Table 1

Demographic Profile of Teachers

Profile f %
23-25 7 4.97
26-30 22 15.60
31-35 18 12.77
36-40 16 11.35
Age 41-45 9 6.38
46-50 9 6.38
51 and above 17 12.06
Mean Age 37.01

Male 82 75.9
Sex
Female 26 24.1
Bachelor's Degree with MA Units 64 47.8
Bachelor's Degree 29 21.6
Highest Educational Attainment Master's Degree 11 8.2
Master's Degree with Doctorate Units 3 2.2
Doctor's Degree 1 0.7
Single 40 29.2
Civil Status Married 65 47.5
Widow/Widower 3 2.2
Less than 5 22 16.1
5-9 38 27.7
10-14 19 13.9
Length of Service 15-19 6 4.4
20 and above 8 5.8
Mean Length of Service 10.73

The demographic profile of public elementary school teachers in Oquendo

District 2 indicates a predominantly male teaching workforce (75.9%), with a

mean age of 37 years. This reflects a generally younger workforce, which can

impact the dynamics of stress management and organizational commitment in

the educational setting.

Regarding educational attainment, most teachers have at least a

Bachelor's degree, with a significant proportion also having earned Master's-level

qualifications. The educational attainment shows a focus on professional

development, which may contribute to the overall quality of teaching but could

also introduce stress due to the balancing act required between further education

and work.

A significant portion of teachers are married, which could add family-

related stressors to their professional responsibilities. The length of service data

reveals a mean of approximately 10.7 years, indicating experienced individuals

who have had time to adapt to and understand the complexities of the teaching

environment.

Table 2

Mean on the Level of Occupational Stress of the Public Elementary School

Teachers

Occupational Work Stress Components Mean Desc

Demands

I am pressured to work long hours S

3.1574
I have unachievable deadlines Se
2.8981
I have to work very fast S
3.5092
I have to work very intensively S
3.5370
I have to neglect some tasks because I have too much to do 2.8981 Se

Different groups at work demand things from me that are hard to combine 2.9259 Se

I am unable to take sufficient breaks 2.9553 Se

I have unrealistic time pressures 2.8333 Se

Average 3.0892 S

Control

I can decide when to take a break 3.5555 S

I have a say in my own work speed 3.6018 S

I have a choice in deciding what I do at work 3.5277 S

I have a choice in deciding how I do my work 3.6296 S

I have some say over the way I work 3.3240 S

My working time can be flexible 3.7685 S

Average 3.5678 S

Support

I am given supportive feedback on the work I do 3.6574 S

I can rely on my school head to help me out with a work problem 3.4166 S

If the work gets difficult, my colleagues will help me 3.7777 S

I can talk to my school head about something that has upset or annoyed me 3.1574 S

about work

I am supported through emotionally demanding work 3.2129 S

My school head encourages me at work 3.6851 S

I get the help and support I need from colleagues 4 O

I receive the respect I deserve from my colleagues at work 4.2314 O

My colleagues are willing to listen to my work-related problems 4.1018 O

Average 3.6933 S

Role

I am clear what is expected of me at work 4.1481 O

I am clear about the goals and objectives for my department 4.3055 O

I know how to go about getting my job done 4.2129 O

I am clear what my duties and responsibilities are 4.5555 O

I understand how my work fits into the overall aims of the organization 4.2870 O

Average 4.3018 O

Relationship

There is friction or anger between colleagues 1.8796 N

I am subject to personal harassment in the form of unkind words or behavior 1.5555 N

I am subject to bullying at work 1.4074 N

Relationships at work are strained 1.7685 N

Average 1.6527 N

Change

Staff are consulted about change at work 3.4259 S

I have sufficient opportunities to question my school head about change at 2.9629 Se

work

When changes are made at work, I am clear how they will work out in practice 3.3888 S

Average 3.2592 S

Scale Interpretation

5 Always (A)

4 Often (O)

3 Sometimes (S)

2 Seldom (Se)

1 Never (N)
 Table 2. Discussion

The results presented in Table 2 provide valuable insights into the

occupational stress experienced by public elementary school teachers. The

Demands category, averaging 3.08, indicates that many teachers often feel

overwhelmed by their workloads and time pressures, particularly due to high

scores for needing to work quickly (3.50) and intensively (3.53). This finding

aligns with existing research highlighting excessive workloads as a significant

source of stress, especially in the wake of recent challenges posed by the

pandemic. Conversely, the Control component shows a more positive average of

3.56, suggesting that teachers generally feel they have some autonomy over

their work conditions, which is essential for reducing stress and enhancing job

satisfaction.

Furthermore, the Support category received a high average score of 3.68,

indicating that teachers feel backed by their colleagues and administration,

crucial for managing workplace challenges. However, the Relationship category

presents a concerning average of 1.64, revealing significant interpersonal

conflicts and instances of harassment that require urgent attention. The Role

component stands out with the highest average score of 4.29, reflecting clarity in

job expectations that helps mitigate stress. Lastly, the Change component

averages at 3.25, highlighting mixed feelings about organizational changes and

the need for improved communication. Overall, these findings underscore the
complex nature of occupational stress among public elementary school teachers

and suggest that targeted interventions focused on communication and support

could significantly enhance teacher well-being.

----------------------------------------- PART 3 IS NOT DONE ----------------------------------

Table 3

Summary Table on the Level of Occupational Stress of the Public

Elementary School Teachers

Occupational Work Stress Components Mean Desc

Demands 3.08 S

Control 3.56 S

Support 3.68 S

Role 4.29 O

Relationship 1.64 N

Change 3.25 S

Overall Mean 3.25 S

Scale Interpretation

5 Always (A)

4 Often (O)

3 Sometimes (S)

2 Seldom (Se)

1 Never (N)
 Table 3. Discussion

Table 3 provides a comprehensive overview of the levels of occupational

stress experienced by public elementary school teachers across various

components. The Demands category, with a mean score of 3.08, indicates that

teachers frequently face pressures related to their workloads, contributing to

elevated stress levels. In contrast, the Control component shows a more

favorable average of 3.56, suggesting that teachers generally perceive a

reasonable degree of autonomy in their work environments. This sense of control

is critical, as research indicates that increased autonomy can mitigate stress and

enhance job satisfaction. Additionally, the Support category received a high

average score of 3.68, reflecting that teachers feel adequately supported by

colleagues and administration, which is essential for managing workplace

challenges effectively.

In contrast, the Relationship component reveals a concerning average score

of 1.64, highlighting interpersonal conflicts and instances of harassment among

colleagues that require urgent attention. The Role category stands out with the

highest average score of 4.29, indicating clarity in job expectations and

responsibilities, which helps alleviate stress. Lastly, the Change component

averages at 3.25, reflecting mixed sentiments regarding organizational changes

and emphasizing the need for improved communication about these transitions.

Overall, these findings underscore the complex nature of occupational stress

among public elementary school teachers and suggest that targeted

interventions aimed at enhancing support and communication could significantly

improve teacher well-being and reduce stress in educational settings.