West Visayas State University

(Formerly Iloilo Normal School)

JANIUAY CAMPUS
(Formerly Janiuay Polytechnic College, Don Tiburcio A. Lutero National Comp. High School, Janiuay
Nat’l Comp. High School, Janiuay National Vocational High School, Janiuay High School)
Janiuay, Iloilo, Philippines
*Trunkline: (063) (033) 330-3485
* Website: www.wvsu.edu.ph *Email Address: janiuay@wvsu.edu.ph

Table 6

Primary Sources of Stress among Teachers Based on Their Rank in Teaching.

Teacher 1 N Mean SD Rank

1. Number of subjects 13 3.30 0.75 4
handled/teaching load
2. Curriculum implementation 13 3.46 0.66 1.5
3. New emphasis on literacy and 13 3.46 0.66 1.5
numeracy
4. Opportunities to engage in professional 13 2.92 1.03 6
development
5. Greater demands by Department of 13 3.30 0.48 4
Education and Skills Inspectors
6. Reporting on results of standardized 13 2.84 0.55 2
tests to parents
7. Making provision for individual 13 3 0.58 7
differences
8. Pressure to engage in CPD relevant 13 3.30 0.84 4
to new initiatives
9. Requirements for documentation 13 3 0.49 6
relating to policies and practices
10.Unreasonable demands of some 13 3 0.91 6
parents
11.Greater diversity among pupils 13 3 0.81 6
attending school
12.Changes in regulations on sick leave 13 2.69 0.94 9
13.Difficulty in getting information on 13 2.77 0.83 8
important issues
14.Number of children with behavior 13 3.15 0.99 3
difficulties
15.The variety of agencies with which 13 2.92 0.86 6
schools have to deal
16.Obligations to do yard-duty 13 3.07 0.86 4
17.Less job mobility in teaching 13 2.69 0.85 9
18.Demand for school improvement plans 13 3.15 0.90 3
19.Demand on school to solve problems of 13 3.15 0.90 3
concern in society
20. Challenge in finding regular employment 13 3.15 0.90 3
 West Visayas State University
(Formerly Iloilo Normal School)
JANIUAY CAMPUS
(Formerly Janiuay Polytechnic College, Don Tiburcio A. Lutero National Comp. High School, Janiuay
Nat’l Comp. High School, Janiuay National Vocational High School, Janiuay High School)
Janiuay, Iloilo, Philippines
*Trunkline: (063) (033) 330-3485
* Website: www.wvsu.edu.ph *Email Address: janiuay@wvsu.edu.ph

The results indicate that Teacher 1 faces significant stress due to curriculum

implementation, heavy teaching loads, the focus on literacy and numeracy,

external demands from education inspectors, and pressure to engage in

Continuous Professional Development (CPD). These stressors can lead to

burnout, reduced job satisfaction, and decreased effectiveness. Research

supports these findings. Studies show that heavy workloads and increased

responsibilities, such as managing multiple subjects and implementing

curriculum changes, are major contributors to teacher stress (Kyriacou,

2001). External pressures from educational inspectors have been linked to

teacher burnout and lower job satisfaction (Skaalvik & Skaalvik, 2016).

Additionally, the demand for CPD, while crucial for professional growth, can

overwhelm teachers when it adds to their already full schedules (Day, 1999).

To address these challenges, educational systems must provide better

support, manageable workloads, relevant and flexible CPD opportunities, and

reduce external pressures. This will help mitigate stress, improve teacher

well-being, and enhance their effectiveness in the classroom.

Teacher 2's main stressors include the number of subjects

handled/teaching load with the result of (N=2, Mean=3.5, SD=0.71, Rank=1),

followed by the new emphasis on literacy and numeracy. Other stressors,

such as opportunities to engage in professional development, greater

demands by the Department of Education and Skills Inspectors, reporting

results of standardized tests to parents, making provision for individual

 West Visayas State University
(Formerly Iloilo Normal School)
JANIUAY CAMPUS
(Formerly Janiuay Polytechnic College, Don Tiburcio A. Lutero National Comp. High School, Janiuay
Nat’l Comp. High School, Janiuay National Vocational High School, Janiuay High School)
Janiuay, Iloilo, Philippines
*Trunkline: (063) (033) 330-3485
* Website: www.wvsu.edu.ph *Email Address: janiuay@wvsu.edu.ph

differences, pressure to engage in CPD relevant to new initiatives,

requirements for documentation relating to policies and practices, and

unreasonable demands from some parents, have similar results.

Table 7

Teacher 2 N Mean SD Rank

1. Number of subjects handled/teaching 2 3.5 0.71 5
load
2. Curriculum implementation 2 3 0 2
3. New emphasis on literacy and 2 3.5 0.71 5
numeracy
4. Opportunities to engage in 2 3.5 0.71 5
professional development
5. Greater demands by Department of 3.5 0.71 5
Education and Skills Inspectors
6. Reporting on results of standardized 2 3.5 0.71 5
tests to parents
7. Making provision for individual 2 3.5 0.71 5
differences
8. Pressure to engage in CPD relevant to 2 3.5 0.71 5
new initiatives
9. Requirements for documentation 2 3.5 0.71 5
relating to policies and practices
10.Unreasonable demands of some 2 3.5 0.71 5
parents
11.Greater diversity among pupils attending 2 3 0 2
school
12.Changes in regulations on sick leave 2 2.5 0.71 3
13.Difficulty in getting information on 2 3 0 2
important issues
14.Number of children with behavior 2.5 0.71 3
difficulties
15.The variety of agencies with which schools 2 3 0 2
have to deal
16.Obligations to do yard-duty 2 2.5 0.71 3
17.Less job mobility in teaching 2 2.5 0.71 3
18.Demand for school improvement plans 2 3 0 2
19.Demand on school to solve problems of 2 2.5 0.71 3
concern in society
20.Challenge in finding regular employment 2 2.5 0.71 3
Primary Sources of Stress Among Teachers Based on Their Rank
 West Visayas State University
(Formerly Iloilo Normal School)
JANIUAY CAMPUS
(Formerly Janiuay Polytechnic College, Don Tiburcio A. Lutero National Comp. High School, Janiuay
Nat’l Comp. High School, Janiuay National Vocational High School, Janiuay High School)
Janiuay, Iloilo, Philippines
*Trunkline: (063) (033) 330-3485
* Website: www.wvsu.edu.ph *Email Address: janiuay@wvsu.edu.ph

The high teaching load likely leads to burnout due to insufficient time

to properly address each subject, reducing teaching effectiveness and teacher

well-being. The emphasis on literacy and numeracy adds further stress,

especially when teachers feel unprepared or under-resourced to meet these new

demands. Research by Kyriacou (2001) supports the implication that teaching

multiple subjects and heavy workloads lead to emotional exhaustion and lower

job satisfaction. Additionally, Hattie (2009) found that an intense focus on literacy

and numeracy can be stressful if teachers lack adequate time and resources to

implement effective strategies, potentially affecting their mental health and

teaching quality. While other stressors like professional development, inspection

demands, and dealing with parental expectations also contribute to stress, they

do not stand out as strongly as the teaching load and literacy/numeracy

emphasis. Studies by Montgomery & Rupp (2005) and Popham (2001) indicate

that constant professional development and pressure from external inspections

add to teacher stress. Epstein (2001) also highlighted that unrealistic demands

from parents can exacerbate stress, making it more difficult for teachers to

balance their professional and personal lives effectively.

In conclusion, the findings suggest that addressing workload and providing

adequate support for literacy and numeracy initiatives could help mitigate

Teacher 2's stress, leading to better well-being and enhanced teaching

effectiveness.
 West Visayas State University
(Formerly Iloilo Normal School)
JANIUAY CAMPUS
(Formerly Janiuay Polytechnic College, Don Tiburcio A. Lutero National Comp. High School, Janiuay
Nat’l Comp. High School, Janiuay National Vocational High School, Janiuay High School)
Janiuay, Iloilo, Philippines
*Trunkline: (063) (033) 330-3485
* Website: www.wvsu.edu.ph *Email Address: janiuay@wvsu.edu.ph

Teacher 3's main stressors include the number of children with behavior

difficulties (N=13, Mean=3.54, SD=0.52, Rank=1), followed by pressure to

engage in CPD relevant to new initiatives (N=13, Mean=3.38, SD=0.51, Rank=2).

Next, curriculum implementation ranks third (N=13, Mean=3.30, SD=0.63,

Rank=3), followed by greater demands from the Department of Education and

Skills Inspectors (N=13, Mean=3.15, SD=0.55, Rank=4). Ranked fifth is the

demand for school improvement plans (N=13, Mean=3.80, SD=0.49, Rank=5).

Table 8

Primary Sources of Stress Among Teachers Based on Their Rank

Teacher 3 N Mean SD Rank

1. Number of subjects handled/teaching load 13 2.77 0.73 8
2. Curriculum implementation 13 3.30 0.63 3
3. New emphasis on literacy and numeracy 13 3 0.58 6
4. Opportunities to engage in professional 13 2.70 0.63 9
development
5. Greater demands by Department of 13 3.15 0.55 4
Education and Skills Inspectors
6. Reporting on results of standardized tests 13 3 0.71 6
to parents
7. Making provision for individual differences 13 3.07 0.49 5
8. Pressure to engage in CPD relevant to 13 0.51 2
new initiatives 3.38
9. Requirements for documentation relating 13 3.07 0.49 5
to policies and practices
10.Unreasonable demands of some parents 13 2.54 0.98 11
11.Greater diversity among pupils attending 13 3 0.82 6
school
12.Changes in regulations on sick leave 13 2.08 0.64 13
13.Difficulty in getting information on 13 2.84 0.69 7
important issues
14.Number of children with behavior 13 3.54 0.52 1
difficulties
15.The variety of agencies with which schools 13 2.54 0.88 11
have to deal
16.Obligations to do yard-duty 13 2.85 0.55 7
17.Less job mobility in teaching 13 2.62 0.87 10
 West Visayas State University
(Formerly Iloilo Normal School)
JANIUAY CAMPUS
(Formerly Janiuay Polytechnic College, Don Tiburcio A. Lutero National Comp. High School, Janiuay
Nat’l Comp. High School, Janiuay National Vocational High School, Janiuay High School)
Janiuay, Iloilo, Philippines
*Trunkline: (063) (033) 330-3485
* Website: www.wvsu.edu.ph *Email Address: janiuay@wvsu.edu.ph

18.Demand for school improvement plans 13 3.08 0.49 5

19.Demand on school to solve problems of 13 2.85 0.69 7
concern in society
20.Challenge in finding regular employment 13 2.38 1.04 12

The high ranking of behavior difficulties suggests that managing disruptive

or challenging student behavior is a significant source of stress for Teacher 3.

This could lead to burnout if not addressed, as managing behavior often takes a

lot of time and energy, leaving less time for other important teaching tasks.

Research by Gager and Culkin (2021) supports this, stating that disruptive

behavior is a key source of teacher stress and can result in lower job satisfaction.

The pressure to engage in CPD is another significant stressor. While

professional development is important, the constant demand for new initiatives

can overwhelm teachers, especially if they lack the time or support to implement

them effectively. Montgomery and Rupp (2005) suggest that excessive CPD

requirements can contribute to teacher burnout if teachers don’t have adequate

resources or time to integrate the training into their practice.

Curriculum implementation also ranks highly as a stressor for Teacher 3. This

suggests that challenges in delivering the curriculum, whether due to a lack of

resources or time constraints, contribute to stress. Hargreaves (2003)

emphasizes that teacher’s experience stress when they feel unable to implement

the curriculum effectively due to external constraints.

 West Visayas State University
(Formerly Iloilo Normal School)
JANIUAY CAMPUS
(Formerly Janiuay Polytechnic College, Don Tiburcio A. Lutero National Comp. High School, Janiuay
Nat’l Comp. High School, Janiuay National Vocational High School, Janiuay High School)
Janiuay, Iloilo, Philippines
*Trunkline: (063) (033) 330-3485
* Website: www.wvsu.edu.ph *Email Address: janiuay@wvsu.edu.ph

The demands from inspectors and the pressure to create school

improvement plans, though lower in rank, still contribute to Teacher 3's stress.

Borman and Dowling (2008) found that external evaluation pressures, such as

inspections, can lead to heightened stress, which negatively impacts job

satisfaction. Furthermore, Leithwood and Jantzi (2005) note that the continuous

demand for school improvements adds to teachers' administrative burdens,

increasing their overall stress levels.

In conclusion, the stress faced by Teacher 3 is largely driven by classroom

management issues, particularly behavior difficulties, as well as the pressures

related to CPD and curriculum implementation. Addressing these stressors, by

providing better resources and support, could help reduce Teacher 3’s stress and

improve both well-being and teaching effectiveness.

MT 1's main stressors include the number of children with behavioral

difficulties (N=1, Mean=4, Rank=1), followed by Rank 2 stressors such as

curriculum implementation, new emphasis on literacy and numeracy, greater

demands from the Department of Education and Skills inspectors, pressure to

engage in CPD relevant to new initiatives, unreasonable demands from some

parents, greater diversity among pupils attending the school, difficulty in

obtaining information on important issues, less job mobility in teaching, the

demand for school improvement plans, pressure on the school to solve societal

problems, and challenges in finding regular employment. These factors all have

similar results (N=1, Mean=3, Rank=2).

 West Visayas State University
(Formerly Iloilo Normal School)
JANIUAY CAMPUS
(Formerly Janiuay Polytechnic College, Don Tiburcio A. Lutero National Comp. High School, Janiuay
Nat’l Comp. High School, Janiuay National Vocational High School, Janiuay High School)
Janiuay, Iloilo, Philippines
*Trunkline: (063) (033) 330-3485
* Website: www.wvsu.edu.ph *Email Address: janiuay@wvsu.edu.ph

Table 9

Primary Sources of Stress Among Teachers Based on Their Rank

 West Visayas State University
(Formerly Iloilo Normal School)
JANIUAY CAMPUS
(Formerly Janiuay Polytechnic College, Don Tiburcio A. Lutero National Comp. High School, Janiuay
Nat’l Comp. High School, Janiuay National Vocational High School, Janiuay High School)
Janiuay, Iloilo, Philippines
*Trunkline: (063) (033) 330-3485
* Website: www.wvsu.edu.ph *Email Address: janiuay@wvsu.edu.ph

Based on the results outlined, the implications suggest that the primary

MT 1 N Mean SD Rank
1. Number of subjects handled/teaching 1 1 4
load
2. Curriculum implementation 1 3 5
3. New emphasis on literacy and 1 3 5
numeracy
4. Opportunities to engage in professional 1 2 3
development
5. Greater demands by Department of 1 3 5
Education and Skills Inspectors
6. Reporting on results of standardized tests 1 2 3
to parents
7. Making provision for individual differences 1 2 3
8. Pressure to engage in CPD relevant 1 3 5
to new initiatives
9. Requirements for documentation relating 1 2 3
to policies and practices
10.Unreasonable demands of some 1 3 5
parents
11.Greater diversity among pupils 1 3 5
attending school
12.Changes in regulations on sick leave 1 1 4
13.Difficulty in getting information on 1 3 5
important issues
14.Number of children with behavior 1 4 1
difficulties
15.The variety of agencies with which 1 2 3
schools have to deal
16.Obligations to do yard-duty 1 3 3
17.Less job mobility in teaching 1 3 5
18.Demand for school improvement 1 3 5
plans
19.Demand on school to solve problems 1 2 5
of concern in society
20.Challenge in finding regular 1 3 5
employment
stressors for MT1 educators are tied to both internal and external factors that

influence their workload and stress levels. The most significant stressor is the

number of children with behavioral difficulties, which is linked to increased

 West Visayas State University
(Formerly Iloilo Normal School)
JANIUAY CAMPUS
(Formerly Janiuay Polytechnic College, Don Tiburcio A. Lutero National Comp. High School, Janiuay
Nat’l Comp. High School, Janiuay National Vocational High School, Janiuay High School)
Janiuay, Iloilo, Philippines
*Trunkline: (063) (033) 330-3485
* Website: www.wvsu.edu.ph *Email Address: janiuay@wvsu.edu.ph

classroom management challenges and emotional strain on teachers. Curriculum

implementation and the new emphasis on literacy and numeracy also demand a

considerable amount of teachers' time and resources, potentially leading to

burnout if not managed effectively.

The external demands, such as increased expectations from the Department

of Education and Skills inspectors and the pressure to engage in Continuing

Professional Development (CPD) relevant to new initiatives, indicate that

teachers are experiencing external scrutiny and a growing requirement for

professional growth. These stressors align with studies suggesting that teachers

face ongoing pressure to adapt to changing educational standards (Kyriacou,

2001). Additionally, the unreasonable demands of some parents, along with

greater diversity among pupils, further complicate the teacher's role, creating a

context of heightened responsibility and stress (Collie, Shapka, & Perry, 2012).

The finding that the demand for school improvement plans and solving

societal problems within the educational context is also stressful highlights the

broader expectations placed on schools to address issues beyond education, such

as social and economic concerns. According to Hargreaves (2003), the increasing

role of schools as social institutions compounds teachers’ responsibilities, leading

to a higher likelihood of stress and job dissatisfaction.

Furthermore, the challenge in finding regular employment and the lack of job

mobility suggest that teachers are also dealing with uncertainty about their job

security, which has been shown to be a key source of stress (Guskey, 2002). This

aligns with research indicating that a lack of stability in employment can

negatively affect job satisfaction and teacher retention rates.

 West Visayas State University
(Formerly Iloilo Normal School)
JANIUAY CAMPUS
(Formerly Janiuay Polytechnic College, Don Tiburcio A. Lutero National Comp. High School, Janiuay
Nat’l Comp. High School, Janiuay National Vocational High School, Janiuay High School)
Janiuay, Iloilo, Philippines
*Trunkline: (063) (033) 330-3485
* Website: www.wvsu.edu.ph *Email Address: janiuay@wvsu.edu.ph

Overall, these stressors have significant implications for teacher well-being, job

satisfaction, and retention, requiring schools and policymakers to address these

issues through targeted support, professional development, and more

manageable expectations for educators.

MT2's main stressors include the number of subjects handled/teaching load,

curriculum implementation, new emphasis on literacy and numeracy, greater

demands from Department of Education and Skills inspectors, the number of

children with behavioral difficulties, and the challenge of finding regular

employment. These factors all have similar results (N=1, Mean=4 Rank=1).

Table 10

Primary Sources of Stress Among Teachers Based on Their Rank

MT 2 N Mean SD Rank
1. Number of subjects handled/teaching 1 4 3.5
load
2. Curriculum implementation 1 4 3.5
3. New emphasis on literacy and numeracy 1 4 3.5
4. Opportunities to engage in professional 1 2 3
development
5. Greater demands by Department of 1 4 3.5
Education and Skills Inspectors
6. Reporting on results of standardized tests to 1 2 3
parents
7. Making provision for individual differences 1 2 3
8. Pressure to engage in CPD relevant to new 1 3 6.5
initiatives
9. Requirements for documentation relating to 1 3 6.5
policies and practices
10.Unreasonable demands of some parents 1 2 3
11.Greater diversity among pupils attending 1 2 3
school
12.Changes in regulations on sick leave 1 2 3
13.Difficulty in getting information on important 1 2 3
issues
14.Number of children with behavior 1 4 3.5
 West Visayas State University
(Formerly Iloilo Normal School)
JANIUAY CAMPUS
(Formerly Janiuay Polytechnic College, Don Tiburcio A. Lutero National Comp. High School, Janiuay
Nat’l Comp. High School, Janiuay National Vocational High School, Janiuay High School)
Janiuay, Iloilo, Philippines
*Trunkline: (063) (033) 330-3485
* Website: www.wvsu.edu.ph *Email Address: janiuay@wvsu.edu.ph

difficulties
15.The variety of agencies with which schools 1 2 3
have to deal
16.Obligations to do yard-duty 1 2 3
17.Less job mobility in teaching 1 2 3
18.Demand for school improvement plans 1 3 6.5
19.Demand on school to solve problems of 1 3 6.5
concern in society
20. Challenge in finding regular employment 1 4 3.5

The results indicate that MT2 educators face significant stressors, with the

highestranking stressors being the number of subjects handled/teaching load,

curriculum implementation, and the increased emphasis on literacy and

numeracy. These stressors, ranked with similar results, highlight the

overwhelming demands on teachers to manage multiple subjects while adapting

to curriculum changes and meeting new educational priorities. The demands

from Department of Education and Skills inspectors and the challenge of handling

children with behavioral difficulties add to the workload, placing additional

pressure on teachers. Finally, the challenge of finding regular employment

contributes to a sense of job insecurity, further impacting stress levels.

The implication of these results suggests that the high workload and

increasing responsibilities may lead to teacher burnout and dissatisfaction,

particularly when teachers are asked to manage both academic and behavioral

challenges within the classroom. Research by Kyriacou (2001) indicates that

heavy teaching loads and expectations for curriculum delivery are key stress

factors that contribute to teacher fatigue and low job satisfaction. Similarly,

studies by Collie, Shapka, and Perry (2012) highlight that behavioral difficulties in
 West Visayas State University
(Formerly Iloilo Normal School)
JANIUAY CAMPUS
(Formerly Janiuay Polytechnic College, Don Tiburcio A. Lutero National Comp. High School, Janiuay
Nat’l Comp. High School, Janiuay National Vocational High School, Janiuay High School)
Janiuay, Iloilo, Philippines
*Trunkline: (063) (033) 330-3485
* Website: www.wvsu.edu.ph *Email Address: janiuay@wvsu.edu.ph

the classroom significantly increase teacher stress, as they require additional

time and emotional investment.

The pressure to meet the new emphasis on literacy and numeracy also

aligns with findings from Hargreaves (2003), who noted that such shifting

priorities often place undue strain on educators, especially when coupled with

demands from educational authorities. The difficulty in finding regular

employment further supports research by Guskey (2002), which indicates that job

insecurity is a significant stressor, contributing to a lack of professional

satisfaction and higher turnover rates among teachers.

Therefore, the results suggest that schools and policymakers must

recognize the multiple and overlapping sources of stress experienced by teachers

and work to alleviate the pressures associated with heavy workloads, behavioral

management, and job insecurity. Providing better support systems, professional

development, and employment stability may help mitigate these stressors and

improve teacher retention and well-being.

The main stressors include curriculum implementation (N=30, Mean=3.37,

SD=0.85, Rank=1), followed by pressure to engage in CPD relevant to new

initiatives and the number of children with behavioral difficulties, both with the

same result (N=30, Mean=3.27, SD=0.48, Rank=2). Next, there are greater

demands from Department of Education and Skills inspectors, and the new

emphasis on literacy and numeracy, both with the same result (N=30,

Mean=3.27, SD=0.64, Rank=3).

 West Visayas State University
(Formerly Iloilo Normal School)
JANIUAY CAMPUS
(Formerly Janiuay Polytechnic College, Don Tiburcio A. Lutero National Comp. High School, Janiuay
Nat’l Comp. High School, Janiuay National Vocational High School, Janiuay High School)
Janiuay, Iloilo, Philippines
*Trunkline: (063) (033) 330-3485
* Website: www.wvsu.edu.ph *Email Address: janiuay@wvsu.edu.ph

Table 11

Primary Sources of Stress Among Teachers Based on Their Rank

TOTAL N Mean SD Rank

1. Number of subjects handled/teaching load 30 5.03 0.85 5
2. Curriculum implementation 30 3.37 0.6 1
1
3. New emphasis on literacy and numeracy 30 3.27 0.6 4.5
4
4. Opportunities to engage in professional 30 2.8 0.85 10
development
5. Greater demands by Department of 30 3.27 0.5 4.5
Education and Skills Inspectors 2

6. Reporting on results of standardized tests to 30 2.9 0.66 9

parents
7. Making provision for individual differences 30 3 0.59 6
8. Pressure to engage in CPD relevant to 30 3.33 0.4 2.5
new initiatives 8
9. Requirements for documentation relating to 30 3.03 0.56 5
policies and practices
10.Unreasonable demands of some parents 30 2.8 0.92 10
11.Greater diversity among pupils attending 30 2.97 0.76 7
school
 West Visayas State University
(Formerly Iloilo Normal School)
JANIUAY CAMPUS
(Formerly Janiuay Polytechnic College, Don Tiburcio A. Lutero National Comp. High School, Janiuay
Nat’l Comp. High School, Janiuay National Vocational High School, Janiuay High School)
Janiuay, Iloilo, Philippines
*Trunkline: (063) (033) 330-3485
* Website: www.wvsu.edu.ph *Email Address: janiuay@wvsu.edu.ph

12.Changes in regulations on sick leave 30 2.33 0.84 13

13.Difficulty in getting information on important 30 2.8 0.71 10
issues
14.Number of children with behavior 30 3.33 0.8 2.5
difficulties 0
15.The variety of agencies with which schools 30 2.7 0.84 11
have to deal
16.Obligations to do yard-duty 30 2.87 0.73 8
17.Less job mobility in teaching 30 2.63 0.81 12
18.Demand for school improvement plans 30 3.1 0.66 4
19.Demand on school to solve problems of 30 2.97 0.76 7
concern in society
20. Challenge in finding regular employment 30 2.08 0.97 10

The results suggest that the primary stressors for teachers are centered

around curriculum implementation, followed by the pressure to engage in

Continuing Professional Development (CPD) for new initiatives and managing

children with behavioral difficulties. These stressors are closely followed by

greater demands from the Department of Education and Skills inspectors, and

the new emphasis on literacy and numeracy. The ranking of these stressors

reflects the significant demands placed on teachers, who must balance

curriculum delivery, professional growth, and classroom management, all while

adapting to shifting educational priorities.

The implication of these results is that teachers face mounting pressure

from both internal factors (such as curriculum implementation) and external

demands (like CPD, inspectors, and literacy/numeracy expectations). The weight

of these stressors can contribute to burnout, job dissatisfaction, and decreased

teaching efficacy. Research by Kyriacou (2001) highlights that heavy teaching

loads and the expectation to implement new curricula significantly increase

teacher stress. Furthermore, Collie, Shapka, and Perry (2012) found that
 West Visayas State University
(Formerly Iloilo Normal School)
JANIUAY CAMPUS
(Formerly Janiuay Polytechnic College, Don Tiburcio A. Lutero National Comp. High School, Janiuay
Nat’l Comp. High School, Janiuay National Vocational High School, Janiuay High School)
Janiuay, Iloilo, Philippines
*Trunkline: (063) (033) 330-3485
* Website: www.wvsu.edu.ph *Email Address: janiuay@wvsu.edu.ph

managing behavioral difficulties in the classroom contributes to high stress

levels, as it requires teachers to invest additional emotional and physical energy.

The pressure to engage in CPD aligns with findings from Hargreaves

(2003), who suggested that teachers are often overburdened by the constant

need to upgrade their skills in response to new educational policies, which may

lead to professional fatigue. Similarly, the increased demands from education

inspectors reflect the broader trend of increased accountability in schools, which

can exacerbate stress and decrease job satisfaction (Guskey, 2002).

The emphasis on literacy and numeracy reflects a broader shift in

educational priorities, which can increase stress for teachers who are required to

meet these new standards in addition to managing behavioral issues and fulfilling

administrative duties. These results underscore the importance of providing

teachers with adequate support, training, and resources to help manage these

stressors and maintain a healthy work-life balance, ultimately improving their job

satisfaction and effectiveness in the classroom.