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Master's Theses

Permanent URI for this collectionhttps://hdl.handle.net/20.500.14578/4

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    Assessment of teachers' stress factors and adaptive coping strategies in Central Elementary Schools
    Bacamante, Ires M. (Davao del Sur State College, 2025-01)
    The major goal of this research was to assess the stress factors and coping mechanisms of teachers in central elementary schools for the school year 2023-2024. The findings revealed that the level of stress among teachers in central schools in terms of the following indicator variables of pupils' behavior, teacher's workload, time resources, interpersonal relationship, recognition and well-being was moderate, this means that the level of stress was sometimes manifested by the teachers. The relationship between the level of stress and the adaptive coping strategies of teachers in central schools using Pearson Moment Product Correlation Coefficient. The statistical analysis indicates that stress level is significantly related to adaptive coping strategies of teachers. Majority of the teachers are females, aged 36 to 45 years old, married, with Teacher III designation and handle large number of pupils in the classroom. The level of stress among teachers in central schools in terms of pupils' behavior and teacher's workload is high which moderate in terms of time resources, interpersonal relationship, recognition and well-being. Central schoolteachers highly utilized approach coping strategies in coping with stresses they encountered. It was recommended that the school heads in the Digos City Division may provide technical assistance on enhancing stress resiliency in every teaching-learning process as they relate to the manifestations of the new strategies and pedagogical techniques of teaching. The central schoolteachers may teach co-teachers how to implement the pedagogical method in the workplace while reducing stress and developing adaptive coping strategies. Individual schools may continue to prioritize the mental health of every teacher. In addition, stress information advocacy workshops may be included in the priority improvement areas as it is included in the School Improvement Plan.
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    Workload stress and perception on the work performance of DepEd elementary school teachers
    Beit, Aileen (Davao del Sur State College, 2025-06)
    Excessive workload pressure negatively affects teacher efficacy, work satisfaction, and performance, which are global, national, and local problems. This study sought to determine teacher work performance differences when analyzed according to demographics. Descriptive-correlational method was utilized with a total of 270 respondents. Both adopted and customized survey questionnaires were used to the public elementary school teachers of Digos City Division. Finding revealed that most elementary school teachers are female, aged from 44 to 50 years old, with six to eight workloads, their workload stress is average but has a strong perception of workload. Also, elementary school teachers have shown a high level of work performance in terms of task performance, contextual performance, adaptive performance, and productive work behavior. Moreover, it was found that there was a significant difference in teachers' work performance when analyzed according to workload, but not on age and sex. The work performance of elementary school teachers is not related to their workload stress but has a significant relationship to workload perception. Among the predetermined variables, only workload perception significantly predicts the work performance of elementary school teachers. Lastly, school administrators can analyze teacher workload and provide training on managing it which can help teachers prioritize tasks, reduce stress, and achieve work-life balance.