STRESS MANAGEMENT OF TEACHERS AT

LINAMON DISTRICT

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 7
Pages: 353-361
Document ID: 2023PEMJ556
DOI: 10.5281/zenodo.7683998
Manuscript Accepted: 2023-24-2
Psych Educ, 2023, 7: 353-361, Document ID:2023 PEMJ556, doi:10.5281/zenodo.7683998, ISSN 2822-4353
Research Article

Stress Management of Teachers at Linamon District

Hanziel M. Vallejos*, Reynilda C. Alferez
For affiliations and correspondence, see the last page.
Abstract
This study aimed to determine the stress management of teachers at Linamon District during the School Year
2022 – 2023. Specifically, the study sought to find out the following objectives: the demographic profiles and the
work-related mental stressors of the respondents. Also, it sought the coping mechanisms relative to work-related-
mental stress, the significant difference on the work-related mental stress and coping mechanisms when grouped
to their demographic profile and the significant relationship between the teachers’ work-related mental stress and
coping mechanisms. The study used the descriptive-correlational research design. It was conducted at Linamon
District with 100 teachers as respondents. This research adopted two survey questionnaires. Most of the
respondents belonged in middle age, were females, majority were Christians, and were married. Descriptive
result showed that majority of the respondents were Bachelor degree holders and they were tenured as Teacher II
and Teacher III. Based from the result, stressors were sometimes experienced by the teachers in terms of
demand, control, support, relationship, role and change. Work-related stress was manifested more on younger
teachers as compared to older or seasoned teachers. Thus, the null hypothesis of no significant difference on the
work-related stress when grouped to their age was not accepted. It also depicted that support and coping
mechanisms were significantly associated; role and coping mechanisms were significantly correlated; and
change and coping mechanisms were negatively correlated. Results showed that the work-related stress relative
to relationship significantly predicted the coping mechanisms of the respondents. A stress management program
was designed based on the results of the study.

Keywords: support, demand, stress management, control, coping mechanisms, work-related-

mental stress, relationship, role and change

Introduction and these stressors have a significant impact on both

their physical and psychological health. Unchecked
What your mind can conceive, your body can achieve. behavior can lead to melancholy, sleep deprivation,
One's psychological well-being weighs significantly in personality disorders, and, worst of all, disease
the totality of a person’s everyday activities, especially vulnerability. Given that teachers make up the majority
in the performance of his job. Teaching, as noble as of the staff at educational institutions, their physical
this profession may be, is also one of the most and mental well-being will have a significant impact
demanding and stressful jobs. The demands would on their ability to provide the kind of high-quality
lead to psychological and physiological pressures instruction and support that will enrich and empower
resulting to a deficiency in the quality of work he can society's young minds.
perform. The school year 2020 – 2021 was one of the
most challenging times in the lives of the teachers. There is also a need to determine the personality traits
They are also casualties of the COVID-19 Pandemic. of these teachers. It has been noted that a person’s
They experience economic crisis, feelings of isolation, ability to cope with encountered stress and come up
fear for their health, and a considerable shift and with coping mechanisms to battle this mental struggle
increase in their workloads. They are still expected to is largely affected by his personality. According to
perform their duties as educators while risking their Cooper (2018), personality types are important factors
lives in the exigency of such service as public servants. in determining stress, being thus capable of explaining
how certain people manage to function for years while
Consequently, the Department of Education has handling huge amounts of stress. Whereas others
released memorandum number 120, a series of 2021 collapse after several months under similar amounts of
aimed at controlling the stress of every individual in stress. For example, “those who are high in
the Department of Education. A series of stress neuroticism are more likely to perceive life events as
management and coping mechanisms webinars and highly stressful while those high in extraversion are
workshops were tackled to help all DepEd teachers less likely to perceive life events as stressful,”
and staff manage and cope with the work stress they (Ebstrup et al. 2018). Therefore, “neuroticism is
would encounter this time after the pandemic period. negatively related to the use of some effective coping
styles such as problem-focused and active coping and
Teachers encounter a tremendous number of pressures, positively associated with avoidance coping.
Furthermore, extraversion is positively related to

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Research Article

active coping styles like problem-focused coping pressures. These depended on the particular interaction
styles and looking for social support, and it predicts of the teacher's character, principles, capabilities, and
avoidance negatively,” (Afshar et al., 2018). environment. Additionally, a teacher's judgment of
how stressful a scenario was may be affected by a
Given all these scenarios, this study, therefore, aimed variety of factors, including personality qualities,
to determine the stress management of teachers at coping mechanisms, and environmental circumstances.
Linamon District during the School Year 2022 – 2023.
As a teacher whose experience covered 15 years in Work-related Mental Stress. Stress is a very
public schools, this researcher had been a bare witness complex phenomenon that we can define in several
and direct victim of work-related mental stress. Her ways. However, if you put them together, it is
ability to endure various stress levels in two different basically the wear and tear of daily life. Stress
working environments provided her with the integrity management refers to a wide spectrum of techniques
to propose and suggest personality traits and stress and psychotherapies for controlling a person’s stress
management programs. Thus, this can be valuable and level, especially chronic stress. If there is effective
helpful to her co-mentors in the workplace. Lastly, as a stress management, we can help one another break the
science teacher, the proponent holds the social hold of stress on our lives. The essay on stress
responsibility in her school to spread awareness about management will throw light on the very same thing.
the importance of properly managing stress as an
effective tool for the delivery of quality education to Since teachers made up the majority of the teaching
learners. workforce, there was a significant movement toward
reducing work-related stress in educational
Research Questions institutions. The teachers were, in fact, the most
crucial components of the educational process.
This study aimed to determine the stress management Additionally, they served as the basis for professional
of teachers at Linamon District during the School Year development. They bore primary accountability for
2022 – 2023. Specifically, the study sought to answer achieving the educational goals (Oteer, 2018). But
the following questions: because it was such a hard work, it was one of the
most stressful, leading to demands on the mind and
1. Is there a significant difference in the work-related body (Al-Shara et al., 2018 as cited in Oteer, 2018).
mental stress and coping mechanisms of the
respondents when grouped to their demographic Likewise, Al-Abdali referred to seven major sources;
profile? six were internal, and one was external. These
2. Is there a significant relationship between the included work, role organization, stages of growth,
teachers’ work-related mental stress and coping environmental and climate regulations, internal
mechanisms? relationships in the environmental regulations, higher
regulations, and personality components stated by
Literature Review Abdali (2018) as cited by Oteer (2018).

Many of the studies confirmed the correlation between

Bradburn (1969), referenced in Muqodas et al. (2019), stress and performance where increasing stress levels
defined psychological well-being as a depiction of a led to poorer performance (Al-Kubaisi, 2017 as cited
person's psychological health based on good by Oteer, 2018). According to Mingoa (2019), the five
psychological function. According to Ryff (2018), most common sources of stress for Filipino teachers
referenced in Muqodas et al. (2019), life happiness and were as follows: having too much paperwork; high
satisfaction boost psychological well-being. More than cost of living; insufficient salary and other money
just being stress-free and having no other concerns; oversized classes; and being too busy
psychological issues was what was meant by (including simultaneous activities as being enrolled in
psychological well-being. It included having positive school, being employed, parenting, community
relationships with others, having control over the service).
surroundings, being independent, having a purpose in
life, and emotions inclined towards a healthy Other most common sources of stress stemmed from
development (Saricaoğlu et al., 2018). monetary concerns. For the most common sources of
stress, public school teachers found most stressful the
According to Abu Alhija (2018), who referenced problem of insufficient salary and oversized classes.
Kyriacou (2016), each teacher experiences different The other most common sources of stress, being too

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Research Article

busy and having too much paperwork, equally affected mentioned were positive, most of them were
teachers of any age, civil status, years of experience, sedentary. Among the most common coping strategies
and whatever level or kind of school (public/private) teachers resorted to certain hobbies. Accordingly,
they were teaching (Mingoa, 2019). many more male than female teachers and more
elementary rather than high school teachers watched
Today's population had made the decision to live television. Window shopping and watching movie
increasingly busy lives, which was demanding were mostly done by young and single teacher
mentally. Stress was a state of strain in the mind (Mingoa, 2019).
brought on by difficult, demanding, and burdensome
circumstances. Stress had a bad impact on one's mental Teachers asked for some ways to help them deal with
and emotional well-being as well as their physical the stress they had acquired at work. They talked about
health. When a person was under a lot of stress, a issues with their friends, family, or coworkers (Aldrup
hormone called cortisol was produced into the et al., 2019). They participated in training programs
bloodstream, which inhibited the proper functioning of for resilience and personal growth, and they received
one's immune, reproductive, and digestive systems. psychiatric counseling (Neves de Jesus et al., 2018;
Stress management practices were essential to Sandilos et al., 2018). They also examine their own
maintaining a healthy body and mind. lifestyles, avoiding stressful events and people. They
engaged in leisure activities including hiking and
The term "stress management" was used to describe physical relaxation exercises (Fengler, 2019). They
the process of continuously bettering one's life when took medications, changed jobs, and modified their
under stressful circumstances. Stress management diet. They took a break and thought about the
included using relaxation techniques, taking care of circumstance.
oneself, and controlling how one reacted to stressful
situations when they occurred. Stress did not cause the Among the measures considered by specialized
body to respond well. Stress was a defense mechanism institutions to be efficient for stress relief were the
or a response the body used to protect itself. As a following: avoiding educational policies changes,
result, one's sympathetic nervous system became improving work conditions, and suggesting objectives
active, increasing heart rate and triggering an with a moderate level of accomplishment. Also, a
adrenaline burst that helped one deal with any transparent, objective assessment, increasing wage and
situation. This was likewise a case of the "flight or number of teachers, decreasing the number of pupils in
fight reflex." a classroom, orientation on clear objectives, program
implementation regarding stress management at the
Coping Mechanisms. Teachers used coping job, mini-brakes during work hours, time keeping were
mechanisms, including cognitive, emotional, and also mentioned (Fengler, 2019). In addition of those
behavioral techniques of comforting and adjusting to measures were; an attitude full of kindness, positivism
the stressful environment, according to Admiraal et al. and gratitude, valuing these and the feeling of
(2014) as mentioned in Abu-Alhija, to deal with membership (Cozolino, 2018). Also, the development
stressful situations and to minimize feelings of distress of the support groups and mentors for professional
(2018). After analyzing the distressing event, teachers development establishing flow in teaching,
adopted active, passive, or potentially both coping establishing spaces for stress relief at the job and
techniques. Active strategies include approaches that improvement of the teaching wellbeing (Aldrup et al.,
use thought, behavior, or emotion. This kind of 2019).
strategy was also seen in people's physical responses
or posture related to their health. Instead, avoiding Personality Traits and Coping Mechanisms. The
direct engagement with the unpleasant event in order secondary stress appraisal was positively predicted by
to bring it to a successful finish was classified as a age and conscientiousness. Extraversion served as a
passive coping strategy by passive coping methods poor predictor. It implied that older, more devout, and
like resignation, wishful thinking, and avoidance (Abu introverted people had greater opinions of their
Alhija, 2018). capacity to handle stress. A greater sense of being able
to cope may therefore be the result of one's
Specifically, most teachers found watching television experience-based competencies. Additionally,
an effective way of relieving their stress; so, with conscientious people demonstrated caution and duty,
window shopping at malls, watching sports on which served as the cornerstones for immediate
television, going to movies, and doing deep breathing corrective actions, in addition to ability (Pollak et
and relaxation exercises. Although the method al.,2020).

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Research Article

Additionally, according to Afshar et al. (2018), both agreed by the proponent and adviser to only have
extraverts used active coping techniques while people a total of 100 respondents. Somehow, statistically this
with neuroticism used passive ones. According to representation would be enough to treat the objectives
Costa et al. (2016), referenced in Afshar et al. (2018), of the study.
the usage of various successful coping mechanisms,
such as problem-focused and active coping, was Data Gathering Procedures
adversely correlated with neuroticism. This has a
favorable relationship with avoidance coping. The researcher personally conducted the study and
Additionally, problem-focused coping strategies and facilitated the gathering of data. The data gathering
seeking out social support were active coping process was done in this manner: After complying the
strategies that were positively correlated with protocols in asking the permission to conduct the
extraversion. Negative avoidance was predicted by it. study, the researcher proceeded to conduct the study to
the respondents. The researcher randomly handed out
Conscientious was significantly positively associated the survey questionnaires to teachers at each school in
with problem-focused coping and its various the Linamon District and provided a considerable
components like planning, restraint coping, and amount of time for the respondents to answer the
acceptance of responsibility. Agreeableness was instrument. With an estimate day of 5, the results were
positively associated with social support seeking, then collated and submitted to a reliable statistician to
active coping, planning and positive reappraisal, and process the data gathered.
negatively associated with self-blame, avoidance, and
wishful thinking. Also, there was a positive Research Instruments
relationship between openness and active coping and
positive reinterpretation, and negative correlations This research adapted two survey questionnaires: the
with avoidance coping (Afshar et al., 2018). HSE Management Standards Indicator Tool, and the
Ways of Coping Checklist (WCCL). The questionnaire
was adapted from the Health and Security and
Methodology Executive Management Standards approach which
covered six key areas of work design (stressors) that, if
not properly managed would somehow be questioned.
Research Design
These key areas were associated with poor health and
well-being, lower productivity, and increased sickness
The study used the descriptive-correlational research
absence. The stressors were demands, control, support,
design. Descriptive research was used to describe the
role, relationships, and change (Mcleod, 2020).
personality traits as well as the work-related mental
Through a four-point scale where 1=never, 2=seldom,
health stressors that the respondents had experienced.
3=sometimes, 4=always, the responses defined the
In addition, such research design was utilized in
characteristics or culture of the school where the risks
describing the coping mechanisms of the teachers
of work-related stress were being effectively managed
towards stress. This study used correlation research
and controlled.
since the coping mechanisms of the respondents were
correlated to their work-related mental stress levels The second section, the Ways of Coping Checklist
and demographic profile. (WCCL) was based on Lazarus’ transactional model of
stress and coping. This model viewed stress as a
Respondents
relationship between the person and the environment
that taxed or exceeded the person’s resources and
The respondents of this study were the teachers at
endangered his or her well-being. This questionnaire
Linamon District, where the researcher was also
contained 30 items drawn from the existing measures
assigned and stationed. The district currently has 128
with eight sub-scales. The questionnaire was modified
teaching personnel for school year 2022 – 2023
as to suit the locales of the study A four-point response
wherein 15 were males and 113 were females. A
scale was used from 1 ‘Not used’ to 4 ‘Used a great
simple-random sampling of the respondents was used
deal’.
in the study. However, the researcher decided to have
a total of 100 respondents to answer the questions of
this study. This manner had given comfort on the part
of researcher since there were respondents who
seemed not minding complying the the request. This
issue was asked permission to the adviser. It was then

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Research Article

Results and Discussion mental stress and coping mechanisms of the

respondents when grouped to their sex. Mann-Whitney
U test was used to test the differences of the mean rank
The significant difference on the work-related
between sex since the assumption of homogeneity of
mental stress and coping mechanisms of the variances was not met. Result depicted that the work-
respondents when grouped to their demographic related stress of the respondents was not statistically
profile different between their sex (Z=-0.574, p=0.566).
Work-related stress level was comparable on male and
Table 1. Difference on the Work-Related Mental Stress female teachers. Thus, the null hypothesis of no
and Coping Mechanisms of the Respondents when significant difference on the work-related stress when
Grouped to their Age grouped to their sex was not rejected.

Moreover, no significant difference on the coping

mechanisms of the respondents when grouped to their
sex (Z=-1.082, p=0.279). Respondents showed
comparable level of coping mechanisms regardless of
their sex differences. Thus, the null hypothesis of no
significant difference on the coping mechanisms when
grouped to their sex was not rejected. In studies, there
Table 1 presents the difference on the work-related was no sex differences in personal coping were
mental stress and coping mechanisms of the expected or discovered because men and women held
respondents when grouped to their age. Kruskall- the same employment; nevertheless, women reported
Wallis H test was used to test the differences of the receiving more social assistance than men (Shinn et
mean rank between age since the assumption of al., 2018). There was no proof that stress and coping
homogeneity of variances was not met. Result revealed had any moderating impact on strain. The findings
that the work-related stress of the respondents was implied that social service organizations should take
statistically different among their age (H=24.267, steps to lessen staff stress.
p=0.000). Work-related stress was manifested more on
younger teachers (Mean rank=69.91) as compared to Table 3. Difference on the Work-Related Mental Stress
older or seasoned teachers (Mean rank=43.25). Thus, and Coping Mechanisms of the Respondents when
the null hypothesis of no significant difference on the Grouped to their Civil Status
work-related stress when grouped to their age was
rejected.

Further, no significant difference on the coping

mechanisms of the respondents when grouped to their
age (H=0.993, p=0.609). Respondents showed
comparable level of coping mechanisms regardless of
their age differences. Thus, the null hypothesis of no
significant difference on the coping mechanisms when Table 3 presents the difference on the work-related
grouped to thvfeir age was not rejected. There is no mental stress and coping mechanisms of the
information available about teachers' coping skills in respondents when grouped to their civil status. Mann-
terms of their age. Whitney U test was used to test the differences of the
mean rank between civil status since the assumption of
Table 2. Difference on the Work-Related Mental Stress
homogeneity of variances was not met. Result showed
and Coping Mechanisms of the Respondents when that the work-related stress of the respondents was not
Grouped to their Sex statistically different between their civil status (Z=-
1.744, p=0.081). Work-related stress level was
comparable on single and married teachers. Thus, the
null hypothesis of no significant difference on the
work-related stress when grouped to their civil status
was not rejected.

Moreover, no significant difference on the coping

Table 2 presents the difference on the work-related

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mechanisms of the respondents when grouped to their relationship between coping mechanisms and teaching
civil status (Z=-1.850, p=0.064). Respondents showed position.
comparable level of coping mechanisms regardless of
their civil status differences. Thus, the null hypothesis Table 5. Difference on the Work-Related Mental Stress
of no significant difference on the coping mechanisms and Coping Mechanisms of the Respondents when
when grouped to their civil status was not rejected. Grouped to their Educational Level

A study of Amazue and Onyishi (2018) looked at

work-life balance factors such as stress management
techniques, perceived organizational support, and
marital status. Regression analysis results revealed that
stress coping techniques were a strong predictor of
work-life balance, while marital status had little
bearing on it (Amazue & Onyishi, 2018).

Table 4. Difference on the Work-Related Mental Stress Table 5 presents the difference on the work-related
and Coping Mechanisms of the Respondents when mental stress and coping mechanisms of the
Grouped to their Teacher Position respondents when grouped to their educational level.
Independent T test was used to test the differences of
the mean scores between educational level since the
assumption of homogeneity of variances was met.
Result displayed that the work-related stress of the
respondents was statistically different among their
educational level (t=2.363, p=0.020). Work-related
stress was significantly higher on teachers with
Bachelor degree (M=3.06) as compared to those
teachers with Master (M=2.85). Thus, the null
Table 4 presents the difference on the work-related hypothesis of no significant difference on the work-
mental stress and coping mechanisms of the related stress when grouped to their educational level
respondents when grouped to their teacher position. was rejected.
Kruskall-Wallis H test was used to test the differences
of the mean rank between teacher position since the In addition, no significant difference on the coping
assumption of homogeneity of variances was not met. mechanisms of the respondents when grouped to their
Result disclosed that the work-related stress of the educational level (t=-0.452, p=0.652). Respondents
respondents was statistically different among their showed comparable level of coping mechanisms
teacher position (H=9.126, p=0.028). Work-related regardless of their educational level differences. Thus,
stress was manifested more on Teacher II teachers the null hypothesis of no significant difference on the
(Mean rank=60.26) as compared to Master Teacher I coping mechanisms when grouped to their educational
teachers (Mean rank=30.80), but Teacher I and level was not rejected. Data on teachers' coping
Teacher II teachers had comparable level of work- mechanisms to their educational attainment are not
related stress. Thus, the null hypothesis of no currently accessible.
significant difference on the work-related stress when
grouped to their teacher position was rejected. The significant relationship between the teachers’
Further, no significant difference on the coping work-related mental stress and coping mechanisms
mechanisms of the respondents when grouped to their
teacher position (H=7.457, p=0.059). Respondents Table 6. Relationship between the Teachers’ Work-
showed comparable level of coping mechanisms Related Mental Stress and Coping Mechanisms
regardless of their teacher position differences. Thus,
the null hypothesis of no significant difference on the
coping mechanisms when grouped to their teacher
position was not rejected. Despite using job positions
as moderating variable to coping mechanisms, there
were no available research on understanding the

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Research Article

Table 7 presents the stepwise regression analysis of

Table 6 presents the relationship between the teachers’ relating coping mechanisms by work-related mental
work-related mental stress and coping mechanisms stress of the respondents. Result showed that the work-
using the Pearson Correlation analysis. Result depicted related stress relative to relationship significantly
that support and coping mechanisms were significantly predicted the coping mechanisms of the respondents
associated (r=0.208, p=0.038); relationship and coping (b=.381, t=4.248, p<.001). Also, the work-related
mechanisms were significantly associated (r=0.436, stress like change significantly predicted the coping
p=0.000); role and coping mechanisms were mechanisms (b=-.261, t=-2.908, p=.005). High level of
significantly correlated (r=0.279, p=0.005); and coping mechanisms of the respondents was resulted to
change and coping mechanisms were negatively their high level of relationship stress and mild change
correlated (r=-0.342, p=0.001). Work-related mental stress. The adjusted r2 of 0.240 signified that 24% of
stress like support, relationship and role were the total variation of coping mechanisms was
positively correlated to their coping mechanisms while explained by the work-related stress relative to
change was negatively associated to their coping relationship and change. Thus, the work-related stress
mechanisms. However, no significant association specifically relationship and change significantly
between the work-related stress like demand and affected the coping mechanisms of the respondents
control and coping mechanisms of the respondents (F=16.634, p<.001).
(p>0.05). The result entailed that more work-related
According to the findings of Fabian et al.’s (2020)
stress relative to support, relationship and role, the
study that evasive coping mechanisms partially
more coping mechanisms manifested by the
influenced the link between emotional resilience,
respondents.
emotion regulation, and perceived stress. The use of
The results suggested that "escape avoidance," evasive coping mechanisms, which had been linked to
"accepting responsibility," and "uncontrolled hostility" higher stress in earlier studies, may be prevented by
were utilized as negative coping mechanisms, while emotion management (Fabian et al., 2020).
only "exercise" was shown to be a successful coping
mechanism (Austin & Shah, 2018). The study of Conclusion
Austin and Shah (2018) compared and contrasted the
instructors' approaches with those advocated by
occupational therapists. The following were inferred from the findings of the
study. There were very few teachers between the ages
Meanwhile, problem-focused targets the causes of of 20 and 29 whereas the majority of responses were
stress in a practical way. This tackled the problem or middle-aged. In the Linamon District, female teachers
stressful situation that was causing stress. It was outnumbered male teachers. The majority of the
directly reducing the stress. In general, problem- teachers were Christians, with only a few being
focused coping was best. It removed the stressor. It Muslims. The majority of respondents were married,
dealt with the root cause of the problem. It provided a with only a small fraction being single. Few people
long-term solution. But it was not always possible to had completed their master's degrees, which indicated
use problem-focused strategies. For example, when that undergraduate completion rates were greater.
someone died, problem-focused strategies might not Fewer teachers were designated as Master Teachers in
be very helpful for the bereaved. Dealing with the the Linamon District, where the majority of teachers
feeling of loss required emotion-focused coping. had the tenured positions of Teacher II and Teacher
III.
Table 7. Stepwise Regression Analysis of Relating
Coping Mechanisms by Work-Related Mental Stress of Overall, stressors were sometimes experienced by the
the Respondents teachers in terms of demand, control, support,
relationship, role, and change. The respondent firmly
believed that the various work groups wanted them to
do things that were challenging to combine. The
respondents had plenty of opportunities to question the
chairperson and school heads while they were at work.
On the other hand, they rarely talked to their heads
about work-related issues and occasionally were
thinking that their working hours were flexible.
Findings also showed that the respondents

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occasionally turned to their department chairman and mechanisms identified in the present study could make
school leaders for assistance with work-related issues a link to the demographic profile. In addition, a
and that their co-workers were generally prepared to systematic examination of differences among teachers
listen. They occasionally felt that their connections at different grade levels will expand the findings of
with co-workers were tainted. Moreover, respondents this study. For mental healthcare practitioners, the
do occasionally believe that they understood what was stress management program would serve as a guide on
expected of them at work. managing stress on doctors and nurses. To prevent
burnout, nurses and healthcare managers should take
The results revealed that the majority of them regularly steps to ensure a healthy and supportive work
prayed, thought back on what was important in life, environment. It would contribute as they are frontline
concentrated on what needed to be done next, and workers in day-to-day job stress, particularly during a
made promises to themselves that the next time they crisis.
confronted these workplace mental demands, things
would be different.
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