Your support in
allowing me to approach the teachers and collect data would be greatly appreciated. Thank you and
more power!

45
 APPENDIX F

Letter of Consent

You are invited to take part in a research study entitled “TEACHER WORKLOAD
AND OCCUPATIONAL STRESS ON JOB PERFORMANCE OF ELEMENTARY
TEACHERS.” This study aims to assess the levels of digital literacy, instructional leadership
and teacher’s competence among public school teachers in both southern and northern part
of Bukidnon. This study is being conducted by the researchers named NOREENBETH
PAULA L. SENAL, and CATHERINE E. SEMILA students of Master of Arts in Education
majoring in Educational Administration at Central Mindanao University, Musuan, Maramag,
Bukidnon.

Any information you provide will be kept anonymous. The researcher will not use
your personal information for any purposes beyond the scope of this research study.
Furthermore, the researcher will not include your name or any identifying information in the
study reports. Your participation will be treated with utmost care and confidentiality.

If you have further inquiries, you may contact the researcher through this number
+63 9654584073 or via email at epzkiehipmo@gmail.com
__________________________________________________________________________
I have read the above information. I acknowledge that I understand the study well
enough to make me a decision about my involvement. By signing below, I understand and
agree to the terms stipulated above.

46
 ____________________________
Signature of the Participant

APPENDIX G

QUESTIONNAIRE ON TEACHER WORKLOAD AND OCCUPATIONAL STRESS ON

JOB PERFORMANCE OF ELEMENTARY TEACHERS

Thank you for participating in this survey. Your responses will help us understand the
relationship between parental involvement and the school performance of learners in
inclusive education settings. Your honest responses are crucial for obtaining accurate
insights. All responses will be kept confidential. Individual answers will not be shared or
published in any form.

Name (Optional): _______________________________________________________

Directions: Please Check ( ) the option that best represents your situation or feelings. If
applicable, provide additional details in the comments section. Please provide truthful and
reflective answers based on your experiences.

PART I. TEACHER WORKLOAD

Instructions: Please read carefully the statements listed below. In answering each
statement, please check the appropriate box that best describes the level your workloads
as a teacher.

SA-Strongly Agree A-Agree N-Neutral D-Disagree SD-Strongly Disagree

A. Teaching Hours SA A N D SD

1. I find that the number of hours I am required to

teach each week is manageable.
2. The teaching hours assigned to me leave little to

47
 no time for preparation and grading.
3. I often feel overwhelmed by the number of
teaching hours I am scheduled to work.
4. My current teaching hours allow me to effectively
meet the educational needs of my students.
5. I frequently have to work overtime beyond my
scheduled teaching hours.
6. I feel that the teaching hours required of me
negatively impact my work-life balance.
7. I believe that my teaching hours are appropriately
aligned with my job responsibilities.
8. My teaching hours have increased significantly in
the past year, contributing to my stress levels.
9. I often find myself fatigued due to the number of
teaching hours I am required to complete.
10. I believe that if the number of teaching hours were
reduced, my job performance would improve.

B. Administrative Tasks SA A N D SD

1. I find the number of administrative tasks I am

required to complete manageable.
2. The administrative tasks take time away from my
teaching responsibilities.
3. I often feel overwhelmed by the amount of
paperwork and administrative duties I must
complete.
4. The administrative tasks I handle contribute to my
overall stress levels at work.
5. I believe that the time spent on administrative
tasks affects my ability to provide effective
instruction to my students.
6. I receive adequate support and resources to
manage my administrative responsibilities.
7. The administrative workload has increased
significantly over the past year.
8. I frequently have to work outside of school hours
to complete necessary administrative tasks.
9. I feel that the administrative tasks required of me
are essential for my role as an educator.
10. If administrative tasks were reduced, I believe my
job performance would improve.

48
 C. Extracurricular Responsibilities SA A N D SD

1. I believe that my extracurricular responsibilities

are manageable alongside my teaching duties.
2. The time I dedicate to extracurricular activities
impacts my ability to prepare for regular classes.
3. I often feel overwhelmed by the number of
extracurricular responsibilities I am expected to
take on.
4. My involvement in extracurricular activities
enhances my job satisfaction as a teacher.
5. I receive adequate support from my school for
managing my extracurricular responsibilities.
6. I frequently sacrifice personal time to meet my
commitments to extracurricular activities.
7. I feel that the extracurricular responsibilities
improve my relationship with students and
parents.
8. If I had fewer extracurricular obligations, I would
be more effective in my teaching role.
9. I feel appreciated by my school administration for
the extracurricular contributions I make.
10. The expectations for extracurricular involvement
add to my overall stress as a teacher.

Adapted from the study of Walker et.al (2019) entitled Teacher Workload Survey (TWS):
National Foundation for Educational Research. (A large scale national survey.)

PART II. OCCUPATIONAL STRESS

Instructions: Rate your level of agreement with each statement below. Please be
guided with the rating scale in expressing your answer. Put check (/) on the column
that corresponds to your answer.

SA-Strongly Agree A-Agree N-Neutral D-Disagree SD-Strongly Disagree

A. Administrative demands SA A N D SD

1. The administrative demands placed on me

contribute significantly to my overall stress.

2. I often feel anxious about meeting deadlines for

administrative tasks.

3. I struggle to balance administrative responsibilities

with classroom instruction.

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4. Managing paperwork and documentation adds to
my feeling of professional burnout.
5. I find that the administrative tasks distract me from
my primary role as an educator.
6. The variability in administrative requirements
increases my stress levels.
7. I often feel unsupported by my administration in
meeting administrative demands.
8. The time spent on administrative tasks prevents
me from engaging in self-care practices.
9. I worry that my inability to complete administrative
tasks will affect my evaluations or job security.
10. Reducing administrative demands would
significantly decrease my stress levels at work.

B. Classroom Management Challenges SA A N D SD

1. I often feel stressed by the challenges of managing

student behavior in my classroom.

2. Classroom management issues take away valuable

instructional time, adding to my stress.
3. I frequently struggle to maintain engagement and
focus among my students.

4. Dealing with disruptive behavior increases my

overall stress levels as a teacher.
5. I feel unprepared or inadequately trained to handle
classroom management challenges.
6. The pressure to create a positive classroom
environment adds to my stress.
7. I often worry about the impact of classroom
management issues on my students’ learning.
8. The support I receive from my colleagues in
managing classroom challenges is insufficient.
9. I frequently feel overwhelmed by the emotional and
behavioral needs of my students.
10. Improving my classroom management skills
would significantly reduce my occupational stress.

C. Resource Availability SA A N D SD

1. The lack of teaching resources (materials,

equipment, etc.) contributes to my occupational

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 stress.

2. I frequently feel stressed by insufficient classroom

supplies to meet my students’ needs.
3. Limited access to technology increases my
workload and stress levels.
4. I often have to seek out my own resources, which
adds to my stress as a teacher.
5. The absence of adequate support staff (like aides
or counselors) affects my ability to manage the
classroom effectively.
6. When I do not have the necessary resources, I
worry about the quality of education my students
receive.
7. Adequate training and professional development
resources would help alleviate my stress.
8. The inconsistency of available resources from year
to year creates uncertainty and stress in my
teaching practice.
9. I find it challenging to implement new teaching
strategies due to a lack of resources.
10. Increased availability of teaching resources would
significantly reduce my workload and stress
levels.

Adapted from the study of Walker et.al (2019) entitled Teacher Workload Survey (TWS):
National Foundation for Educational Research. (A large scale national survey.)

PART III. JOB PERFORMANCE

Instructions: Please answer the following statements listed below. In answering
each statement, please check the appropriate box that best describes the level of
your competence in job performance using the scale below.

SA-Strongly Agree A-Agree N-Neutral D-Disagree SD-Strongly Disagree

A. Attendance and Punctuality SA A N D SD

1. I consistently arrive at school on time each day.

2. I have a high attendance rate throughout the
school year.
3. I make a conscious effort to minimize absences
due to personal reasons or illness.
1. 4. I often stay after school for activities or help,
demonstrating my
2. commitment to attendance.

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 5. I am punctual in starting my classes and activities
on time.
6. I communicate with the administration regarding
any absences in a timely manner.
7. I often notify my colleagues about my schedule to
ensure smooth class transitions.
8. I follow school policies regarding reporting
absences and tardiness.
9. I make arrangements in advance to cover my
classes when I need to be absent.
10. I feel that my attendance and punctuality reflect
my commitment to my teaching role.

B. Student’s Engagement SA A N D SD

1. My students actively participate in class

discussions and activities.
2. I use a variety of teaching strategies to engage
students in the learning process.
3. I make an effort to connect lesson content to
students' interests and experiences.
4. I frequently encourage students to ask questions
and share their thoughts.
5. I provide opportunities for students to work
collaboratively on projects and tasks.
6. I regularly monitor student engagement during my
lessons.
7. I adapt my instructional methods based on students'
engagement levels.
8. I create a classroom environment where students
feel safe and supported in participating.
9. I seek feedback from students about their
engagement and use it to improve my teaching.
10. I celebrate and recognize student efforts and
achievements, which fosters engagement.

Adapted from the study of Walker et.al (2019) entitled Teacher Workload Survey (TWS):
National Foundation for Educational Research. (A large scale national survey.

Thank you for accomplishing this survey questionnaire!

Researchers-

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 ABSTRACT

This study explores the intricate relationship between teacher workload, occupational
stress, and job performance among elementary teachers. Aimed at understanding how
various components of workload specifically teaching hours, administrative tasks, and
extracurricular responsibilities contribute to stress levels, the research highlights pressing
issues faced by educators. The researchers employed a comprehensive methodology,
utilizing descriptive statistics, correlational analysis, and regression analysis to glean insights
from data collected on teacher experiences.

Our findings reveal that elementary teachers perceive their workloads as

overwhelming, particularly in the realms of administrative duties and extracurricular
obligations. This elevated workload correlates with increased levels of occupational stress,
adversely affecting job performance. Notably, while teachers demonstrate strong attendance
and punctuality, their student engagement levels are significantly low, indicating a critical
area requiring attention.

The analysis suggests a robust relationship between occupational stress and job
performance, with stress emerging as the primary predictor of performance, rather than
workload itself. These results underscore the urgent need for educational institutions to
implement effective workload management strategies and stress relief programs.
Furthermore, fostering professional development focused on enhancing student engagement
is essential.

In conclusion, this study highlights the complex challenges teachers face and
emphasizes the necessity for systemic changes within educational environments to support
teacher well-being. By addressing these challenges, schools can enhance teacher
performance and, ultimately, improve educational outcomes for students.

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