Research Article

The Influence of Stress on Professional Satisfaction of Multigrade Teachers: Evidence from the Philippines

Erwin E. Rotas 1 *
More Detail
1 Teacher I, Department of Education, General Santos City, SOCCSKSARGEN, PHILIPPINES* Corresponding Author
International Journal of Pedagogical Development and Lifelong Learning, 2(1), January 2021, ep2104, https://doi.org/10.30935/ijpdll/9732
Submitted: 13 November 2020, Published: 25 February 2021
OPEN ACCESS   2508 Views   3346 Downloads
Download Full Text (PDF)

ABSTRACT

While numerous studies have come to probe on the stress of monograde teachers, there is an unheard side of another considerable small group of teachers whose stress is distinct in the pursuit of educational success. Multigrade teachers are burdened with numerous teaching workloads and dilemmas causing them stress. This study endeavored to determine the influence of stress on professional satisfaction of multigrade teachers. It employed correlation research design involving thirty (30) purposively selected multigrade teachers in the Schools Division of General Santos City (GSC), Southern Philippines. Employing the survey method, tailored questionnaires were utilized to gather the needed data. The statistical tools employed in the analysis were weighted mean and Pearson Product Moment Correlation Coefficient. Moderate level of stress and high level of professional satisfaction are gained among the multigrade teachers surveyed. It was further found out that there is no significant relationship between stress and professional satisfaction, providing evidence that stress may not be a significant factor that affects satisfaction. This result offers unique implications in theory, practice, and research which are discussed in the study.
Keywords: stress, satisfaction, multigrade

CITATION (APA)

Rotas, E. E. (2021). The Influence of Stress on Professional Satisfaction of Multigrade Teachers: Evidence from the Philippines. International Journal of Pedagogical Development and Lifelong Learning, 2(1), ep2104. https://doi.org/10.30935/ijpdll/9732

REFERENCES

  1. Aftab, M., & Khatoon, T. (2012). Demographic Differences and Occupational Stress of Secondary School Teachers. European Journal of Scientific Research, 8(5), 159-175.
  2. Asaloei, S. I., Wolomasi, A. K., & Werang, B. R. (2020). Work-related stress and performance among primary school teachers. International Journal of Evaluation and Research in Education, 9(2), 352-358. https://doi.org/10.11591/ijere.v9i2.20335
  3. Banks, J. A., & Banks, C. A. M. G. (2009). Multicultural education: Issues and perspectives (7th ed.). Hoboken, N. J: Wiley. https://doi.org/10.1080/23770031.2009.11102861
  4. Bhandari, R. A., & Patil, N. H. (2009). Job satisfaction of women teachers. Edutracks, 8(11), 42-44.
  5. Bilbao, P., Corpuz, B., Llagas, A., & Salandanan, G. (2012). The teaching profession (2nd ed.). Lorimar Publishing, Inc.
  6. Brown, B. A. (2010). Multigrade Teaching: A Review of Issues, Trends and Practices. Implications for Teacher Education in South Africa. https://www.academia.edu/23500944/Multigrade_Teaching
  7. Chaplain, R. P. (1995). Stress and job satisfaction: a study of English primary school teachers. Educational Psychology, 15(4) 473-489. https://doi.org/10.1080/0144341950150409
  8. Coelho, F., & Augusto, M. (2010) Job Characteristics and the Creativity of Frontline Service Employees. Journal of Service Research, 13(4), 426-437. https://doi.org/10.1177/1094670510369379
  9. Day, C., Sammons, P., Stobart, G., Kington, A., & Gu, Q. (2007). Teachers Matter: Connecting Lives, Work, and Effectiveness. Maidenhead: Open University Press.
  10. De Nobile, J. J., & Mc Cormick, J. (2008). Job satisfaction and occupational stress in Catholic primary schools. Educational Management Administration and Leadership, 36(1), 101-122. https://doi.org/10.1177/1741143207084063
  11. Department of Education (2011). Profile of multi-grade schools in the Philippines. Retrieved from http://seameo-innotech.org
  12. Department of Education Region 12 Survey Aggregated Data (2015). Data on Multigrade Schools in General Santos City. Retrieved from Deped Gensan Survey Records SY 2015-2016.
  13. Enayati, T., Movahedian, M. & Zameni, F. (2016). Classroom management strategies of multigrade schools with emphasis on the role of technology. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 7(2), 165-179. https://doi.org/10.5812/ijvlms.12161
  14. Eres, F., & Atanasoska, T. (2011). Occupational stress of teachers: A comparative study between Turkey and Macedonia. International Journal of Humanities and Social Science, 1(7), 59-61. Retrieved from http://www.ijhssnet.com/journals/Vol._1_No._7_[Special_Issue_June_2011]/9.pdf
  15. Gikunda, M. G. (2016). Factors Influencing Teacher Performance in the Implementation of Geography Curriculum in Public Secondary Schools in Imenti South Sub County, Meru County Kenya. University of Nairobi. Retrieved from https://bit.ly/34led2D
  16. Gopalkrishnan, V. (2009). Determinants of job satisfaction of self-financing college teachers. Journal of Community Psychology and Research, 26(3), 300-310.
  17. Hackman, J. R., & Oldham, G. B. (1974). The job diagnostic survey: An instrument for the diagnosis of jobs and the evaluation of job paradigm projects. Yale University, Department of Administrative Sciences, New Haven.
  18. Harish, K. A., & Prabha, B. J. (2019). Performance on the work-related stress and job contentment of primary school teachers of government and private sectors. International Journal of Recent Technology and Engineering, 8(2), 143-147. https://doi.org/10.35940/ijrte.B1027.0782S219
  19. Ismail, A., Yao, A., & Yunus, N. K. Y. (2009). Relationship between occupational stress and job satisfaction: An empirical study in Malaysia. Romanian Economic Journal, 12(34), 3-30.
  20. Jordaan, V. A. (2006). Facilitators’ course on multi-grade teaching. Facilitators guide with resources. Bloemfontein, South Africa: Free State Department of Education.
  21. Kayastha, D. P., & Kayastha, R. (2012). A study of job satisfaction among teachers, higher secondary school of Nepal. International Journal of Evaluation and Research in Education, 01(01), 41-44. https://doi.org/10.11591/ijere.v1i1.752
  22. Koros, E. J., Momanyi, J. M. & Chakua, C. K. (2018). The impact of occupational stress on job satisfaction among Kenyan primary school teachers. International Journal of Scientific Research and Management, 6(1), 51-56. https://doi.org/10.18535/ijsrm/v6i1.el08
  23. Kyriacou, C., & Chien, P. (2004). Teacher stress in Taiwanese primary school. Journal of Education Enquiry, 5(2), 86-104. https://www.researchgate.net/publication/237285544
  24. Legaspi, J. R., Molanida, C., Molina, R. J., & Pescador, L. C. (2017). Work stress and job satisfaction of teachers in Candon National High School. Retrieved from https://www.researchgate.net/publication/324528502
  25. Li, W., Wright, P., Rukavina, P. B., & Pickering, M. (2008). Measuring students’ perceptions of personal and social responsibility and its relationship to enjoyment in urban physical education. Journal of Teaching in Physical Education, 27, 167-178. https://doi.org/10.1123/jtpe.27.2.167
  26. Little, A. W. (2001). Multigrade teaching: Towards an international research and policy agenda. International Journal of Educational development, 21(6), 477-479. https://doi.org/10.1016/S0738-0593(01)00010-4
  27. Little, A. W. (2006). Education for all and multigrade teaching: Challenges and opportunities. Springer Science & Business Media. Retrieved from https://goo.gl/ryxEWp
  28. Little, A. W., Pridmore, P., Bajracharya, H., & Vithanaphathivana, M. (2007). Learning and teaching in multigrade settings. [Online].
  29. Lomax, R. & Li, J. (2013). Correlational research: Definitions of quantitative methods of research.
  30. Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-396. https://doi.org/10.1037/h0054346
  31. Morgan, M., & Craith, D. C. (2015). Workload, stress and resilience of primary teachers: Report of a survey of INTO members [Online]. Retrieved from https://www.into.ie/app/uploads/2019/07/WorkloadReport_Sept15.pdf
  32. Msimanga, M. R. (2019). Managing the use of resources in multi-grade classrooms. South African Journal of Education, 39(3), 1-9. https://doi.org/10.15700/saje.v39n3a1599
  33. Nathaniel, P., Sandilos, L. E., Pendergast, L., & Mankin, A. (2016). Teacher stress, teaching-efficacy, and job satisfaction in response to test-based educational accountability policies. Learning and Individual Differences, 50, 308-317. https://doi.org/10.1016/j.lindif.2016.08.001
  34. Necsoi, D. V. (2011) Stress and Job Satisfaction among University Teachers. International Conference of Scientific Paper AFASES, 320-325. Retrieved from http://www.afahc.ro/ro/afases/2011/socio/Necsoi.pdf
  35. Nyange, N. M. (2013). Factors Influencing Teachers Job Satisfaction in Public Secondary Schools in Voi District, Kenya (Unpublished Master Thesis). Kenyatta University, Nairobi, Kenya.
  36. Olivares P. A., & Jiménez A. B. (2015). Teaching strategies and space organization in multigrade classrooms. Journal of Education, 3(2), 58-77.
  37. Paulik, K. (2012). Job satisfaction and stress of teachers. The New Educational Review, 30(4), 138-149. Retrieved from https://www.researchgate.net/publication/287165205_Job_satisfaction_and_stress_among_teachers
  38. Rotas, E. E., & Cahapay, M. B. (2020). Workload stress and results-based performance of multigrade teachers. Journal of Studies in Education, 10(2), 68-80. https://doi.org/10.5296/jse.v10i2.16874
  39. Roxas, C. (2009). Stress among public elementary school teachers. Journal of Research Studies in Psychology, 1(4), 86-108. https://doi.org/10.1.1.683.3910
  40. Sahegdi, K., & Sa’adatpourvahid, M. (2016). EFL teachers’ stress and job satisfaction: What contribution can teacher education make? Iranian Journal of Language Teaching Research 4(3), 75-96. Retrieved from https://files.eric.ed.gov/fulltext/EJ1127347.pdf
  41. Sahito, Z., & Vaisanen, P. (2017). Factors affecting job satisfaction of teacher educators: Empirical evidence from the universities of Sindh Province of Pakistan. Journal of Teacher Education and Educators, 6(1), 5-30. https://doi.org/10.5430/ijhe.v6n4p122
  42. Schonfeld, I. S., Bianchi, R., & Jones, P. L. (2017). Consequences of job stress for the mental health of teachers. Educator Stress, 55-75. https://doi.org/10.1007/978-3-319-53053-6_3
  43. Schwarzer, R., & Hallum, S. (2008). Perceived teacher self-efficacy as a predictor of job stress and burnout. Applied Psychology, 57(1), 152-171. https://doi.org/10.1111/j.1464-0597.2008.00359.x
  44. SEAMEO INNOTECH (2011). Profile of multi-grade schools in the Philippines [Online]. Retrieved from https://serp-p.pids.gov.ph/serp-p/details.php?pid=5274&param=SEAMEO+INNOTECH
  45. Shen, H. J., Basri, R., & Asimiran, S. (2018). Relationship between Job Stress and Job Satisfaction among Teachers in Private and International School in Malaysia. International Journal of Academic Research in Business and Social Sciences, 8(12), 275-286. https://doi.org/10.6007/IJARBSS/v8-i12/5012
  46. Skaalvik, E. M., & Skaalvik, S. (2015). Job satisfaction, stress and coping strategies in the teaching profession—What do teachers say? International Education Studies, 8(3), 181-192. https://doi.org/10.5539/ies.v8n3p181
  47. Tasnim, S. (2006). Job satisfaction among female teachers: A study on primary schools in Bangladesh, Department of Administration and Organization Theory. The University of Bergen, Bergen, Norway.
  48. Toropova, A., Myrberg, E. & Johansson, S. (2019). Teacher job satisfaction: The importance of school working conditions and teacher characteristics. Educational Review, 1-27. https://doi.org/10.1080/00131911.2019.1705247
  49. Usop, Askandar, Kadtong & Usop (2013). Work performance and job satisfaction among teachers. International Journal of Humanities and Social Science, 03(05). http://www.ijhssnet.com/journals/Vol_3_No_5_March_2013/25.pdf
  50. Veenman, S. (1995). Cognitive and noncognitive effects of multigrade and multi-age classes: A best-evidence synthesis. Review of Educational Research, 65(4), 319-381. https://doi.org/10.3102/00346543065004319
  51. Vicente, R. F. (2012). The challenges of multigrade teaching [Online]. Retrieved from https://www.slideshare.net/Pilmathe2001/the-challenges-of-multigrade-teaching
  52. Wang, L. (2012). A survey on work stress and job satisfaction of primary and junior high school teachers. International Conference on Technology and Management Lecture Notes in Information Technology, 21.
  53. Wang, P., Chu, P., Wang, J., Pan, R., Sun, Y., Yan, M., Jiao, L., Zhan, X., & Zhang, D. (2020). Association between job stress and organizational commitment in three types of Chinese university teachers: Mediating effects of job burnout and job satisfaction. Frontiers in Psychology, 11, 576768. https://doi.org/10.3389/fpsyg.2020.576768
  54. Weiss, H., & Copranzano, R. (1996). Affective events theory: A theoretical discussion of the structure, cause and consequences of affective experiences at work. Research in Organizational Behavior, 18, 1-74. Retrieved from https://psycnet.apa.org/record/1996-98665-001
  55. Yew, S. H., Keane, L. M. J., Haw, Y. X. & Gan, S. K. E. (2015). The Association between perceived stress, life satisfaction, optimism, and physical health in the Singapore Asian context. Asian Journal of Humanities and Social Sciences, 3(1), 56-66. https://www.researchgate.net/publication/273913955
  56. Zhongshan, Z. (2007). Study of job satisfaction among elementary school teachers in Shanghai. Chinese Education and Society, 40(5), 40-46. https://doi.org/10.2753/CED1061-1932400505