Public School Teachers’ Psychological Capital, Emotional Labor, and Stress Index

Abstract

Psychological capital is an essential factor that influences teachers’ productivity, commitment, and overall performance. The study determined the psychological capital, emotional labor, and stress index of public-school teachers in Tubigon Districts. It is a descriptive-correlational study using standardized survey tools as data gathering tools. Three hundred fifty (350) participants were chosen through a random sampling technique from Tubigon East and West Districts, Division of Bohol, as of the schoolyear 2020 – 2021. It utilized standardized tools, namely: the Psychological Captial Questionnaire (PCQ-24) by Luthans, Avolio, Avey, and Norman (2007), the Emotional Labor of Teacher Scale (TELTS) by Brown (2011), and the Wilson Stress Profile for Teachers (WSPT) by Rosenberg (2010). Results revealed that respondents’ age, sex, religious affiliation, and years of service are related to psychological capital. The civil status and highest educational status are not statistically connected with psychological capital. Furthermore, only sex and education have a significant relationship with emotional labor. Moreover, the teacher respondents’ profile, such as religious affiliation and highest educational status, has a significant association with stress level. Conversely, age, sex, civil status, and years of service said otherwise. The results also revealed that psychological capital has a significant relationship with emotional labor and stress index. Emotional labor did not influence stress levels. When aggregated based on sex, their psychological capital and emotional labor differ; however, no significant difference in terms of stress index.