ABSTRACT
Managing stress is very essential to teachers and all workers in the community. This study aimed to determine the respondents’ profile, level of teachers’ stress tolerance, individual performance commitment and review rating, significant relationship between teachers’ stress tolerance and IPCRF rating in teachers’ performance indicators, and significant difference in the teachers’ IPCRF rating when grouped according to the respondents’ profile. The researcher used the descriptive-survey method of research. There are 150 respondents from Malitbog District, Division of Bukidnon. The instrument used to gather the data was adopted and modified from the study of Kyriacou and Chen (2004). The study used statistical tools such as Mean, Standard Deviation, Frequency, Percentage Distribution, Pearson Product Moment Correlation Coefficient, and T-test.
The results showed that the stress tolerance of teachers was mild, with a Very Satisfactory rating in their IPCRF School Year 2021-2022. Teachers’ stress tolerance and performance have a significant relationship. Thus, the null hypothesis is rejected. Therefore, teachers' stress tolerance is needed to accomplish their job and responsibilities as educators. The study recommends that teachers shall be engaged in different activities, workshops, and training and have continuous professional development to compete with prompt changes and various challenges in the current profession.
Keywords: Stress Tolerance, Teacher’s Performance, Curriculum Demands, Compensation and Appreciation, Time Pressures, Managing Styles, Working Environment
INTRODUCTION
Teaching is the most recognized stressful occupation today. Stress tolerance of teachers signifies a strong influence on teacher’s behavior and teaching performance. Teacher’s stress tolerance in times of crisis is important to continue imparting quality education to all learners, especially to those who belong to the most marginalized individuals.
Stress tolerance is being able to stay undisturbed in every hard circumstance. This is being strong through one experiencing hardship in life, which may be in the family, peers, and even in the workplace. Stress is one of the most trending concerns that the present generation is facing at the present time. There are people who committed suicide because they were not able to balance their time and responsibilities. Stress is every day in society. Only strong people would know how to handle it.
Given that teacher’s stress tolerance is important in teaching performance, more research is needed to extend our understanding of what influences teachers’ experiences at work. In particular, more systematic research is needed to develop the conceptualizations of this study. Today’s education needs teachers who love their work, considering the pressures they are experiencing. Stress will always be a part of human life. Whether individually or corporate, at work, one is pressured to make decisions, take actions, or even change one’s attitude. It makes one’s life meaningful depending on how it is managed.
The teaching profession is considered to be a highly stressful profession (Allsop, 2017). Some factors would help people who are encountering stress. This might be the strong support of the family, friends, and loved ones and even to the people around them and, above all, the strong faith in God that everything will have a good ending no matter how hard. Every person should have motivation when it comes to stress so that they will not be able to feel disappointments and will end failures in everything they do.
This research aimed, therefore, to determine the stress tolerance and teachers’ performance in District I &II, Division of Bukidnon, during the School Year 2021-2022. In order to further one’s understanding of teacher’s stress tolerance, there is a need for research that has linked stress tolerance with teaching performance. This research on stress tolerance and teacher’s performance focused largely on the five dimensions such as curriculum demands, compensation and appreciation, time pressures, managing styles and working environment.
Curriculum demands are everything that one has to study in school which should be meaningful, relevant, and should meet the needs of the students. It is a series of prearranged, standards-based activities where students hone and master applied learning skills and content. It is a guide for all educators as to what is essential for teaching and learning, so that every student has access to rigorous academic experiences. Compensation and appreciation focuses merely on the teacher's income and job satisfaction. Time pressures fasten on education and work-life balance that describes a teacher's situation in handling workloads. Managing styles is a way in which a teacher works to fulfill their goals in the school. It covers the methods by which an educator arranges, decides, assigns, and oversees the students.
Moreover, the working environment as a variable considers elements that influence feelings of well-being, workplace relationships, collaboration, efficiency, and teachers' health. Teachers' stress tolerance may be determined through the result of the Individual Performance Commitment and Review Form (IPCRF) rating of every instructor with expertise in curriculum and pedagogy, learning environments, diversity of students, curriculum planning, evaluation, and reporting, as well as community connections, professional engagement, personal and professional development, and plus factor throughout the duration of September 2021 to July 2022. This research study then hoped to gain insight into stress tolerance and, teacher performance and IPCRF rating, considering the factors that may affect the teacher.
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