Occupational Stressors of Elementary Teachers as Inputs  for Stress Management Program

Mira Llarena Deuna; Susan S. Janer

doi:10.55927/eajmr.v5i6.175

Authors

Mira Llarena Deuna Sorsogon State University-Graduate School
Susan S. Janer Sorsogon State University-Graduate School

DOI:

https://doi.org/10.55927/eajmr.v5i6.175

Keywords:

Occupational Stress, Elementary Teachers, Stress Management, Teacher Well-Being, TEACHER CARE Handbook

Abstract

This study determined the occupational stressors of elementary teachers in the Bacon East District during the school year 2025–2026 as basis for a stress management program. It examined teachers’ profile in terms of educational attainment, position, length of service, and grade level taught, and assessed occupational stress across organizational structure and climate, personal and professional efficiency, intra and interpersonal interactions, home-work interface, and environmental factors. Using a descriptive-correlational design, data were gathered from 125 permanent elementary teachers through a modified Occupational Stress Rating Scale and analyzed using frequency, percentage, weighted mean, and chi-square test. Results revealed moderate occupational stress across all domains, with workload, training needs, parent support, financial concerns, and student discipline as major stressors. The findings support the development of the TEACHER CARE Handbook.

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