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Asuncion-Patambang, Myra L. |
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The stress causing factors and coping mechanisms of faculty in selected secondary schools in South-East Cavite / |
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Myra L. Asuncion-Patambang. |
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Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 1997.;A thesis presented to the faculty of the Graduate School of Arts, Sciences and Education and Nursing in partial fulfillment of the requirement for the degree of Master of Arts in Education, Educational Administration. |
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ABSTRACT: This study intended to find out the stress causing factors and coping mechanisms of faculty in 5 schools of South-East Cavite. It also sought to determine whether there was a significant difference in the Stress Causing Factors and Coping Mechanisms of the respondents as they were grouped according to educational background, nature of teaching appointment and type of school (public or private). The design of the study was descriptive survey having teachers as subjects. The respondents came from 5 selected high schools in Cavite. The number of participants was 138, the age ranging from 20 and above, inclusive of permanent and probationary teachers, education graduates or holders of non-education degrees but have taken 18 professional education units as prescribed by DECS and Magna Carta for public and private schools. Two instruments were used to gather the necessary data. The questionnaire was used to determine the different stresses affecting teachers. It was made up of 80 items classified into 8 factors namely: a. Students b. Giving of Instructions c. Job Assignment d. Fellow Teachers and Staff e. Heads/Coordinators/Administrators f. Parents of the Students g. Outside Community h. Place of work The checklist of specific coping mechanisms determines the coping techniques of the respondents. It consisted of 25 specific healthy coping techniques classified into 5 general categories namely: a. Spiritual b. Behavioral c. Social d. Intellectual e. Physical The data gathered and obtained were processed and analyzed by employing frequency distribution, percentage, ranking, computation of mean averages and test statistics (t-test). Results were presented through tables, pie graph, and bar graph illustrations. Findings of the study revealed that the common stress causing factors encountered by the respondents, grouped according to, type of school, educational background and nature of teaching appointment are as follows: A. Private School Respondents: Teaching too many students or large classes; inadequate instructional materials; assessing students learning; bridging gaps between parents and students; accomplishing too much paper work; enforcing rules and regulations of the state; compensation/increments and benefits; and managing conflicts due to age gap. B. Public School respondents: Teaching too many students or large classes; overcrowded classrooms; managing conflicts due to age gap; helping students improve academically; accomplishing too much paper works; work load; encouraging parental interest in school matters; and supporting socio-civic activities. C. Education Graduates Teaching too many students or large classes; overcrowded classrooms; responding appropriately to improper behavior such as obscenities; work load; bridging gaps between parents and students; accomplishing too much paperwork; acting on communities problems as in anti-drug campaign; compadre system and handling varied interests/points of view. D. Non-Education Graduates Teaching too many students or large classes; overcrowded classrooms; accomplishing too much paper work; responding appropriately to improper behavior such as obscenities; management style; working with the local government; bridging gaps between parents and students and handling personal differences. E. Permanent Faculty Teaching too many students or large classes; overcrowded classrooms; responding appropriately to improper behavior such as obscenities; accomplishing too much paper work; bridging gaps between parents and students; implementation of faculty development program; acting on community problems and handling varied interest / points of view. F. Probationary Faculty Overcrowded classrooms; teaching too many students or large classes; compadre system; accomplishing too much paper work; getting students achieve competence in basic skills and helping them improve academically; implementation of faculty development program; holding worthwhile conferences with parents; getting involved in parish-related activities and working with the local government. Teaching too many students or large classes and overcrowded classrooms cause moderate to major stress. There were slight differences in the computed means but the two were consistently appearing on the first and second ranks. Generally, the coping mechanisms employed by the faculty respondents are 25 specific techniques. The first ten with highest means and are qualitatively interpreted to be satisfactory are as follows: remembering God's promises; praying; positive focus; laughter; sense of humor; fresh air, sunshine and water; good nutrition; good attitude; sharing with a friend; relaxation and time management. Moreover, the 25 specific techniques can be categorized into five: spiritual, social, intellectual, behavioral and physical. Private and public school teachers employ all the five general coping mechanisms occasionally. Probationary teachers use all the five often. Furthermore, statistics had established significant differences in the stress causing factors-pertaining to students, the community and the place of work-between private and public school teachers; in each of the stress causing factors between education and non-education graduates; and in the stress causing factors-pertaining to students and the teaching task-between permanent and probationary teacher-respondents. Lastly, there was also a significant difference in the coping mechanism employed by the permanent and probationary respondents. In the light of the foregoing findings, the following conclusions were derived: The stress causing factors for public school teachers are: overcrowded classrooms and helping them improve academically. These factors cause moderate to major stress. The stress causing factors for education graduates are those that pertain to students, the teaching task, heads, fellow teachers and staff, the job assignment, the community and the place of work. All these factors cause moderate to major stress. The top ten (10) coping mechanism employed by the faculty respondents are as follows: remembering God's promises; praying; positive focus; laughter; sense of humor; fresh air; sunshine and water; good nutrition; good attitude; sharing with a friend; relaxation and time management. For private and public school teachers. There is a significant difference at .05 level in the stress causing factors pertaining to students, the community and the place of work. There is no significant difference in the other five stress causing factor. Between education and non-education graduates, there is a significant difference at .05 level in each of the stress causing factors. For permanent and probationary teacher-respondents, there is a significant difference at .05 level in the stress causing factors pertaining to students and the teaching task. There is no significant difference in the other factors. There is a significant difference at .05 level in the coping mechanism employed by the permanent and probationary teacher-respondents. In the light of the conclusions made, the following are recommended: 1. The researcher has observed the following: normally teachers handle more than fifty students for every class causing an overcrowded classroom; consequently, teachers have to attend to a bulk of paperworks submitted by their respective students; they have to do much of clerical works in order to accomplish reports as required by the school. All these cause stress which ranges from moderate to major degree of intensity. In this connection, the researcher recommends that the school administration would seriously look into these stress causing factors for them to consider the possibility of limiting the size of the class into 35 or 40 students. She contends that this may minimize the degree of stress confronting the teachers and it may enhance effectiveness and efficiency in their educative profession. 2. Too much paperwork is another stress-causing factor. The administration may extend greater assistance by assigning some tasks to a school clerk by giving enough time for teachers to comply with the requirements and by providing all necessary help whenever and wherever possible. |
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3. Stress-causing factors pertaining to the community and parents of the students may be addressed through the school's outreach program wherein teachers' community involvement and parents' participation in school activities may be integrated in the school's calendar so that time would not be a constraint on the part of the teachers. 4. Smooth interpersonal relationships motivate and inspire any individual teachers included. Conflict with fellow teachers and staff may be minimized through activities such as team building, psycho-spiritual exercises, seminars and workshops on stress management, semestral or annual outings, and other similar activities. In this connection, the administration needs to invest a little more time, effort and money on these areas. 5. A more comprehensive and in-depth study of a similar nature be conducted and include a program design for stress management for teachers. 6. An analytical study should be undertaken to investigate further the stress levels among teachers and the impact of teacher stress on the educational system as a whole. |
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| -- |
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| Record control number |
|
| International Standard Serial Number |
|
| 773 ## - HOST ITEM ENTRY |
|---|
| Main entry heading |
|
| -- |
|
| Place, publisher, and date of publication |
|
| Related parts |
|
| Material-specific details |
|
| Title |
|
| Edition |
|
| -- |
|
| Relationship information |
|
| Abbreviated title |
|
| 775 ## - OTHER EDITION ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| International Standard Serial Number |
|
| 776 ## - ADDITIONAL PHYSICAL FORM ENTRY |
|---|
| Uniform title |
|
| -- |
|
| Main entry heading |
|
| Place, publisher, and date of publication |
|
| Edition |
|
| International Standard Book Number |
|
| Relationship information |
|
| Title |
|
| International Standard Serial Number |
|
| Physical description |
|
| Qualifying information |
|
| Record control number |
|
| 780 ## - PRECEDING ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Main entry heading |
|
| Related parts |
|
| Title |
|
| Record control number |
|
| 785 ## - SUCCEEDING ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| Main entry heading |
|
| International Standard Serial Number |
|
| 787 ## - OTHER RELATIONSHIP ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Place, publisher, and date of publication |
|
| Related parts |
|
| Relationship information |
|
| Title |
|
| Record control number |
|
| 800 ## - SERIES ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
|
| -- |
|
| Dates associated with a name |
|
| Language of a work |
|
| Date of a work |
|
| Title of a work |
0 |
| Fuller form of name |
|
| Volume/sequential designation |
|
| 810 ## - SERIES ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
|
| -- |
|
| Subordinate unit |
|
| Date of a work |
|
| Title of a work |
|
| -- |
|
| Volume/sequential designation |
|
| 830 ## - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| International Standard Serial Number |
|
| -- |
|
| Uniform title |
|
| Name of part/section of a work |
|
| Number of part/section of a work |
|
| Language of a work |
0 |
| Volume/sequential designation |
|
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Institution code [OBSOLETE] |
|
| -- |
lcc |
| Item type |
Book |