Work-Related Stress and Teaching Performance of the Elementary School Teachers in Sirawai District, Schools Division of Zamboanga Del Norte: Basis for an Intervention Program
DOI:
https://doi.org/10.65150/EP-jsshrs/V2E6/2026-23Keywords:
work-related stress, teaching performance, elementary teachers, IPCRF, intervention programAbstract
This study aimed to determine the work-related stress and teaching performance of elementary school teachers in Sirawai District, Schools Division of Zamboanga del Norte, during the School Year 2025–2026. A descriptive-correlational research design was employed, involving 146 teachers selected through total enumeration sampling. Data were gathered using a structured questionnaire that measured work-related stress across nine dimensions, while teaching performance was based on the Individual Performance Commitment and Review Form (IPCRF). The statistical tools used were weighted mean, standard deviation, and Spearman rank-order correlation at the 0.05 level of significance. Findings revealed that work-related stress was generally high, with the highest levels observed in resources, classroom management, and time management. Other domains, including lack of support, work-life balance, emotional demands, and role ambiguity, were also rated as very stressful, while workload and assessment and evaluation were rated as moderately stressful. Teaching performance was generally rated Very Satisfactory. Overall work-related stress showed no significant relationship with teaching performance. However, work-life balance stress showed a weak but significant positive relationship with teaching performance. Based on these findings, it is recommended that the Schools Division of Zamboanga del Norte and district officials prioritize the equitable distribution of instructional resources and provide targeted training in classroom management. School heads should also institutionalize Project GABAY to establish a formal support system that addresses role ambiguity and emotional demands.
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Copyright (c) 2026 Amyl L. Montemor, MAEM, Leo C. Naparota, PhD (Author)
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