Occupational Stress and Work Performance Among Elementary School Educators: Examining the Relationship Between Stress and Performance in Subic, Zambales
DOI:
https://doi.org/10.11594/ijmaber.07.09.21Keywords:
Classroom challenges, Elementary school educators, Intervention plan, Occupational stress, Role overload, Work performanceAbstract
Occupational stress remains a significant concern in the teaching profession as educators continue to manage increasing instructional responsibilities, administrative demands, classroom challenges, and diverse learner needs. This study determined the perceived impact of occupational stress on the work performance of elementary school educators in Subic, Zambales, as a basis for the development of an intervention plan. Specifically, it examined the level of occupational stress in terms of role overload, administrative stress, and classroom challenges, and assessed work performance in terms of task performance and contextual performance. The study employed a descriptive-quantitative research design involving 138 elementary school educators from Cluster 1 of the Subic District, Zambales. Data were gathered using a modified adopted and researcher-made survey questionnaire and were analyzed through appropriate descriptive and inferential statistical tools. The findings revealed that the respondents demonstrated a high level of work performance despite experiencing occupational stress in their teaching environment. Among the identified sources of stress, classroom challenges emerged as the most prominent concern, followed by role overload and administrative demands. Furthermore, the results showed that occupational stress had a significant positive relationship with both task performance and contextual performance, suggesting that teachers who carry greater professional responsibilities may also experience higher levels of stress while maintaining their commitment to effective work performance. Based on the findings, a Teacher Support and Stress Management Enhancement Plan was proposed to address classroom-related concerns, workload pressures, administrative demands, and teacher well-being while sustaining the professional effectiveness of elementary school educators.
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