SCIENCE TEACHERS’ TEACHING EFFECTIVENESS, OCCUPATIONAL STRESS, AND COPING STRATEGIES: BASIS FOR INTERVENTION PROGRAM

Registration ID: IJNRD_226291

Published ID: IJNRD2408077

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JENNIFER G. DE VERA

occupational stress, coping mechanism

This study assessed the Science teachers’ teaching effectiveness, occupational stress and coping strategies as basis for intervention program in Mangatarem I & II Districts, Schools Division Office I Pangasinan during the school year 2023-2024 in terms of the level of occupational stress of the Science teachers; stress levels of the Science teachers when they are grouped according to age; teaching experience; and civil status; potential sources of occupational stress of teachers; and coping mechanisms. The data gathered were properly coded, recorded, tallied, tabulated and interpreted using the SPSS for windows. Frequency counts and percentages were used for descriptive analysis. The study found out that stress experienced by the Science teachers is at normal level. The teachers are not easily affected by the difficulties that they encounter in relation to their job. Seemingly, they have a high level of stress tolerance. Generally, age, number of years of teaching experience, and civil status of Science teachers do not significantly affect the teachers’ level of occupational stress. The primary sources of stress experienced by the teachers in order of prevalence are large class sizes, excessive paperwork or documentation, and inadequacy of resources, materials and equipment to do the job. In contrasts, the least prevalent sources of stress experiences and ranked last among the indicators are increased level of competition among colleagues, colleagues undermining competence or personality, and not airing of personal opinion. The proposed recommendations were based on the teachers’ level of stress. The researcher recommended that Science teachers should be made aware of the specific work-related sources of stress for possible change and assistance along these areas. A “stress awareness” drive by incorporating topics on stress in the social orientation subject is encouraged. The normal level of stress among the teachers should be maintained in all aspects. Regular assessment of stress level should be conducted for preventive measures. Policies that will encourage more social interaction between administrators and teachers should be created and workshops and retreats on the subject of heightening awareness on stress management should also be held. Reward and recognition systems that will strengthen work ethics of teachers should be created. The proposed recommendations should be implemented in the school to keep stress at a bearable level. In terms of further research, it is recommended that the same study may be replicated in other districts to validate findings of the present research or to explore and evaluate the other variables or factors that may affect the stress experiences of the teachers and their coping mechanisms.

Published Paper   E-Certificate

JENNIFER G. DE VERA (August-2024). SCIENCE TEACHERS’ TEACHING EFFECTIVENESS, OCCUPATIONAL STRESS, AND COPING STRATEGIES: BASIS FOR INTERVENTION PROGRAM . INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 9(8), a853-a861. https://ijnrd.org/papers/IJNRD2408077.pdf

Volume 9 Issue 8, August-2024

Pages : a853-a861

Paper Reg. ID: IJNRD_226291

Published Paper Id: IJNRD2408077

Downloads: 000122254

Research Area: Other

Author Type: Foreign Author

Country: LINGAYEN, PANGASINAN, Philippines

Published Paper PDF: https://ijnrd.org/papers/IJNRD2408077.pdf

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