Occupational Stress with Teachers’ Performance of Baclayon District, Division of Bohol

Abstract

Occupational stress refers to stress related to their jobs being measured on their role overload, role insufficiency, role ambiguity, role boundary, responsibility, and physical environment. Teaching performance means mastery of the subject matter and conjointly the teacher’s ability to explain the lessons clearly and totally. This study aimed to determine the occupational stress on teaching performance among public school teachers of Baclayon District, Bohol, during 2018 - 2019. The analysis is quantitative, using a descriptive survey among nine school heads and 114 teachers utilizing frequencies, percentages, weighted mean, and Spearman rho in processing the data. This study used the tool on Occupational Stress by Hans Selye (1960), which was also used by Abarro (2013). It also used a validated teaching performance form developed by the Asian College of Technology authored by Abarro (2013). Findings revealed that overall, the teacher respondents are moderately stressed (3.22). Rated highly stressed are role ambiguity (3.45) and role overload (3.45). In terms of performance, overall, the school heads and self-rating of teachers resulted in high teaching performance (4.10). Furthermore, it was found that the level of occupational stress has no significant correlation with teaching performance.