##plugins.themes.academic_pro.article.sidebar##
Downloads
Main Article Content
Abstract
This study evaluated teachers' perceived stress and anxiety levels. This study put into open and addressed the gap among the perceived stress and anxiety levels of the participants of the study as an input to an intervention program for the 39 teaching personnel of one of the leading university extension campuses in the province of Pampanga for the academic year 2021-2022. The study has 2 phases: the quantitative and the qualitative phase. This study was assessed through a 5-point type-Likert questionnaire, which is the Perceived Stress Scale (PSS) (1983) PROMIS Health Organization (PHO), and PROMIS Cooperative (2012). The Sequential Explanatory Approach was used in this study. In the quantitative data analysis of the results, the mean, frequency, standard deviation, and Pearson correlation were used. Outliers were then identified and used as variables in the qualitative process. For the qualitative part, interview transcriptions were included, and transcribed data were extracted and labeled to units of meaning through key point coding. Codings with similarities were grouped into concepts that were analyzed to form themes. There were 10 teachers as participants to collect qualitative data, an open-ended interview was used. Findings revealed that the participants’ perceived stress contributed to low self-esteem and life irritations. Also, it revealed that participants encountered worry, nervousness, and tension; all of these symptoms brought about by anxiety. This study also revealed that there is no relationship between the demographic profiles of the respondents and their perception of stress and anxiety. Due to the positive result of the research, and the lack of stress and anxiety management programs in the institution, this study recommended a program that was formulated and then validated by the expert to provide reasonable practices and approaches to the stress and anxiety of the participants.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
AviBesser et al. (2020). Personality, cognition, and adaptability to the COVID-19 pan-demic: Associations with loneliness, dis-tress, and positive and negative mood states.
Bonsaksen et al. (2020). Post-traumatic stress disorder and associated factors during the early stage of the COVID-19 pandemic in Norway. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7764050/.
Braun, V., & Clarke, V. (2021). Thematic analy-sis. In U. Flick (Ed.), The Sage handbook of Qualitative Research (7th ed., pp. 843-860). Thousand Oaks, CA: Sage Publica-tions.
Brewer. (2020). Factors contributing to psy-chological distress in the working popula-tion, with a special reference to gender difference.
Bryant, J. (2007). A thermodynamic theory of economics. International Journal of Exer-gy, 4, 302–337.
CHED (2020). Guidelines for the prevention, control, and mitigation of the spread of the coronavirus disease in higher educa-tion institutions.
Cohen, S. (1983). Perceived stress in a proba-bility sample of the United States. Spaca-pan, S. and Oskamp, S. (Eds.), The social psychology of health. Newbury Park, CA: Sage.
Creswell, J. W., & Clark, V. L. (2018). Best prac-tices for mixed methods research: A guide for design, implementation, and publication. SAGE Publications.
Creswell, J. W., & Creswell, J. D. (2018). Re-search design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications.
Education Corner (2022). College degrees guide: List of college degrees. https://www.educationcorner.com/types-of-college-degrees.html.
European Union (2019). Womeen in Male-Dominated industries and occupations (quick take). https://www.catalyst.org/research/women-in-male-dominated-industries-and-occupations/.
Extxebarria, et al. (2021). The psychological state of teachers during the COVID-19 cri-sis: The challenge of returning to Face-to-Face teaching. Educational Psychology. https://doi.org/10.3389/fpsyg.2020.620718.
Fauzi, (2020). Indonesia medical students’ knowledge, attitudes, and practices to-ward COVID-19.https://www.sciencedirect.com/science/article/pii S2405844021027894.
Ionescu et al. (2020). Sustainability analysis of the E-Learning education system during pandemic Period—COVID-19 in Romania. https://doi.org/10.3390/su12219030.
Kelly, B. & Mendoza, T. (2021). Philippines’ COVID-19 employment challenge: Labor market programs to the rescue.
Khoshaim, et al. (2020). The anxiety level of university students during COVID-19 in Saudi Arabia. Front Psychiatry. https://doi.org/10.3389/fpsyt.2020.57975.
LetPasser (2021). 2021 salary grade table for DepEd teachers and state university pro-fessors in the Philippines. https://letpasser.com/philippine-government-employee-salary-grade-for-teachers/#Instructors.
Lubienski, C. (2020). Investing in rural educa-tion: A policy framework for success. Center for American Progress.
Malach et al. (2007). Stress and burnout in Is-raeli police officers during a Palestinian uprising (intifada). https://www.researchgate.net/publication/232459649_Stress_and_Burnout_in_Israe-li_Police_Officers_During_a_Palestinian_Uprising_Intifada.
Malik, M. & Javed, S. (2021). Perceived stress among university students in Oman dur-ing COVID-19-induced e-learning. Middle East Current Psychiatry, p. 49.
Melita et al. (2021). Economic inequality in-creases status anxiety through perceived contextual competitiveness.
Moritz (2018). A study of the relationship of stress and demographic profile of em-ployees with special reference to their marital status and income.
Nkire et al. (2021). COVID-19 pandemic: Influ-ence of relationship status on stress, anx-iety, and depression in Canada. Ir J Psy-chol Med, 14 (1-12).
NilamadhabKa et al. (2021). Stress and coping during COVID-19 pandemic: Result of an online survey. Psychiatry Research, 25. https://doi.org/10.1016/j.psychres.2020.113598.
Ozamiz-Etxebarria, et al. (2021). The psycho-logical state of teachers during the COVID-19 crisis: The challenge of return-ing to Face-to-Face teaching.
Parvar et al. (2022) Prevalence of anxiety, de-pression, stress, and perceived stress and their relation with resilience during the COVID-19 pandemic, a cross-sectional study. Health Science Report. https://doi.org/10.1002/hsr2.460
Philipps (2018). Strengthening online learning when schools are closed: The role of fam-ilies and teachers in supporting students during the COVID-19 crisis.
PROMIS Health Organization (PHO) & PROMIS Cooperative Group (2012). http://www.dsm5.org/Pages/Feedback-Form.aspx.
Radwan, E. et al. (2021). Perceived stress among school students in distance learn-ing during the covid-19 pandemic in the Gaza strip. https://doi.org/10.1007/s41133-021-00050-6.
Reile & Sisask (2021). Socio-economic and demographic patterns of mental health complaints among the employed adults in Estonia.
Sharma, A. & Jain, V. (2020) A study on the re-lationship of stress and demographic pro-file of employees with special reference to their marital status and income. UGC Care Journal, 43(4).
Smith (2021). Marital status, the economic benefits of marriage, and days of inactivi-ty due to poor health. https://www.hindawi.com/journals/ijpr/2012/568785/
UNESCO (2020). Emergency’ for global educa-tion, as fewer than half World’s students cannot return to school.
Viviani, CA. (2021). Productivity in older ver-sus younger workers: A systematic litera-ture review. Work, 68(3), 577-618. doi: 10.3233/WOR-203396. PMID: 33612506.
Women in Male-Dominated Industries and Oc-cupations (Quick Take). https://www.catalyst.org/research/women-in-male-dominated-industries-and oc-cupations/.
Vindegaard & Benros (2020). Trajectories of depression, anxiety and pandemic expe-riences; A longitudinal study of youth in New York during the Spring-Summer of 2020