School Heads’ Stress Management Strategies in Relation to The Level of Stress of Teachers

AUTHOR(S)

ANALYN U. GATELA

ABSTRACT

— This study is conducted to determine the School Heads’ Stress Management Strategies of in relation to the stress level of Teachers in selected schools of Baybay City Division. The findings of the study were the bases for the proposed instructional supervisory Plan. The research design for the study on School Head’s Stress Management Strategies in relation to the Level of Work Satisfaction of Teachers employed a descriptive-correlational research design. This design was particularly suitable as it allowed for a comprehensive exploration of the complex relationships among the variables involved—namely, the stress management practices of school heads and the job satisfaction of teachers. The quantitative aspect of the research utilized surveys to collect data from school heads, teachers, and students. Standardized instruments were employed to measure stress management techniques and work satisfaction levels. For instance, the Adverse Stress Scale and the Job Satisfaction Survey were used to quantitatively assess stress levels and job satisfaction, respectively. The use of Likert-scale items in the surveys facilitated the quantification of participants’ perceptions and experiences, allowing for statistical analysis to determine correlations and potential relationships. The Test of Relationship, which explores the statistical correlation between School Heads’ Management Practices and the Stress Level of Teachers. The table provides vital statistical indicators such as the correlation coefficient (r), computed t-value, table value at a 0.05 level of significance, the decision on the null hypothesis (Ho), and the interpretation of the strength of the relationship. This analysis is essential to determine whether school heads’ management approaches have a measurable impact on the stress levels experienced by teachers in the school setting. The data reveals a correlation coefficient (r), indicating a moderate positive relationship between the variables. The computed t-value, which is greater than the table value at the level of significance. As a result, the null hypothesis is rejected, confirming that the observed relationship is statistically significant. This suggests that changes or variations in school heads’ management practices are moderately associated with changes in the stress levels of teachers. The implications of this result are meaningful for school leadership and teacher welfare. A moderate positive correlation implies that while school heads’ management practices do influence teacher stress levels, other external or individual factors may also be at play. Nevertheless, effective leadership that includes clear communication, supportive supervision, and equitable workload distribution could potentially help reduce stress levels among teachers. The result implies that improvements in how school heads manage personnel and school operations can contribute to a healthier, less stressful work environment for teachers. Keywords — School Head, Stress Management Strategies, Level of Stress of Teachers