Factors Contributing to Stress in Relation to Mental Health Conditions Among Teachers Amid the COVID-19 Pandemic in Misamis Oriental

Authors

DOI:

https://doi.org/10.15631/aubgsps.v24i1.306

Keywords:

teacher stress, mental health, COVID-19 pandemic, learning modalities, higher education, occupational well-being, Philippines

Abstract

This study examined the factors contributing to stress and their relationship with the mental health conditions of college teachers in local higher education institutions in Misamis Oriental during the COVID-19 pandemic. A quantitative descriptive-correlational approach was used. Data were obtained from 246 instructors via a validated, structured questionnaire and analyzed using descriptive and inferential statistics. The results indicated that the most adopted instructional mode throughout the epidemic was blended learning. In general, the identified stressors were considered by instructors to contribute to a modest degree, with fear of contagion, working conditions, and health status being the most prevalent. The respondents also had a moderate level of mental health status, as anxiety had the highest mean among the measured psychological aspects. The results also showed a strong correlation between the learning modalities used and teachers’ mental health status, indicating that variations in teaching delivery may be associated with changes in psychological well-being. Overall, the results underscore the complex nature of job stress experienced by college instructors amid a health emergency and highlight the importance of institutional wellness programs, psychosocial support services, and responsive organizational policies that promote faculty resilience and sustain a healthy teaching climate in higher education.

Author Biographies

  • Cheryl Ann A. Matela, University of Bohol

    Graduate School, Tagbilaran City, Philippines

  • Amelia L. Cortidor, University of Bohol

    Graduate School, Tagbilaran City, Philippines

References

Bakker, A. B., & Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285. https://doi.org/10.1037/ocp0000056

Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands–resources model of burnout. Journal of Applied Psychology, 86(3), 499–512. https://doi.org/10.1037/0021-9010.86.3.499

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review.

Published

2024-03-07

Issue

Vol. 24 No. 1 (2024): March

Section

Articles

License

Copyright (c) 2024 Cheryl Ann A. Matela, Amelia L. Cortidor

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