Affecting Factors: A Correlational Study Between the Level of Workload and Stress

Among Select Public High School Teachers in the Dauin District

A Quantitative Research
Presented to the Faculty of
Dauin Science High School
Bulak, Dauin, Negros Oriental

In Partial Fulfillment of the Requirements

for the Subject Practical Research I
For Senior High School

Researchers:
Alampay, Kian Rhay R.
Alampay, Ma. Rizheil D.
Balanay, Lovely G.
Cadiz, Ruel James D.
Deleña, Gwyneth D.
Surot, Kimberley A.
Tubog, Wyleen A.

Ms. Jennylynn R. Desiongco

Practical Research Adviser

January 2025
Abstract
 Table of Contents

CHAPTER I
THE PROBLEM AND ITS SCOPE
Introduction....................................................................................................................1
Rationale........................................................................................................................3
Theoretical Background...........................................................................444444444444
Theoretical Framework............................................................................444444444445
Review of Related Literature.........................................................................................6
Conceptual Framework................................................................................................15
The Problem.................................................................................................................17
Statement of the Problem......................................................................................17
Statement of the Null Hypothesis..........................................................................18
Significance of the Study.......................................................................................18
Scope and Limitations of the Study.......................................................................19
CHAPTER II
METHODOLOGY
Research Methodology.......................................................................................2`21
Research Design..................................................................................................221
Research Environment.....................................................................................2`221
Research Respondents...........................................................................................22
Research Instrument..............................................................................................22
Research Procedure...............................................................................................23
Statistical Treatment of Data.................................................................................23
Operational Definition of Terms...........................................................................26
Survey Questionnaire...........................................................................................27
References............................................................................................................30
isLt of Figures
List of Appendices
Approval Form
ACKNOWLEDGEMENT
 CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction

The teaching profession is widely recognized as one of the most demanding

careers in the world. Teachers bear the immense responsibility of shaping the minds

and futures of their students, often managing diverse classrooms while meeting the

ever-evolving demands of educational systems. Among the challenges teachers face,

workload and stress remain persistent and interconnected issues. These factors

significantly affect teachers' well-being, job satisfaction, and overall performance in

their professional roles.

Moreover, a systematic review found that the prevalence of perceived work-

related stress among teachers can vary widely, with estimates ranging from 8.3% to

87.1% depending on the context and specific factors involved (Agyapong et al.,

2022). Factors contributing to this stress include excessive marking, classroom

discipline challenges, and the demands of lesson preparation. Notably, teachers in

disadvantaged schools often face greater stress from maintaining discipline compared

to their counterparts in more advantaged settings (Organization for Economic

Cooperation and Development, 2023).

At the national level, Filipino teachers face unique challenges that exacerbate

their workload and stress levels. The Department of Education (DepEd) has

introduced reforms to improve the quality of education, such as the K-12 curriculum,

which requires teachers to adopt new pedagogical approaches. These changes, while

beneficial to students, have increased the workload for educators, who must attend

training sessions, prepare additional materials, and adapt to new teaching standards

(Mateo, 2021). Moreover, large class sizes, limited resources, and administrative tasks
add to their burden. Studies conducted in the Philippines reveal that many public

school teachers report feeling overwhelmed and under-resourced, leading to

heightened stress levels (Ventayen, 2022).

In the local context of the Dauin District, public high school teachers also face

significant challenges. However, there has not been research conducted on the

specific relationship between workload and stress among teachers in this area. This

gap in the literature highlights the need for localized studies to better understand the

experiences of teachers in Dauin. This study seeks to examine the relationship

between workload and stress among select public high school teachers in the Dauin

District. By exploring this relationship, the study aims to provide insights that can

inform future interventions and policies to support teachers effectively.

Rationale

Teaching is one of the most demanding jobs, especially for public high school

teachers. They are expected to prepare lessons, teach students, manage classrooms,

grade assignments, and sometimes handle additional administrative tasks. All of these

responsibilities can add up, leading to a heavy workload. When teachers are

overwhelmed by too much work, it can cause stress, which affects their well-being,

job performance, and even their relationships with students (Zhao et al., 2022).

Dauin, a coastal municipality in Negros Oriental, is home to a modest

population of 30,018 as of the 2020 census (PhilAtlas, 2023). With a relatively small

population, the number of public school teachers in the area is naturally limited,

reflecting the municipality's scale and resource allocation. While this may align with

the local population size, it creates challenges in the education system, particularly

when faced with large class sizes or increasing student enrollment. A limited teaching

workforce can struggle to adequately cater to the individual needs of students,

resulting in potential compromises in the quality of education. Teachers in such

settings often face difficulties in balancing their instructional responsibilities with

administrative tasks, as they must handle multiple roles due to the scarcity of

personnel. This situation underscores the importance of addressing teacher-to-student

ratios in small municipalities like Dauin to ensure that quality education is accessible

and sustainable despite resource constraints.

By exploring this connection, the research aims to provide useful information

on how to reduce stress for teachers. The goal is to identify ways to help manage

teachers' workloads better, such as offering support, improving working conditions, or

providing resources to ease the burden. The findings from this study will be valuable

not only for understanding the situation of teachers in the Dauin District but also for
creating healthier work environments where teachers can thrive and do their best

work. Finally, the research aims to find practical solutions that can help teachers feel

less stressed and more supported in their roles.

Theoretical Background

According to Hayman et al. (2020) and the Role Strain Theory developed by

Goode (1960), role strain occurs when individuals experience stress due to the

conflicting demands of their various roles. In the context of teachers' stress related to

workload, this theory explains how stress arises when professional responsibilities

clash with teachers' ability to effectively manage them. Teachers can experience role

strain in several ways, including role overload, role conflict, and status strain. Role

overload happens when teachers face too many tasks, such as managing large classes

or balancing numerous responsibilities, which can feel overwhelming and lead to

stress. Role conflict occurs when work demands interfere with personal life, such as

when teachers have to stay late to prepare lessons or attend meetings, leaving little

time for family or self-care. Status strain happens when teachers feel pressured by

high expectations or a lack of recognition for their efforts. This can lead to role strain,

as the pressure to meet these expectations without adequate support can cause stress,

affecting teachers' well-being and their ability to manage both their personal and

professional lives.

In the context of this study, Hayman et al. (2020) and Goode's (1960) Role

Strain Theory help explain the stress teachers experience when balancing their

professional responsibilities. The theory outlines how role strain arises from

conflicting demands, such as role overload, role conflict, and status strain, which

contribute to stress. Addressing these issues can provide insights into how workload-

related stress impacts teachers’ well-being and job satisfaction, helping to create
environments that support teachers and improve their ability to manage both personal

and professional responsibilities.

Theoretical Framework

Role Strain

Role Overload Status Strain

Role Conflict

Figure 1: Diagram of the Theoretical Framework of the Study

The diagram shows a cycle where role strain, role overload, role conflict, and

status strain are interconnected. Role strain occurs when an individual feels

overwhelmed or stressed due to the demands of their roles. This can be caused by role

overload, where a person is expected to fulfill too many responsibilities at once. Role

overload, in turn, may create role conflict, where the expectations of different roles

clash, making it difficult to meet the needs of all roles. This conflict can lead to status

strain, which is the pressure a person feels from not meeting societal or personal

expectations, further intensifying the role strain. This cycle repeats, with each element

feeding into the other, creating continuous stress and difficulty in balancing roles.
Review of Related Literature
Conceptual Framework

Primary Independent Variable Secondary Independent

Variable
Factors Affecting Workload:
a. Additional teacher Factors Affecting Stress:
duties a. Student’s behavior
b. Limited school b. Salary compensation
infrastructure c. Co-teacher interactions
c. Understaffed

Primary Dependent Secondary Dependent

Variable Variable

Level of Workload Level of Stress

Figure 1 : Diagram of the Conceptual Framework of the Study

The conceptual framework demonstrates the relationship between the primary

independent variable, secondary independent variable, primary dependent variable,

and secondary dependent variable in the study titled Affecting Factors: A

Correlational Study Between the Level of Workload and Stress Among Select Public

High School Teachers in the Dauin District.

The primary independent variable includes factors affecting workload, such as

additional teacher duties, limited school infrastructure, and understaffing. These

factors contribute to an increased workload among teachers, making it a key factor in

the study. The secondary independent variable consists of factors that directly

influence stress levels, such as students’ behaviour, salary compensation, and co-

teacher interactions. These elements affect how teachers experience stress in their

work environment.
 The primary dependent variable is the level of workload. This variable is

directly influenced by the primary independent factors. For instance, a school with

inadequate infrastructure or a lack of teachers may force educators to take on

additional responsibilities, increasing their workload. This workload then plays a

critical role in affecting teachers’ stress levels.

The secondary dependent variable is the level of stress. The diagram shows a

direct link between workload and stress, indicating that an increased workload

contributes to stress levels among teachers. Additionally, the secondary independent

variables, such as salary and co-worker interactions, also directly impact stress.

The framework emphasizes the relationship of these variables and highlights

the importance of addressing workload and stress factors to improve the working

conditions of public high school teachers. By understanding these relationships,

schools can implement strategies to reduce workload and alleviate stress, ultimately

enhancing teachers' professional experiences.

The Problem

Statement of the Problem

This study aims to examine the relationship between the level of workload and

stress among selected public high school teachers in the Dauin District. It seeks to

answer the following questions:

1. Which factor most affects the level of workload of the select public high

school teachers in the Dauin District?

a. Additional teacher duties

b. Limited school infrastructure

c. Understaffed

2. Which factor most affects the level of stress of the select public high school

teachers in the Dauin District?

a. Students’ discipline

b. Salary compensation

c. Co-teacher interactions

3. What is the level of workload on the select public high school teachers in

the Dauin District?

4. What is the level of stress on the select public high school teachers in the

Dauin District?
 5. What are the significant relationship between the level of workload and

stress on the select public high school teachers in the Dauin District?

Statement of the Null Hypothesis

The hypothesis, according to the following, was formulated:

1. Ha: There is a significant effect of additional teacher duties on the level of

workload of the selected public high school teachers in the Dauin District.

Ho: There is no significant effect of additional teacher duties on the level of

workload of the selected public high school teachers in the Dauin District.

2. Ha: There is a significant effect of limited school infrastructure on the level of

workload of the selected public high school teachers in the Dauin District.

Ho: There is no significant effect of limited school infrastructure on the level

of workload of the selected public high school teachers in the Dauin District.

3. Ha: There is a significant effect of understaffed on the level of workload of the

selected public high school teachers in the Dauin District.

Ho: There is no significant effect of understaffed on the level of workload of

the selected public high school teachers in the Dauin District.

4. Ha: There is a significant effect of students’ discipline on the level of stress of

the selected public high school teachers in the Dauin District.

Ho: There is no significant effect of students’ discipline on the level of

stress of the selected public high school teachers in the Dauin District.

5. Ha: There is a significant effect of salary compensation on the level of

stress of the selected public high school teachers in the Dauin District.

Ho: There is no significant effect of salary compensation on the level of

stress of the selected public high school teachers in the Dauin District.
 6. Ha: There is a significant effect of co-teacher interactions on the level of

stress of the selected public high school teachers in the Dauin District.

Ho: There is no significant effect of co-teacher interactions on the level of

stress of the selected public high school teachers in the Dauin District.

7. Ha: There is a high level of workload on the selected public high school

teachers in the Dauin District.

Ho: There is a low level of workload on the selected public high school

teachers in the Dauin District.

8. Ha: There is a high level of stress on the selected public high school

teachers in the Dauin District.

Ho: There is a low level of stress on the selected public high school

teachers in the Dauin District.

9. Ha: There is a significant relationship between the level of workload and the

level of stress on the selected public high school teachers in the Dauin District.

Ho: There is no significant relationship between the level of workload and the

level of stress on the selected public high school teachers in the Dauin District.

Significance of the Study

Public High School Teachers. The study primarily benefits public high school

teachers in the municipality of Dauin. By examining the relationship between the

level of workload and stress, it aims to identify factors contributing to stress

experienced by teachers. These findings may help teachers discover effective ways to

manage their workload, maintain their well-being, and sustain their passion for

teaching.

School Administrators . The study assists school administrators in developing

strategies to address teacher workload and reduce stress. By creating supportive

policies and fostering a healthy work environment, administrators can enhance

teacher satisfaction and productivity, ultimately improving the quality of education in

their schools.

Department of Education. The study provides the Department of Education with

valuable information to guide program development. Addressing the stress

experienced by teachers through informed initiatives strengthens teacher retention and

supports growth, improving the overall education system.

Students. The study will benefit students by improving teachers' well-being.

Healthier and more motivated teachers contribute to better classroom management

and effective teaching, enhancing student learning experiences and academic

outcomes.

Future Researchers. The study will serve as a guide for future researchers exploring

the connection between the level of workload and stress related topics in education. It

offers insights into research methods, findings, and areas for further study,

encouraging deeper investigations into teacher well-being and its impact on

education.

Scope and Delimitation of the Study

Scope

This study focuses on analyzing the factors affecting the relationship between

the level of workload and stress among select public high school teachers in the Dauin

District. It involves a total of thirty (30) participants from different public high

schools within the district. A correlational study's minimum acceptable sample size is

at least 30, as data from samples smaller than 30 may not reflect the degree of

correlation (Kaya, 2021). To ensure relevance to the study, participants must be

actively teaching in public high schools within the Dauin District. Additionally,
teachers must be officially employed by the Department of Education (DepEd) as

public high school teachers. The research aims to explore the relationship between the

level of workload and stress of select public high school teachers and to identify the

specific factors contributing to this relationship.

Delimitation

This study does not focus on any specific public high school, as well as

individuals who are not actively teaching in the Dauin District. The study is limited to

public high school teachers and does not include private high school educators. The

scope of the study also excludes teachers involved in the Alternative Learning System

(ALS), and those who work as tutors, part-time instructors, or have additional jobs

that may affect their workload and stress levels. Furthermore, government-employed

individuals who are not designated as public high school teachers are not included in

this study.
 CHAPTER II

METHODOLOGY

Research Methodology

This section outlines the research approach, strategy, and methods that will be

utilized to conduct the study. It provides a detailed explanation of how the research

will be designed, the participants involved, and the techniques for data collection and

analysis.

Research Design

This study employs a quantitative correlational research design to examine the

relationship between the level of workload and stress among select public high school

teachers in the Dauin District. This design is appropriate as it investigates the

relationship between variables, specifically the workload and stress levels of teachers.

The study focuses on providing valuable insights into the factors that may influence

the experiences of select public high school teachers within the Dauin District.

Research Environment

The research is conducted in public high schools within the Dauin District,

located in Negros Oriental, Philippines. This district encompasses both urban and

rural areas, and is known for its diverse educational environment. The focus of this

study is to explore the relationship between the level of workload and stress

experienced by select public high school teachers and its affecting factors.

Research Respondents

The respondents of this study are thirty (30) public high school teachers from

the Dauin District. These teachers are selected using purposive-convenience

sampling. Only teachers who are currently engaged in teaching full-time and have
substantial experience in the district are included, as they are best positioned to

provide relevant insights into the factors influencing their workload and stress levels.

This sample consists of teachers from different schools within the district, ensuring a

diverse representation of experiences. The purposive-convenience sampling method

enables the study to focus on teachers who are directly affected by workload and

stress, providing valuable data for understanding the relationship between these two

factors.

Research Instrument

The research employs a survey questionnaire to analyze the factors affecting

and the correlation between the level of workload and stress among select public high

school teachers in the Dauin District. The questionnaire consists of a checklist and a

likert scale. The checklist identifies which factors most affect the level of workload

and stress levels, while the likert scale assesses the level of workload and stress

experienced by the select public high school teachers in the Dauin District. The

survey questions related to factors affecting workload are derived from the study of

Asman et al. (2023), while those addressing factors affecting stress are derived from

Ahmed (2020). Additionally, the section on the level of workload is adapted from

Nuwaha, Atukunda, and Kyayemagye (2023), and the section on the level of stress is

adapted from Montano (2023).

Research Procedure

Before conducting the study, the researchers will ask permission from the

school head of Dauin Science High School, Mr. Christian A. Tubog. Once approval is

obtained, the researchers will proceed to request permission from the school heads of

various public high schools within the Dauin district. The researchers will use a

purposive-convenience sampling and select thirty (30) suitable respondents for the
study and ensure that the responses will be kept confidential. Data collection will

involve conducting a survey using questionnaires, which will be disseminated to the

select public high school teachers. The researchers will explain the purpose and

content of the questionnaire to ensure that respondents fully understand the questions.

Surveys will be conducted during the respondents' free time or when they are not

engaged in other tasks. After completing the survey, the researchers will express

gratitude by thanking all respondents for their participation. The collected data will

then be analyzed to determine the correlation between the level of workload and stress

among select public high school teachers in the Dauin District and to identify the

affecting factors contributing to these relationships.

Statistical Treatment of Data

In analyzing the data, the researchers will use frequency distribution,

percentage rate, mean, and weighted mean to interpret the gathered information. A

five (5) point likert scale will be used to measure the variables in the study. To

determine the relationship between the level of workload and stress among select

public high school teachers in the Dauin District, the researchers will apply the

Pearson Product Moment Correlation Coefficient. This statistical method will help

assess the strength of a linear association between the two variables.

Frequency Distribution and Percentage Rate

Frequency distribution is a method of presenting the quantity or frequency of

occurrences of data in a study. Percentage, on the other hand, shows the proportion or

fraction of something in relation to the total number. This method will be used to

determine which factor most affects the level of workload and stress among select

public high school teachers in the Dauin District. The formula for calculating the

percentage is:

Formula:

f
P= ×100
n

Where:

P = Percentage

f = Frequency of respondents

n = Total number of respondents

Mean

The mean is a numerical value that represents the sum of the data. The

researchers used this to calculate the total number of responses to a specific question

about the level of workload and burnout among select public high school teachers in

the Dauin District. This is to assess the average response of students to a particular

statement. The formula for calculating the mean is:

∑ fx
Formula: x=
n

Where:

x = Mean

n = Total number of scores

∑fx = Total sum of the midpoint values and the frequency of each class

Weighted Mean

The researchers used the weighted mean to calculate the total number of

response based on the total number of answers to all the questions in the level of

workload and stress among public high school teachers in the Dauin District. The

formula for calculating the weighted mean is:

n
∑ i=1 w i X i
Formula: W= n
∑i=1 wi

Where:

W = Weighted mean

n = Total number of responses

W i = The weight assigned to each data point

X i = The value of each data point

∑ = The symbol for summation

Pearson Product Moment Correlation Coefficient

The statistical tool used in determining the significant relationship between the

level of workload and stress among the public high school teachers in the Dauin

District. This statistical tool is used to determine if there’s a presence or absence of a

relationship between two variables. The Pearson correlation coefficient measures the

linear relationship between two variables of interest, namely the level of workload

and the level of stress.

Formula:

𝑟 = ∑(𝑥𝑖 − 𝑥̅)(𝑦𝑖 − 𝑦̅)

∑(𝑥 − 𝑥̅)2𝛴(𝑦 − 𝑦̅)2
� 𝑖
�
Where:

r = correlation coefficient

𝑥𝑖 = values of the x-variable in a sample

𝑥̅ = mean of the values of the x-variable

𝑦𝑖 = values of the y-variable in a sample

𝑦̅ = mean of the values of the y-variable

Range of Correlation Coefficient

To interpret the correlation between the variables the researchers used the

following classifications:

Range Level of Correlation

0.80 to 1.00 Very strong positive
0.60 to 0.79 Fairly strong positive
0.40 to 0.59 Moderate positive
0.20 to 0.39 Weak positive
0.00 to 0.19 Very weak positive
-1.00 to -0.80 Very strong negative
-0.79 to -0.60 Fairly strong negative
-0.59 to -0.40 Moderate negative
-0.39 to 0.20 Weak negative
-0.19 to -0.01 Very weak negative

Likert Scale

The researchers used a five-point Likert scale, which typically provides five

possible responses to a statement or question, allowing respondents to indicate the

level of influence regarding the question or statement.

Points Likert Scale Interpretation Description

5 4.21-5.00 Very High Strongly Agree
4 3.41-4.20 High Agree
3 2.61-3.40 Average Neutral
2 1.81-2.60 Low Disagree
1 1.00-1.80 Very Low Strongly Disagree
Operational Definition of Terms

Affecting Factors: Variables that influence or contribute to the relationship between

workload and stress among public high school teachers.

Correlational Study: A research method to identify the relationship between

workload and stress.

Relationship: The way two things, which are the workload and stress affect or are

connected to each other.

Workload: The total amount of tasks and responsibilities a teacher is assigned.

Stress: The physical, emotional, or mental strain experienced by teachers, measured

through self-reports or stress scales reflecting feelings of pressure or burnout.

Public High School Teachers: Educators employed by government-funded high

schools in the Dauin District, responsible for teaching students in grades 7-12.

Dauin District: A municipality in the province of Negros Oriental, Philippines, that

includes public high schools where the study is conducted.

 CHAPTER III

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Results and Discussion

This chapter contains data from the survey conducted regarding the factors

affecting the correlation between the level of workload and stress among selected

public high school teachers in the Dauin District. It presents the gathered data and

analyzes the relationship between workload and stress based on the participants'

responses.

I. Factors Affecting the Level of Workload and Stress Among Selected Public

High School Teachers

Below are the responses related to the factors affecting the level of workload

and stress among selected public high school teachers in the Dauin District.

Table 1. Factors Affecting the Level of Workload

Factors Affecting the Frequency Percentage

Level of Workload
Additional teacher duties 19 63.33%
Limited school 8 26.67%
infrastructure
Understaffed 2 6.67%
Others 1 3.33%
Total 30 100%

The data indicates that additional teacher duties is the primary factor

influencing the workload of public high school teachers, with 19 out of 30

respondents, or 63.33%, recognizing it as a major contributor. In the study by Asman

et al. (2023), the factor of additional teacher duties contributes the most to the

workload experienced by teachers in schools. Meanwhile, other unspecified factors,

such as a congested curriculum, were the least reported, with only one respondent, or

3.33%, identifying them as a concern. According to Ahmed (2024), a congested

curriculum happens when too many subjects are packed into a short period. This

situation adds to teachers' workload because they have to cover many topics quickly.

The significant impact of additional responsibilities indicates that teachers are often

required to manage tasks beyond their teaching duties, increasing their workload.

Table 2. Factors Affecting the Level of Stress

Factors Affecting the Level of Frequency Percentage

Stress

Students’ behavior 25 83.33%

Salary compensation 5 16.67%

Co-teacher interactions 0 0%

Others 0 0%

Total 30 100%

The data highlights that students' behavior is the predominant factor

influencing stress levels among the respondents. With 25 out of 30 respondents

accounting for 83.33% of the total, identifying it as a major stressor, while co-teacher

interactions and other factors were not reported as stressors by any participants. In the

study by Geving (2021), it is found that students’ behavior significantly contributes to

public secondary teachers' stress levels. Student misbehavior, such as disruptiveness,

lack of discipline, disengagement, and defiance, can create a challenging classroom

environment, making it difficult for teachers to effectively manage lessons and

maintain control. On the other hand, similar to the study of Sarabia and Collantes

(2020), the result stated that secondary public-school teachers were not stressful in

terms of dealing with co-workers. Having established a good camaraderie with the

different people whom the teachers encounter in work and maintaining close, friendly

relationships and being respectful to everyone in the workplace might be the reason

why teachers were not stressed.

II. Level of Workload and Stress

The following are the responses regarding the workload and stress levels among

selected public high school teachers in the Dauin District.

Table 1. Level of Workload

Statement Mea Interpretation

n

1. I am given a moderate teaching load. 4.03 High

2. I carry out duty supervision (general cleaning and early 4.00 High
morning duties).

3. I always participate in co-curricular activities. 3.93 High

4. I attend meetings like PTA meetings. 4.10 High

5. I organize and participate in school functions such as 3.93 High

parties and celebrations.

Weighted mean 3.99 High

The data in Table 1 indicates that respondents experience a high level of

workload, with a weighted mean of 3.99, which falls within the high interpretation.
According to the study of Jomuad et al. (2021), teachers have a high level of

workload. This suggests that teachers are heavily engaged in multiple responsibilities

beyond their primary teaching duties. Among the statements, the highest mean score

of 4.10 corresponds to attending meetings like PTA gatherings, highlighting that

administrative and extracurricular meetings contribute the most to their workload. In

the study conducted by Stacey et al. (2020), participating in parent-teacher meetings

adds to the workload of teachers as it requires extra time for preparation and

discussion outside of their regular teaching duties. On the other hand, the lowest mean

score of 3.93 corresponds to participation in co-curricular activities and organizing

school functions. According to Imunya (2020), participation in co-curricular activities

and organizing school functions add to teachers' workload, but only at a low level.

This suggesting that while these tasks still contribute significantly to their workload,

they are slightly less demanding compared to other responsibilities. Other factors,

such as moderate teaching load and duty supervision, also contribute to the high

workload. These findings suggest that teachers must balance instructional tasks with

various non-teaching duties.

Table 2. Level of Stress

Statement Mea Interpretation

1. I feel emotionally exhausted because of my work.

2.87 Average
2. Working the whole day is stressful for me.
2.77 Average
3. I feel worn out at the end of a working day. 2.70 Average

4. I feel stressed as soon as I get up in the morning and see a

new working day stretched out in front of me. 2.40 Low
5. I feel overwhelmed thinking about the tasks and
responsibilities I need to accomplish for the day ahead.
2.93 Average
Weighted mean 2.73 Average

The data in table 2 indicates that selected public high school teachers

experience a moderate level of stress in work, with a weighted mean of 2.73, which

falls within the average interpretation. According to Kuchy (2020), public high school

teachers experience an average level of stress. This suggests that while these

educators face routine challenges inherent in the profession, teachers generally

manage to maintain a balanced stress level. Among the statements, the highest mean

score 2.93 corresponds to feeling overwhelmed by daily tasks and responsibilities,

suggesting that workload management is a significant source of stress. Similarly, a

survey by the Pew Research Center (2024), found that 77% of teachers find the job

stressful, and 68% feel overwhelmed by the demands of tasks, workloads, and

responsibilities that need to be completed. This shows that most teachers feel stressed

and pressured because of the tasks and responsibilities. However, the statement "I feel

stressed as soon as I get up in the morning" received the lowest mean score 2.40,

indicating that while stress accumulates throughout the day, it is generally not present

from the very start. A research by Will (2023), indicates that teachers often begin their

day without significant stress, but their stress levels tend to increase as the day

progresses. This result indicates that teachers generally begin the day with minimal

stress, but as the workload increases, stress levels progressively rise.

III. Correlation Between Level of Stress and Level of Workload

The data below present the correlation between the level of workload and

stress among selected public high school teachers in the Dauin District.

Table 1. Mean Levels of Workload and Stress

Questions Level of Workload (Mean) Level of Stress (Mean)

1 4.03 2.87
2 4 2.77
3 3.93 2.7
4 4.1 2.4
5 3.93 2.93
Weighted Mean 3.99 2.73

The results in Table 1 summarize the mean levels of workload and stress for

five different questions. The weighted mean scores indicate that the overall level of

workload experienced by respondents is moderately high (3.99 on average), while the

level of stress is relatively lower (2.73 on average). This suggests that while

respondents perceive their workload as demanding, their reported stress levels remain

moderate, as noted by Vinstrup et al. (2021).

Table 2. Correlation Between Level of Workload and Stress

Level of Stress
Level of Workload (Mean) (Mean)
Level of Workload
(Mean) 1
Level of Stress
(Mean) -0.683904821 1

Table 2 presents the correlation between workload and stress. The computed

correlation coefficient (r=−0.68)(r = -0.68)(r=−0.68) indicates a strong negative

correlation between the two variables. In relation to this result, Wawero and

Ndambuki (2021) states that there is no direct relationship between workload and

stress—having a higher workload does not necessarily result in higher stress levels.

This result challenges the common assumption that increased workload directly

causes stress. Munobwa et al. (2022) suggested that respondents may have effective

coping strategies, structured work environments, or support systems that help them

manage their workload without experiencing significant stress. Additionally,

Meschino (2023) argued that stress among teachers may be influenced by other

factors, such as administrative pressure, student behavior, or personal circumstances,

rather than workload alone. Johnson and Lee (2024) highlighted the complexity of

stressors in the workplace and suggested that interventions should consider multiple

factors beyond just workload to effectively address stress.

 CHAPTER III

SUMMARY OF FINDINGS, CONCLUSIONS, RECOMMENDATIONS

Restatement of the Problem

1. Which factor most affects the level of workload of the select public high

school teachers in the Dauin District?

a. Additional teacher duties

b. Limited school infrastructure

c. Understaffed

2. Which factor most affects the level of stress of the select public high school

teachers in the Dauin District?

a. Students’ discipline

b. Salary compensation

c. Co-teacher interactions

3. What is the level of workload on the select public high school teachers in

the Dauin District?

4. What is the level of stress on the select public high school teachers in the

Dauin District?
 5. What are the significant relationship between the level of workload and

stress on the select public high school teachers in the Dauin District?

Restatement of the Hypothesis

1. Ha: There is a significant effect of additional teacher duties on the level of

workload of the selected public high school teachers in the Dauin District.

Ho: There is no significant effect of additional teacher duties on the level of

workload of the selected public high school teachers in the Dauin District.

2. Ha: There is a significant effect of limited school infrastructure on the level of

workload of the selected public high school teachers in the Dauin District.

Ho: There is no significant effect of limited school infrastructure on the level

of workload of the selected public high school teachers in the Dauin District.

3. Ha: There is a significant effect of understaffed on the level of workload of the

selected public high school teachers in the Dauin District.

Ho: There is no significant effect of understaffed on the level of workload of

the selected public high school teachers in the Dauin District.

4. Ha: There is a significant effect of students’ discipline on the level of stress of

the selected public high school teachers in the Dauin District.

Ho: There is no significant effect of students’ discipline on the level of

stress of the selected public high school teachers in the Dauin District.

5. Ha: There is a significant effect of salary compensation on the level of

stress of the selected public high school teachers in the Dauin District.

Ho: There is no significant effect of salary compensation on the level of

stress of the selected public high school teachers in the Dauin District.
6. Ha: There is a significant effect of co-teacher interactions on the level of

stress of the selected public high school teachers in the Dauin District.

Ho: There is no significant effect of co-teacher interactions on the level of

stress of the selected public high school teachers in the Dauin District.

7. Ha: There is a high level of workload on the selected public high school

teachers in the Dauin District.

Ho: There is a low level of workload on the selected public high school

teachers in the Dauin District.

8. Ha: There is a high level of stress on the selected public high school

teachers in the Dauin District.

Ho: There is a low level of stress on the selected public high school

teachers in the Dauin District.

9. Ha: There is a significant relationship between the level of workload and the

level of stress on the selected public high school teachers in the Dauin District.

Ho: There is no significant relationship between the level of workload and the

level of stress on the selected public high school teachers in the Dauin District.
Summary of Findings

The study reveals that additional teacher duties are the primary contributor to

workload, with 63.33% of respondents identifying them as a major factor, while a

congested curriculum was the least reported at only 3.33%. Among these, attending

meetings, particularly PTA gatherings, is the most pressing task, indicating that

administrative and extracurricular meetings significantly contribute to teachers’

workload. On the other hand, involvement in co-curricular activities and organizing

school functions are the least challenging but still contribute to teachers' overall

responsibilities.

Regarding stress factors, student behavior is the most significant stressor, with

83.33% of teachers reporting it as a major concern. In contrast, interactions with co-

teachers were not identified as stressors, suggesting a generally positive work

environment. Despite the workload, teachers report only moderate stress levels. The

findings challenge the assumption that workload directly leads to high stress, as

results show a strong negative correlation between the two.

Conlcusion

The study identifies additional teacher duties as the primary contributor to

workload, with 63.33% of respondents recognizing it as a major factor, while a

congested curriculum was the least reported, with only 3.33% identifying it as a

concern. Other workload factors include administrative tasks, paperwork, lesson

planning, moderate teaching load, and duty supervision, all of which add to teachers'

responsibilities. The most demanding task is attending meetings like PTA gatherings,

highlighting that administrative and extracurricular meetings contribute significantly

to their workload. In contrast, participation in co-curricular activities and organizing

school functions are the least demanding but still notable contributors.

Student behavior is the leading cause of stress, with 83.33% of respondents

citing it as a major stressor, followed by administrative pressure and personal

circumstances. Meanwhile, co-teacher interactions were not reported as stressors,

suggesting a generally positive work environment. Despite a high workload, teachers

report only a moderate level of stress, indicating the presence of coping mechanisms

or support systems.

These results suggest that workload alone does not determine teachers' stress

levels. The strong negative correlation between workload and stress challenges the

assumption that increased workload directly leads to higher stress, emphasizing the

role of other stressors. This highlights the need for balanced workload distribution,
behavioral interventions, administrative support, and well-structured coping strategies

to improve teachers' well-being and efficiency.

Recommendation

Future researchers are encouraged to expand the study beyond the Dauin

District to understand how workload and stress affect teachers in other areas.

Studying teachers from different schools or districts may show differences in their

workload, the support they receive, and how they manage stress. This can help find

better solutions that apply to a larger scale or a wider range of teachers.

Additionally, exploring other workload-related factors, such as administrative

tasks, class size, and curriculum demands, can provide deeper insights into how these

elements contribute to teacher stress. A more detailed examination of these aspects

may help uncover whether certain factors have a more significant impact than others.

Moreover, further research on the long-term effects of stress on teachers’ health, job

performance, and overall well-being is essential. Understanding these long-term

consequences can aid in developing targeted interventions, such as workload

management strategies to improve teachers’ working conditions.

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APPENDICES