Stress Management of School Heads Towards Level of Work Satisfaction and Extent of Performance of Teachers

AUTHOR(S)

MARIAN HAZEL D. CAUBAT

ABSTRACT

— This study was conducted to determine the stress management of School Heads towards level of work satisfaction of teachers and their Performance base on IPCRF. The findings of the study were the basis for the proposed instructional supervisory Plan. The research design for the study on “Stress Management of School Heads Towards Level of Work Satisfaction and Extent of Performance of Teachers” employed a descriptive-correlational approach. This design was particularly suitable as it allowed for a comprehensive exploration of the complex relationships among the variables involved: stress management practices of school heads, teacher job satisfaction, and their performance. The quantitative aspect of the research utilized survey questionnaires to collect data from school heads, teachers, and students. Standardized instruments were employed to measure stress management techniques, work satisfaction levels, and academic performance. For instance, the Adverse Stress Scale and the Job Satisfaction Survey were used to quantitatively assess stress levels and job satisfaction, respectively. The Test of Relationship between two sets of variables: Stress Management and Level of Satisfaction, and Level of Satisfaction and IPCRF (Individual Performance Commitment and Review Form) of teachers. The table includes the correlation coefficients (r), computed t-values, critical table values at the 0.05 significance level, decisions regarding the null hypothesis (Ho), and interpretations of the strength of relationships. The discussion of the table reveals that the correlation between Stress Management and Level of Satisfaction is perfect, with an r-value and a computed t-value which is much higher than the critical value. This leads to the rejection of the null hypothesis and indicates a very strong significant relationship between the two variables. Similarly, the correlation between Level of Satisfaction and IPCRF is also very strong with an r-value a computed t-value exceeding the critical value again rejecting the null hypothesis. This suggests that higher satisfaction levels among teachers are significantly associated with better performance ratings. The results imply that stress management plays a critical role in enhancing teachers’ satisfaction, and in turn, teacher satisfaction is strongly linked to their performance as measured by the IPCRF. The overall findings show that as stress is managed effectively, satisfaction increases, which positively influences the professional performance of teachers. This highlights the interconnected nature of emotional wellbeing, job satisfaction, and work performance. The overall strong relationships observed, reflected in the very high correlation coefficients, imply that schools should emphasize stress management programs and satisfaction-enhancing initiatives to improve teacher performance. The result implies that these factors are essential levers for promoting a positive work environment and better educational outcomes.