BIBLIOGRAPHY ...

BIBLIOGRAPHY

AGRIFINA PASCUAL COMPALA, October 2006. Stress Reaction and
Management Practices of Elementary Teachers in Kapangan District Benguet
State University, La Trinidad, Benguet, Philippines.
Adviser: Wilfredo B. Mina, M.S.
ABSTRACT
This descriptive study investigated the stress reactions experienced by
121 elementary teachers; and find out the management practices that they adopt
as healthy practices; find out the felt effects of effectiveness of their coping skills
or strategies on some identified variables.

The findings reveal that the respondents differ in their stress reactions and
they sometimes react physically, emotionally and behaviorally according to their
sex, civil status, age, nature of work and tenure. They differ in their stress
management practices as they adopt their coping skills to stress. They
occasionally put into practice the physical, emotional and relational practices as
their coping skills but often adopt both mental and spiritual management
practices.

The respondents differ in their perceptions of the degree of effectiveness
of the management practices. They occasionally find physical and emotional
practices effective but they find mental, spiritual and relational practices often
effective.

Only few respondents attend seminars regarding stress management.
Most of them state that there are no intervention programs related to stress
management conducted within the district.

ii

LITERATURE CITED…………………………………………………
83

APPENDICES
A. Communications……………………………………………… 86
B. Questionnaire…………………………………………………
88
C. Sample Computations………………………………………… 95
D. Sample Module on stress test and workplace
test…………………………………………………………… 105
BIOGRAPHICAL SKETCH………………………………………….
109

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INTRODUCTION

Background of the Study
Stress is a part of life and is generated by constantly changing
situations that a person must face. It has been known since the
beginning of the century that the experience of stress can have quite
serious effects on health. Stress is defined as a psychological and
physical response to the demands of daily life that exceed a person's
ability to cope with successfully. Stress is often characterized by
fatigue, sleep disorders, irritability and constant worrying. Depression
often accompanies stress. The accumulated effects of stress can also
lead to more serious medical problems.
On that definition, it is without question that many Filipinos are
highly stress due to increasing fuel prices, tuition fees, water and
electric utility bills; accompanied by jobs and incomes hanging on the
balance. Even taxes are becoming excessively higher. It is no wonder
then that many Filipinos have stress-related illnesses (Philippine Star,
2004).
Too little stress can be harmful. Researchers have discovered
that there are basically two types of people: racehorses and turtles.
Racehorses thrive on high stress levels. They are happy with vigorous,
fast-paced lifestyles. Turtles are happier in peaceful, quiet
environments. Either type, if placed in the opposite environment, will
function poorly. Moderate stress may bring about improvements in
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performance. Severe stress can lead to greater errors and even to
accidents.
Stress is a complex phenomenon. It is a very subjective
experience. What may be a challenge for one person will be a stress
for another. It depends largely on background experiences,
temperament and environmental conditions. Occupational stress is that
which derives specifically from conditions in the workplace. In today's
typical workplace, stress is seen as becoming increasingly more
common. People appear to be working longer hours, taking on higher
levels of responsibility and exerting themselves ever more strenuously
to meet rising expectations about job performances.
Many teachers would agree. Teaching is not only hard work; it
can be full of stress. Teachers stress has been documented by a
number of researchers and identified stressors existing in the school
setting such as relationship with students, colleagues, parents, and
administrators, time pressures; workload, excessive societal
expectations, and feelings of isolation in the classroom (Boyle, Borg,
Falzon, and Baglioni, 1975). In addition, there are professional issues
that influence teachers stress such as low salary concerns,
departmental or school policy problems, demands for continuing
education or training for recertification, and of opportunities for part-
time employment (Tuetteman and Punch, 1992). Pressure due to
school reform efforts, inadequate administrative support, poor working
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condition, lack of participation in school decision making, the burden of
paperwork and lack of resources have all been identified as factors that
can cause stress among school staff (Hammond and Onikama, 1997).
As stated by Sito(1990)
For eight hours a day or more, five days a week, teachers
are confined to their work. The rest of their time is divided
between families and leisure time. They are expected to work at
their peak efficiency at all times, taking the general responsibility
of developing and molding their students.

Teachers are expected to show a high degree of effectiveness
through their behavior. A teacher’s day is indeed taxing. Students,
working colleagues, and superiors, the organizational system, his
family and even the people outside his work demand from him with
such a challenging task, teachers have to maintain their mental,
emotional and physical balance which are necessary for peak
efficiency.
Numerous surveys confirm that people live in stressful times and
job stress seems to be the leading cause of the problem. A 1992
United Nations report called job stress "the 20th century disease" while
few years later the World Health Organization (WHO) responded that it
had become a "worldwide epidemic". Statistics show that 40 percent of
workers reported that their jobs were very or extremely stressful. 25
percent felt like screaming or shouting because of job stress; 65
percent workers said workplace stress had caused difficulties and more
than 10 percent described these as having major effects; 62 percent
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routine finds that they end the day with work-related neck pain; 44
percent reported stressed-out eyes; 38 percent complained of hurting
hands and 34 percent reported difficulty in sleeping because they were
so stressed out.
Although people talk about stress, it is often unclear what stress
is really about. Many people consider stress to be something that
happens to them, an event such as an injury or a promotion. Others
think that stress is what happens to their bodies, minds and behaviors
in response to an event (e.g. heart pounding, anxiety, or nail biting).
While stress does involve events and their response to them, these are
not the most important factors. The thoughts about the situations in
which people find themselves are the critical factor.
When something happens to any people, they automatically
evaluate the situation mentally. They decide if it is threatening to them,
how they need to deal with the situation, and what skills they can use.
If they decide that the demands of the situation outweigh the skills they
have, then they label the situation as "stressful" and react with the
classic "stress response." If people decide that their coping skills
outweigh the demands of the situation, then they do not see it as
"stressful."
According to Awingan (2005), sometimes life suddenly seems to
have no joy and meaning. People are overwhelmed by their problems
and they sink into extreme self-pity, misery and despair. Many people
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go through occasional times of crisis. Feeling blue, low, sad,
downhearted, discouraged, and unhappy are all common experiences
that indicate crises. Almost everyone has experienced crisis at least in
its mild forms sometime in his lifetime.
Everyone sees situations differently and has different coping
skills. For this reason, no two people will respond exactly the same way
to a given situation. Additionally, not all situations that are labeled
"stressful" are negative. The birth of a child, being promoted or moving
to a new home may not be perceived as threatening. However, people
may feel that situations are "stressful" because they do not feel fully
prepared to deal with them.
It therefore requires recognition of and an awareness of the
problem. This particular study finds its concern in the identification of
stress reactions and how teachers manage their stress when they
experience it. Furthermore it is an opportunity to focus research effort
along these line to investigate the felt reaction and what coping
strategies and practices the elementary teachers of Kapangan District
does in dealing with their stress.

Statement of the Problem
The investigation attempted to find out stress reactions and
management practices of the elementary teachers in Kapangan
District. Specifically, the study sought answers to the following
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questions:
1. What are the reactions of the respondents towards stress
that they experience?
2. What are their strategies in coping with stress?
3. What are the effects of their stress management practices?

Objective of the study
The primary objective of this investigation was to identify the
stress reactions and management practices of elementary teachers in
Kapangan District. This research was conducted with the following
specific intent and purposes.
1. To find out the reactions of the respondents towards stress
that they experience in terms of sex, civil status, age, nature of work
and tenure.
2. To find out the strategies in coping with stress in terms of
physical, mental, spiritual, emotional and relational practices.
3. To find out the physical, mental, spiritual, emotional and
relational effects of stress management practices.

Importance of the study
This study has certain implications upon students. Teachers
have the responsibility to guide and direct students. They are not
simply expected to teach subjects but are likewise expected to be
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counselors. They see to it that they meet the comfort, success in
academic goals and satisfaction. If the teacher is in distress, or if he
copes with his distress in unhealthy manners, then he multiplies
distress in the classroom. But if the teacher has an adequate
knowledge of stress that is affecting him or his students, then he can
develop a positive way of averting distress. In this case, the teacher
can effectively contribute to student development.
It is expected that the results of this study will guide or help the
respondents to face their problems and to find ways to solve their
stressful situations. The respondents will be guided in having specific
strategies, practices, or attitude that will help them manage themselves
as well as their students, family members, relatives, friends and other
clients. The findings of the study will help them realize that they can be
instruments in leading others properly.
Furthermore, the results of this investigation will serve as a
reference of classroom teachers in adopting stress management
practices that provide better understanding of their behaviors and may
help them modify or strengthen their practices in dealing with stress
problem.
To the future researchers, this study will serve as their guide in
undertaking related studies in stress management. This research will
encourage them to conduct a more comprehensive study on the issues
or problems related to stress management.
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Scope and Delimitation of the Study
The research is focused on the stress reactions and
management practices of elementary teachers in Kapangan district. It
was delimited to the elementary teachers since they are always in
contact with their pupils and guidance is not only for pupils but for
teachers as well.
The study included all teachers of the district during the first
semester, school year 2006-2007 to get a wider scope of response
regarding the stress reactions and management practices of
elementary teachers in 27 small and big schools of Kapangan district.
The possible reactions of the respondents when they experience
stress were limited to those related to physical, emotional, and
behavioral. However, the common practices of teachers in dealing with
workplace stress centered on the physical, mental, spiritual, emotional
and relational management.

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REVIEW OF LITERATURE

Stress Reactions

Family, marriage, work, and even one’s own thinking can
become sources of stress. Life today is filled with sources of stress
much of which cannot be avoided. Often the best to do is find ways of
effectively coping. To be effective we must recognize both sources of
stress and appropriate techniques for dealing with it (Dreyfus, 1998).
Families are a complex network of interactions. Each family is a
system and hence each interaction and each personality affects the
entire system. If one person is ill in a family, it is clear that illness
disrupts the everyday flow of the system. Likewise, it affects the system
when one member of the family is angry or depressed. An alcoholic in
the family disrupts the system and often leads to the system trying to
adapt to the family member. Sometimes that adaptation creates
difficulties as well.
A primary relationship is often stressful. Two people, each with
different histories, different personalities, different needs, and different
ways of doing things, are trying to live under the same roof and get
along with each other on a daily basis.
During the course of a relationship, each partner may go
through a series of transitions, such as the death of a parent, the loss
of a job, or physical illness.
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Stress increase as a function of how one thinks about events.
Some folks tend to catastrophize events, making mountains out of
molehills, or exaggerating the consequences. They tend to react to
small things with larger than warranted feelings, exaggerating the event
to match their feelings, rather than adjusting their feelings to the event.
People with low stress reactions make molehill out of mountains.
Work is a significant source of stress for many people. Conflicts
on the job, dissatisfaction with one's supervisor or with the job itself,
insufficient financial compensation, fear of losing one's job, fear of
changing a job for greater advancement, feeling stifled in a quest for
power, not feeling appreciated or acknowledged, all produced
significant stress. The degree of stress will vary depending on the
personality of the individual and the amount invested in each issue.
Van Fleet (1988) and many others agree that working long
hours is among those things that can induce stress. In addition to
causing problems at work, stress also can result in physical problems.
According to Laird, Laird, and Fruehling (1983):
Work-related stress is becoming a subject of increasing concern
to public and private health officials. They have found that stress
can cause many health problems, such as heart disease,
hypertension (high blood pressure), alcoholism, drug abuse,
ulcers, and anxiety. Some consider stress to be the number one
health problem today . To achieve success at work, all workers
must give things up at times. For the executive driven to reach
the top, the cost can often be less time with the family. This can
produce feelings of guilt and stress.. The nature of the work
organization can contribute to the sense of stress workers feel.

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With specific reference to teachers, and within the general
concept of occupational stress, Kyriacou and Sutcliffe (1978) defined
stress as
…a response of negative affect (such as anger or
depression) by a teacher usually accompanied by potentially
pathogenic. Physiological and biochemical changes (such as
increased heart rate or release of adrinocorticotrophic hormones
into the blood stream) resulting from aspects of the teacher's job
and medicated by the perception that the demands made upon
the teacher constitute a threat to his self-esteem or well being
and by coping mechanisms activated to reduce the perceived
threat.

Stress is caused by various factors-not all of which are work-
related of course, (which incidentally does not reduce the employer's
obligation to protect against the causes of stress at work). Causes of
stress-known as stressors-are in two categories: External stressors are
physical conditions such as heat or cold, stressful psychological
environments such as working conditions and abusive relationships,
e.g. bullying; and internal stressors are physical ailments such as
infection or inflammation, or psychological problems such as worrying
about something (Chapna, 2005).
According to Lefton (1985) stress at work usually occurs
because a workload is too light and understimulating or because it is
too heavy and burdensome. Coping strategies should begin at the
biological level. Zimbardo (1985) added that stress effects competence
and intelligence, and that it can actually lower a person's IQ.
Zimbardo’s stress model, slightly revised for burnout due to workload,
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is shown in Figure 1.
Virtually all authorities agree that the result of too much stress
(too much workload) over a long period of time is burnout.

Stressor
Resources

(workload)
(Coping style)

Person

Possible
Reaction

Physiological
Behavioral
Emotional
Cognitive

Vulnerability
Increased
Burnout
Narrowing of
to illness,
activity, Self-
perception
Exhaustion
destructive
rigidity

behavior
Figure 1. Stress Model by Zimbardo (1985)

Physical Reactions
Physical reactions to strong emotions were designed to save
people in the days of the cave man. To stone-age man, the bodily
response, termed "flight-or-fight," prepared him for action. This reaction
was very useful for the rare occasions when he was being chased by a
saber-tooth tiger or was hunting a mammoth for food. Now, millions of
years on, it has the same effect, but it is counterproductive with all the
pressures face in the daily lives of modern men.
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What happens to the body during the flight or fight response is
that the pulse and blood pressure rises, breathing more rapidly and
ears, eyes and nose become more alert. These changes are the result
of the chemicals being released into the blood stream in response to
the stressful state.

Emotional Reactions
The most important changes to watch out for are increased
tension, irritability and moodiness. Small irritations may be seen as
unbearable. For example, the fact that the children want to play a
board game, when they have just come in from work and all they want
to do is sit down with a drink and relax in front of the television, may
lead on wanting to put them up for adoption.
There may also be changes in appetite or weight. Some people
lose interest in food, whereas others may have a constant desire to
eat. Some lose their ability to cope at home and work may become
extremely variable. People smoke or drink (or both) more, which seems
to fill in time in the evenings as they seem to have difficulty sleeping.

Behavioral Reactions
The antisocial behavior displayed in stressful situations can
cause the rapid deterioration of relationships with family, friends, co-
workers, or even strangers. A person under stress may manifest signs
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such as disruptive eating patterns (overeat or undereat) , over-reacting,
irritability, acting on impulse, increased smoking or alcohol
consumption, withdrawing from relationships, feeling agitated most of
the time, isolation, compulsive shopping, difficulty in communication.
As found by Coon (1986), tress triggers bodily effects, upsetting
thoughts, and ineffective behavior.

Stress management practices
Some situations in life are stress-provoking, but it is the thoughts
about situations that determine whether these are problems to a
person. How people perceive a stress-provoking event and how they
react to it determine its impact on their health. People may be
motivated and invigorated by the events in their lives, or they may see
some as "stressful" and respond in a manner that may have a negative
effect on their physical, mental and social well-being. If they always
respond in a negative way their health and happiness may suffer. By
understanding themselves and their reactions to stress-provoking
situations, people can learn to handle stress more effectively.
Stress should be viewed in much the same way as people view
the weather. Although they might not be pleased with a rainy day, there
is not much to be done about it. A man continues to go about his
business in full acceptance of the rain. To deal with it he takes an
umbrella, wears a raincoat and maybe even rubber boots. Maybe he
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changes his plans a little so as to spend less time outdoors. The best
way to battle stress is to deal with it in much the same way. Instead of
trying to master stressful situations or make them go away, the best bet
is to learn how to work around them. .
According to Chapman (2005), when suffering from work-related
stress begins to affect or already affecting the health, it is time to think
why taking the risk with body and mind? Life is short enough as it is;
illness is all around why make matters worse? Commit to change
before one day change is forced upon individual.
If signs of stress is recognized and something can be done
about it. Being incapable of dealing with the situation does not mean
that it should be ignored. It may be referred to someone who can deal
with it. Signs of non-related stressors or factors that increase
susceptibility to stress should be looked into to avoid being vulnerable
to them. These rules may apply to any individual.
Importantly, if the stress is causing serious health effects, a
doctor must be consulted. Imagining things will improve by hoping that
it will not somehow become more resilient, lungs can and probably will
get worse.
The two simplest ways to reduce stress susceptibility, and in
many situations alleviate stress itself (although not removing the direct
causes of stress itself) are available to everyone, cost nothing, and are
guaranteed to produce virtually immediate improvements. These are
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diet and exercise. Diet is widely accepted that nutritional deficiency
impairs the health of the body, and it is unrealistic not to expect the
brain to be affected as well by poor diet. If the brain is affected, so are
our thoughts, feelings and behavior. Physical exercise is immensely
beneficial in managing stress. This is for several reasons: exercise
releases helpful chemicals in our brain and body that are good for
people; distracts from the causes of stress; warms and relaxes cold,
tight muscles and tissues which contribute to stress feelings; develops
and maintains a healthy body which directly reduces stress
susceptibility. Exercise, like a better diet, is not difficult to adopt. The
answer is simple, the opportunity is there-it is the personal commitment
that makes the difference.
On the other hand, anger management is simply an aspect of
managing stress, since anger in the workplace is a symptom of stress.
Management of anger (and any other unreasonable emotional behavior
for that matter) and the stress that causes it, can only be improved if
the person wants to change, so awareness is the first requirement.
Some angry people take pride in their anger and do not want to
change; others fail to appreciate the effect on self and others. Without
a commitment to change nobody can do to help; anger management is
only possible when the angry person accepts and commits to the need
to change. A big factor in persuading someone of the need to commit
to change is to look objectively and sensitively with the other person at
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the consequences (for themselves and others) of their anger. Often
angry people are in denial ( “my temper is okay, people understand it’s
just me and my moods…”), so removing this denial is essential.
Helping angry people to realize that their behavior is destructive and
negative, discuss the effects of stress on health and family, and seeing
things outside one’s self are an important steps to be done.
In the same way that “ one is what he eats” recent research
suggests that also “one is what he watches”. Given how the brain
works it is logical - and increasingly proven-that if people subject
themselves to miserable, negative experiences portrayed on film and
television, and computer games, then they will feel unhappy or even
depressed as a result. Negative, violent, miserable images, actions,
language and sounds are in effect a form of negative conditioning.
They produce stress, anxiety, and actually adversely affect a person's
physical health.
Conversely, watching or listening to an amusing experience or
portrayal in a variety of media (TV, film, even books) has a beneficial
effect on mood. It tends to improve physical health, mental state, and
reduces. Negative viewing and game-playing experiences are bad.
Conversely, positive, funny experiences are good. Thinking about and
controlling their influences upon will improve physical and mental
health most certainly reduce stress levels.
Coon (1986) suggested exercise and meditation to eliminate
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stress by relaxing, recommended music, taking nature walks, and
hobbies, and proposed a method of "progressive relaxation." This
method teaches stress victims to tighten each of their muscles and
then voluntarily relax them.
Sex difference . Angiwan (2005) revealed that there are
significant differences in occupational preferences of male and female
employees and most employed women are affected by factors in the
workplace because they occupy subordinate positions. This is
supported by Patong (2003), who stated that there are more females in
teaching profession than males but there are more male administrators
than females.
Civil status differences . The employees experience life crises in
different degrees at some point in their lives. But the factors of life
crises related to family, social, and work problems somehow affect
significantly all the single, married, and widowed employees on
different levels , (Angiwan, 2003).
Age differences. Sito (1990) revealed that 83 percent among
Filipino middle-aged managers said they experienced some crises
during their mid-life and they considered job-career and family as two
major areas where mid-life crises occurred.
Differences in nature of work. According to Calderon (1996), as
stated by Awingan (2005), the most obvious thing about people is that
they are all different and thus, most individuals cannot be treated alike
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and get same results of performance level especially in the workplace.
Differences in tenure. Those who are still young in service and
may also be young at age can easily manage themselves while those
who have stayed ten years or more in service can easily be affected by
any stressful situations in life.

Conceptual Framework
Stress is a part of life and is generated by constantly changing
situations that a person must face. Stress may be seen as having two
dimensions to it. First, there is the experiential aspect. This can be
described as an unpleasant feeling which people have when they feel
a psychological state of distress or tension, This state relates to the
way they perceive their present situation. Prolonged exposure to
stressful situations where the individual begins to feel increasingly
inadequate can be harmful. When the internal balance in a person's life
is lost that person is suffering from stress.
Then there is the physiological aspect. According to some
psychologists, in threatening situations the body responds with a "fight
or flight" syndrome. Confronted by a challenging situation, a person's
body releases a charge of adrenalin which helps to equip it to either
face the danger or run. Muscles become tense in readiness for action.
Hormonal responses such as a rise in adrenalin can also occur when a
person encounters desirable demands or when physical or mental
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effort is called for. Life without demands or excitement would be dull
and boring. However, there is an optimal level of arousal beyond which
physiological responses become unbalanced.
There are several categories of symptoms by which stress can
be recognized. There are the emotional manifestations: irritability,
anxiety, depression, nervousness, withdrawal or aloofness. Secondly,
there may be a behavioral aspects: over-impulsiveness,
aggressiveness, impaired ability to perceive and evaluate a situation,
sometimes an excessive dependence on alcohol or analgesics. Thirdly,
there are the interrelated cognitive and physiological aspects: anxious
thinking-patterns which result in psychosomatic conditions such as
excessive fatigue, high blood pressure, skin irritations, cardiovascular
diseases and susceptibility to infection. The physical ailments induced
by stress can be of a short-term nature, for example, regular
headaches or palpitations of the heart. Or they may be of a more long-
term character; for instance, high blood pressure, heart disease,
nervous tics or prolonged sexual irregularities.
Stress in the workplace reduces productivity, increases
management pressures, and makes people ill in many ways, evidence
of which is still increasing. Workplace stress affects the performance of
the brain, including functions of work performance, memory,
concentration, and learning.
It was proven beyond doubt that stress make people ill, and
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evidence is increasing as to number of ailments and diseases caused
by stress. Stress is now known to contribute to heart disease; it causes
hypertension and high blood pressure, and impairs the immune
system. Stress is also linked to strokes, IBS (irritable bowel syndrome),
ulcers, diabetes, muscle and joint pains, miscarriage during pregnancy,
allergies, alopecia and even premature tooth loss.(Anon.,2005).
Evidence is growing that positive or negative images and
sounds have a corresponding positive or negative affect on physical
health and well-being. Watching a violent or miserable TV, films or
playing violent computer games are experiences now proven to have a
directly negative effect on a person's physical health, as well as mental
state.
Teaching can be a stressful occupation. The daily interactions
with students and co-workers and the incessant and fragmented
demands of teaching often lead to overwhelming pressures and
challenges, which may lead to stress. Where work stress is
unrelenting, some negative physiological, psychological, and
behavioral consequences may result (DeRobbio and Iwanichi 1996).
Given the foregoing theories and concepts, this study sought to
determine the stress reactions and management practices of
elementary teachers in Kapangan district. Figure 2 presents a
paradigm of the study.
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The schematic diagram of the study shows four major variables:
the input, thruput, output and the expected outcome. The input includes
how respondents react to experienced stress physically, emotionally,
and behaviorally. The thruputs are the management practices of the
respondents in terms of physical, mental, spiritual, emotional and
relational. The output dealts with the effectiveness management
practices techniques. Finally, the expected outcome includes the stress
management intervention program in terms of stress awareness and
other programs related to stress management that a teacher should
undertake.

Operational Definitions of Terms

The following words being defined are used in the research
study:
Stress. can be any action or situation that places special
physical or psychological demands upon a person. It may be physical,
emotional or behavioral. Physical stress emanates from the
environment. It is proven beyond to make people ill, and evidence is
increasing as to number of ailments and diseases caused by stress. It
is known to contribute to heart disease; it causes hypertension and
high blood pressure, and impairs the immune system. It is also linked
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to strokes, IBS (Irritable bowel syndrome), ulcers, diabetes, muscle and
joint pain, miscarriage during pregnancy, allergies, alopecia and even
premature tooth loss. Emotional stress is that which affects the
capability to think clearly. It can also increase tension, irritability and
moodiness. Behavioral stress relates to relationships towards family
members, misunderstanding among co-workers, administrators, pupils
or even to our Creator. Teachers Stress. The experience of teachers
that are unpleasant emotions, such as tensions, frustrations, anxiety,
anger, and depression, can result to it (Kyriaco ,l987).
Reactions to stress. This refers to the negative feelings that
could be physical, emotional and behavioral in nature manifested by
any individual.
Physical Reaction. This refers to other illnesses, so it is
important to have a medical doctor to treat conditions such as ulcers,
compressed disks, or other physical disorders.
Emotional Reaction. This refers to the anxiety or depression,
frustrations, memory problems, lack of concentration, feeling out of
control.
Behavioral Reaction, This refers to the antisocial behavior
displayed in stressful situations that can cause the rapid deterioration
of relationships with family, friend, co-workers, or even strangers.
Sex. Refers to a person either male or female.

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Age Bracket. This refers to those early adult whose ages
ranges from 21 to 35 years old; middle adult whose age ranges from
36 to 50 years old; late adult whose age ranges from 51 years old and
above.
Civil status. Refers to respondents who are single, married or
widowed.
Nature of work. Refers to what the teacher leaches either
monograde, multi-grade or relieving teacher,
Monograde teacher. Refers to teachers who are teaching one
grade level only.
Multi-grade teacher. Refers to the teachers who are teaching
two to three different grade level in one classroom at a time.
Relieving teachers. Refers to the teachers who handles two to
three different subjects only and teaches at the intermediate grades to
relieve the classroom adviser.
Tenure. This refers to the length of service of teachers teaching
in the institution, if they belong to 0-5, 6-10, 11-20, 21-30, 31-up years
in service.
Management practices. The methodology used to alleviate
stress which includes physical, mental, spiritual, emotional or relational
practices.
Physical practices. This refers to the healthy behaviors of the
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respondents that includes maintaining healthy eating habits, getting
enough sleep, playing musical instruments, keeping self physically fit
through regular exercise and enhancing personality with beauty and
grooming tips. It also includes consulting a physician for regular health
check check-up.
Mental practices. It refers to person’s ability to accept that there
are events that they can not control; assert feelings, opinions or beliefs
instead of becoming; listen to music to relax; read newspapers and
book related to life situations. It is also characterized by the ability to
make sound decisions and think critically, set a positive outlook in life
and optimistic attitude; watching funny jokes, activities in the television;
watching information at TV programs or engaging in mentally
challenging games.
Spiritual practices. It involves possessing a set of guiding
beliefs, principles, or values that help give direction to one’s life. It is
characterized by establishing personal relationship with God; entrusting
difficult situations to God; praying, going to church regularly and the
like.
Emotional practices. It is characterized by the ability to feel and
express human emotions such as happiness, sadness, and anger. It
means having the ability to love and be loved and achieving a sense of
fulfillment in life. It encompasses optimism. Self-esteem, self-
acceptance, and the ability to share feelings (Angiwan,2005)
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27
Relational practices. It refers to the person’s ability to interact
each other, family, colleagues, friends, and to any individual.
Degree of effectiveness. This refers to the felt effects of stress
management practices techniques used by the respondents.
Barrio schools. Refers to small schools who offers multi-grade
levels and some schools offers incomplete grade levels.
Complete elementary schools. Refers to big schools who offers
monograde class from grades I to VI pupils.

Hypotheses of the Study

The following hypotheses were put forward for testing:
1. There are no significant differences in the reactions of the
respondents towards stress that they experience.
2. There are no significant differences in the strategies in coping
with stress in terms of physical, mental, spiritual, emotional, and
relational practices.
3. There are no significant differences in the effects of their
stress management practices.

Stress Reaction and Management Practices of Elementary
Teachers in Kapangan District / Agrifina P. Compala. 2006

METHODOLOGY

Locale and Time of the study
The study was conducted in all the 27 schools of Kapangan
district. The district supervises 11 barrio schools and 16 complete
elementary schools.
Kapangan is one of the 13 municipalities of Benguet. With 15
barangays, it is bounded at the east by the Municipality of Atok, at the
north by the Municipality of Kibungan, at the south by the Municipality
of Tublay, at the west by the Province of La Union and at the southwest
by the Municipality of Sablan.
According to Palada (2006), elementary education in Kapangan
district started during the American government. Cuba Barrio School
was the first to offer primary grades only in 1906. It was followed by
Balakbak Elementary School in 1908, then by Kapangan Central
School who opened the school in early 1930's. After years passed by,
different small and big schools were built in different barangays of
Kapangan due to the growing population. The latest schools that were
constructed in 1990's were Baguionas Barrio School of barangay
Gaswiling and Pakawan barrio school of barangay Cuba.
Kapangan elementary educations provide basic education in
elementary grades. There are three public secondary schools and one
private secondary institution.
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Figure 3. Map of the location of the study
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30
Municipality of Kapangan

Figure 4. Map of the instructional area of the study

Legend: B/S – Barrio School
E/S – Elementary School
- Road

- Can be reach through hiking

Stress Reaction and Management Practices of Elementary
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There is also one technical college in Kapangan, Benguet which has
been adopted by Benguet State University.
All the teachers are committed and are working hard for the
development of a young individual, guiding pupils to do well
academically, to be globally competitive, to be good persons to their
community and to their environment and to maintain good moral
character.
The study was conducted during the first semester of school
year 2006-2007. Besides the fact that this researcher is employed in
one of this schools, no study of this kind has been carried out yet in the
Kapangan district and so this inspired her to do the research in this
setting.

Respondents of the study
The respondents of the study were the elementary teachers of
Kapangan District during the first semester of school year 2006-2007.
There were 121 permanent teachers and substitute teachers. The
different barrio schools and complete elementary schools are headed
by appointed or designated teachers-in-charge, head teachers and
principals.
Data were generated from a sample group among those
permanent and substitute teachers during the first semester of school
year 2006-2007 using the stratified random sampling technique. Table
1 shows the respondents' profile and percentage of distribution.
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Table 1. Respondents’ profile

PROFILE

TOTAL PERCENT
Sex
Male

18

14.88

Female

103

85.12
Age Bracket
Early
Adult
(21-35)
55
45.45
Middle
Adult
(36.50)
43
35.54

Late Adult (51 and above)
23

19.01
Civil Status
Single
26
21.59
Married 90
74.38
Widower
5

4.13

Nature of Work
Monograde
Teacher 77
63.64
Multi-grade
Teacher
25
20.66
Relieving
Teacher
19
15.70

Tenure
0-5
years
in
service
36
29.75
6-10
years
in
service 28
23.14
11-20
years
in
service
24
19.83
21-30
years
in
service
25
20.66

31-40 years in service

8

6.61

TOTAL

121

100

Of the 121 respondents, 18 are male teachers and 103 are
female teachers. Majorities are married and a few are either single or
widowed. A great majority of them range in age from 21 to 35 years or
Stress Reaction and Management Practices of Elementary
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36 to 50 years. Few are aged 51 or more years.
The majority are monograde teachers, and most of them have
been in service for six to 30 years. Some have been teaching for not
more than five years or more than 31 years.

Instrumentation
In gathering the needed data, this investigative and descriptive
study employed a survey technique using a questionnaire constructed
by the researcher to analyze and evaluate the relationships related to
stress reactions and management practices of the respondents
(Appendix C). It consists of five parts:
Part one centers on the demographic profile of teachers which
includes sex, civil status, age, nature of work and tenure of the
respondents;
Part two, on how the body reacts to the sources of stress in
terms of physical, emotional and behavioral dimensions-the
respondents were asked to indicate the felt reactions when they
experience stress by using the following scale. 1-never happened to
me (NH); 2-sometimes happened to me (SH); 3-occasionally
happened to me (OCH); 4-often happened to me (OH); and 5-always
happened to me (AH).
Part three relates to stress management practices used by the
respondents as their coping skills to stress. They include physical,
mental, spiritual, emotional and relational practices. They were asked
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to rate each item according to the following scale 1- never adopted as
healthy practices (NHP); 2-sometimes adopted as healthy practices
(SHP); 3-occasionally adopted as healthy practices (OAHP); 4-often
adopted as healthy practices (OHP); and 5-always adopted as healthy
practices (AHP). They were also asked to rate the degree of
effectiveness according to the following indicators. 1-never to not at all
effective (NE); 2-sometimes effective (SE); 3-occasionally effective
(OCE); and 4-often effect.
Part five requires the respondents to identify the seminars or
trainings that they have attended with regard to stress management
two years ago up to present.

Data Gathering Procedure
Before copies of the questionnaire were floated and
administered, the researcher sought the permission from the Public
Schools District Supervisor, Mr. Jimmy Cagas Wankey of Kapangan
District (Appendix A). The communication was presented to the
principals, head teachers and teachers-in-charge of the different
complete elementary and barrio schools together with the copies of the
questionnaire.
The researcher personally administered the questionnaires and
the collection of the same through the assistance of the different school
heads where she is teaching.
There were 140 questionnaires reproduced and given to all the
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elementary teachers of the different big elementary and barrio schools.
Out of 140 questionnaires, 121 questionnaires were properly
accomplished, nine questionnaires were spoiled because some items
were not properly answered and nine questionnaires were not
retrieved.
The raw data gathered from the respondents were given the
following weights using the Likert’s five point rating system.
In frequency, stress may always happen (4.50-5.00), often
happen (3.50-4.49), occasionally happen (2.50-3.49), sometimes
happen (1.50-2.49), or never happen (1.00-1.49) to the person. Healthy
practices as coping skills to stress may be always adopted (4.50-5.00),
often adopted (3.50-4.49) occasionally adopted (2.50-3.49), sometimes
adopted (1.50-2.49). or never adopted (1.00-1.49). Healthy practices
may observed to be always effective (4.50-5.00), often effective (3.50-
4.49), occasionally effective (2.50-3.49), sometimes effective (1.50-
2.49), or never effective (1.00-1.49) to any individual.

Statistical Analysis
This study used the t-test, Friedman test, frequency counts,
percentage, ranking and weighted mean. T-test was used to compare
perceptions of two groups. Friedman Test was used to compare
perceptions from three or more groups as used in other tables.

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Formula for t-Test:

t = X1-X2

S 2
2
1 + S2

N1 N2
Where: t = t – Test

X1 = mean of first group

X2 = mean of second group

S 2
2
1 , S2 = Variances of groups 1 and 2

N1, N2 = No. of cases of each group
Formula for Friedman Test (ANOVA):
X2r = 12 ∑ (∑Rj) 2 – 3 N (C+1)
Nc (C+1)
Where: X2r = symbol for Friedman Test
N = No. of cases / rows
C = No. of columns
12, 3, 1 = Constants
Rj = ranks
∑ = summation
The inferential statistics used to the test the hypotheses was the
t-test to compare two groups. The Friedman analysis of variance
(ANOVA) was used to compare three or more groups. The research
hypothesis was accepted if true differences existed among the groups
but rejected if differences are too small and considered negligible.
All data gathered were objectively evaluated; statistically
classified and tabulated in accordance with the objectives of this study.
Stress Reaction and Management Practices of Elementary
Teachers in Kapangan District / Agrifina P. Compala. 2006

RESULTS AND DISCUSSION

This section presents the analysis and discussion of the data based
on the objectives of the study. It includes the dimensions of stress
reactions, management practices and degree of effectiveness
experienced by the respondents in terms of sex, civil status, age, nature of
work and tenure.

Stress Reactions as Experienced
by the Elementary Teachers of Kapangan District

Table 2 shows that the elementary teachers sometimes show or
feel emotional, physical, and behavioral reactions to stress, as indicated
by an average mean of 2.10. For emotional reactions, they feel nervous
or anxious; depressed or moody and frustrated; suffer from stomach
complaint; become irritable; trouble in thinking clearly; constant worry or
frightened; feel out of control; experience phobias, were unable to make
decisions; experience memory problems; lacks concentration. For physical
reactions, they experiences fatigue, headache, back/shoulder or neck
pain, gastrointestinal problem, sleep disturbance, hypertension, chest
pain, heart problems (palpitation), immune system suppression on more
colds, flue infections, reproductive problems, hair loss/ falling hair, sexual
problems. On the other hand, on behavioral reaction, they overreact, have
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disruptive eating patterns (over eat on under eat), become argumentative
and angry, isolate themselves from school activities, practice
absenteeism, give harshly treat others, start conflict with co-workers,
argue with partner or family, and give in to compulsive shopping.
The finding agree with the conclusion of by Van Fleet et.al. (1988)
long hours of working is of those things that can induce stress. In
addition to causing problems at work, stress also can result in physical
problems. According to HSE’s stress Webpages (2005), pressure at work
can be good for any individual, but if the experience of pressure gets too
much, people may begin to feel stressed. The contributing factors might
include eating on the run or in a disorganized manner, smoking, or
drinking excessively, rushing, hurrying, being available to every one, doing
several jobs at once, missing breaks, taking work home, having no time
for exercise and relaxation. In some cases, prolonged stress can lead to
physical and or mental ill health. This is also confirmed by an interview to
Toribio (2006) that any individual going through personal or family
problems tend to carry their worries and anxieties to the workplace. When
one is in a depressed mood, his unfocused attention or lack of motivation
affects his ability to carry out job responsibilities.

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Table 2. Stress reactions as experienced by the elementary teachers of
Kapangan district

AVERAGE
RATING RANK
REACTION
MEAN
1. Physical Reaction: headaches,
2.16 Sometimes 2
fatigue, gastrointestinal problems,
happened
sexual problems, sleep
to me
disturbances, hypertension, hair
loss/falling hair, reproductive
problems, immune system
suppression (more colds, flu
infections), back or shoulder or
neck pain, chest pain, heart
problems (palpitation)
2. Emotional Reaction: nervousness
2.26 Sometimes 1
or anxiety, depression or
happened
moodiness, suffering from stomach
to me
complaint, irritability or frustration,
trouble in thinking clearly,
constantly worried or frightened,
feeling out of control, having
phobias, being unable to make
decisions, memory problems, lack
of concentration, feeling depressed
or sad.
3. Behavioral reaction: overreacting,
1.89 Sometimes 3
disruptive eating patterns
happened
(overeating or under eating), harsh
to me
treatment of others, increased
arguments/anger, conflict with co-
workers or employees, withdrawing
from relationship, absenteeism,
chest pain, arguing with partner or
family, compulsive shopping

Average 2.10
Sometimes

happened
to me

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Limits

Descriptive
Interpretation
Symbol

4.50-5.00

Always happened to me
(AH)
3.50-4.49

Often happened to me

(OH)
2.50-3.49

Occasionally happened to me
(OCH)
1.50-2.49

Sometimes happened to me
(SH)
1.00-1.49

Never happened to me

(NH)

2.3
2.26
2.2
2.16
2.1
e
u
val
2
e
an
1.89
m 1.9
1.8
1.7
physical
emotional
behavioral
reaction
reaction
reaction

Figure 5. Stress reactions of the respondents

According to Munchinsky (1987), fatigue is quite elusive, yet it is a
major symptom associated with poor worker/workplace fit. The symptoms
of fatigue include tiredness, diminished willingness to work, and boredom.
Stress Reaction and Management Practices of Elementary Teachers in
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However, fatigue is not synonymous with being bored or tired; such
feelings may be short-lived and can be “cured” by a diversion or a good
night’s sleep. Fatigue is more generalized and enduring. Also,
distinguishing among various kinds of fatigue is difficult because of
interrelated effects as follows: (1) muscular fatigue, caused by prolonged
and demanding physical activity. This is associated with biochemical
changes and consists of acute pain in the muscles; (2) mental fatigue is
more closely aligned with feelings of boredom associated with
monotonous work; (3) emotional fatigue results from intense stress and is
generally characterized by dulling emotional responses; (4) skills fatigue is
associated with a decline in attention to certain tasks. With skills fatigue,
standards of accuracy and performance become progressively lower.

Some researchers say that unrealistic expectations, especially in
the time of corporate reorganizations, which sometimes put unhealthy and
unreasonable pressures on the teachers, can be a tremendous source of
stress and suffering. Increase workload, extremely long work hours and
intense pressure to perform at peak levels all the time for the same pay,
can actually leave on employees physically and emotionally drained.
Bacuso (2006) added that excessive travel and too much time away from
family also contribute to a teacher’s stress.

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Stress reactions of respondents
classified by Identified Variables

Sex

Table 3 and Figure 6 present the three categories of reactions to
stress and the comparison of responses by male and female
respondents.

The computed value indicates that the respondents do not
significantly differ in their reactions to stress. That is, both male and
female teachers sometimes react to physical, emotional and behavioral
stresses., and that both male and female teachers react equally but
maybe in different ways to expressed stress. Female teachers may
immediately react physically, then emotionally and behaviorally while male
teachers may immediately react emotionally, physically and behaviorally.

As observed by James (1995), as stated by Angiwan (2005)
reactions to crisis happen to both men and women in different ways but it
will take for some men to break out of self-imposed shell.
This findings is in contrast with the report of the Manila Bulletin
(1999) that women especially full time working mothers with children
under the age of 13 suffer more stress in their lives than men, Angiwan
(2005) added that the employees seldom react to life crises, but females

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Table 3. Stress reaction of respondents classified by sex
REACTION SEX
MALE
FEMALE
TOTAL
AVERAGE
1. Physical Reactions
2.10
2.71
2.14
2.Emotional Reactions
2.17
2.27
2.22
3. Behavioral Reactions
1.93
1.86
1.90

Average
2.07
2.10
2.09

t.05 = 2.13

tc = 0.076ns ns-not significant

Limits Descriptive
Interpre

tation
4.50 – 5.00
Always happened to me (AH)

3.50 – 4.49
Often happened to me (OH)

2.50 – 3.49
Occasionally happened to me (OCH)
1.50 – 2.49
Sometimes happened to me (SH)
1.00 – 1.49
Never happened to me (NH)

3
2.5
2
age
male
1.5
female
ean aver
1
m
0.5
0
physical
emotional
behavioral
reactions
reactions
reactions
stress reaction

Figure 6. Stress reactions of respondents classified by sex
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44

are more sensitive to issues and emotionally reactive. However, Hall
(2000) said that men whose partners complain most frequently about
work suffered a higher level of depression than those whose wives or
girlfriends offloaded their work anxieties elsewhere.

Civil Status
Table 4 and Figure 7 present reactions of single, married and
widowed teachers to physical stress, emotional stress, or behavioral
stress.
The computed value indicates that there are no significant
differences in the respondents’ reactions to stress according to civil status.
That is , either single, married or widowed, the respondents have identical
reactions towards physical, emotional and behavioral stresses that they
sometimes react to it.
It is also observed that either single, married or widowed, they
sometimes experience fatigue, back or shoulder or neck pain, sleep
disturbances and headaches. For behavioral stresses, the respondents
sometimes have disruptive eating patterns (over eating or under eating),
overreact, and increased arguments or anger. They sometimes
experience depression/moodiness, memory problem, and
nervousness/anxiety.

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Table 4. Stress reactions of respondents classified by civil status
REACTION CIVIL
STATUS
SINGLE
MARRIED WIDOWED
TOTAL
AVERAGE
1. Physical Reactions
2.02
2.19
2.08
2.10
2.Emotional Reactions 2.28 2.24 2.20 2.24
3.Behavioral Reactions
1.91
1.84
1.98
1.91

Average 2.07
2.09
2.09
2.08
X2.05 = 6.00
X2C= 0ns

ns- not significant

Limits Descriptive
Interpretation
4.50 – 5.00
Always happened to me (AH)
3.50 – 4.49
Often happened to me (OH)
2.50 – 3.49
Occasionally happened to me (OCH)
1.50 – 2.49
Sometimes happened to me (SH)
1.00 – 1.49
Never happened to me (NH)

2.5

2
e
ag 1.5
single

married
aver
1
widow/er
eanm
0.5

0
physical
emotional
behavioral

reactions
reactions
reactions

Figure 7. Stress reactions of respondents by civil status
Stress Reaction and Management Practices of Elementary Teachers in
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This implies that the respondents have more or less equal
experiences of stress reactions in terms of physical, emotional or
behavioral since there average mean score fall under the same statistical
range. It also indicates that sometimes the reactions to stress happened to
them.

Age
Table 5 and Figure 8 shows the possible reactions to stress when
compared according to age. The computed value indicates that the
respondents do not significantly differ in their reactions to stress. That is,
either early adult, middle adult, or late adult teachers, they sometimes
react to physical, emotional and behavioral stresses.

As to physical reactions, the respondents sometimes experience
fatigue, back/shoulder or neck pain, headaches, sleep disturbances,
Gastro intestinal problems and hypertension. Emotionally, they
sometimes experience depression or moodiness, memory problems,
nervousness or anxiety, irritability or frustration and suffer from
stomach complaints. Behaviorally, they engage in arguments, display
anger, enter into disruptive eating patterns (overeating or undereating),
and experience chest pain.

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Table 5. Stress reactions of respondents classified by age
REACTION AGE
Early
Adult
Middle
Late Adult
TOTAL
Adult
AVERAGE
1. Physical Reactions
2.06
2.16
2.10
2.11
2. Emotional Reactions
2.27
2.26
2.22
2.25
3. Behavioral Reactions
1.90
1.76
1.83
1.83

Average
2.08
2.06
2.05
2.06

X2.05 = 6.00

X2C= 0.67ns
ns-not significant

Limits Descriptive
Interpretation
4.50 – 5.00
Always happened to me (AH)
3.50 – 4.49
Often happened to me (OH)
2.50 – 3.49
Occasionally happened to me
(OCH)
1.50 – 2.49
Sometimes happened to me (SH)
1.00 – 1.49
Never happened to me (NH)

2.5

2

e

ag
1.5
Early Adult

Middle Adult
aver

1
Late Adult

ean
m

0.5

0

physical
emotional
behavioral

reactions
reactions
reactions

Figure 8. Stress reactions of respondents by age

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Nature of Work

Table 6 and Figure 9 presents the reactions of multigrade,
monograde and relieving teachers to physical, emotional and behavioral
stress.
The stress reactions of multigrade teachers significantly differ from
those of monograde and relieving teachers. As a whole, they sometimes
experience depression/ moodiness, nervousness/anxiety, constant worries
or fright. Physically, they sometimes experience back/shoulder or neck
pain, fatigue, sleep disturbances and behaviorally, they engage in
arguments or anger, over-react or enter into disruptive eating patterns.
This finding jibe with the observation of Binay-an (2005) that in the
multigrade setting, teachers encountered problems regarding too many
paper works. Since there were many papers waiting to be checked at
the end of the day, they oftentimes, brought these home for checking. In
this process, they often neglect other duties at home and they would be
left cramming for time for making other needed materials in school. In
addition, teachers, especially those in the small schools, are often loaded
with co-curricular assignments, committee meetings, various other
assignments, unending reports and other clerical duties. Thus, Bowlby
(1987) said:
…the problem of extra curricular duties is really enough to take
your time, your health, and your breath away. Every teacher is expected
to serve as a class adviser as well as a sponsor to two or more activities,
plus a little coaching or dramatic work on the side.

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Table 6. Stress reactions of respondents classified by nature of work

REACTION NATURE
OF
WORK
MONOGRADE
MULTIGRADE RELIEVING
TOTAL
TEACHER
TEACHER
TEACHER AVERAGE
1.Physical
2.19 2.34
1.83
2.12
Reactions
2.Emotional
2.24 2.42
2.00
2.22
Reactions
3.Behavioral
1.95 2.04
1.62
1.87
Reactions

Average
2.13
2.27
1.82
2.07
X2.05 = 6.00

X2r= 6.00*

*-significant

Limits Descriptive
Interpretation
4.50 – 5.00
Always happened to me (AH)
3.50 – 4.49
Often happened to me (OH)
2.50 – 3.49
Occasionally happened to me (OCH)
1.50 – 2.49
Sometimes happened to me (SH)
1.00 – 1.49
Never happened to me (NH)

3

Monograde

2.5
teacher

e

2
Multigrade
a
g

teacher

1.5
aver
Relieving

teacher
e
an
1

m

0.5

0

physical
emotional
behavioral

reactions
reactions
reactions

Figure 9. Stress reactions of respondents by nature of work

Stress Reaction and Management Practices of Elementary Teachers in
Kapangan District / Agrifina P. Compala. 2006

50

Tenure
Table 7 and Figure 10 show that the computed value indicates that
the respondents do not significantly differ in their reactions to stress in
relation to their length of service.

Those who have been in service for 11-20 years 0-5 years, 6-10
years, 21-30 years or 31 and above years in service do not significantly
differ. This findings indicates that the respondents sometimes experience
fatigue, back or shoulder or neck pain, headaches; Emotionally, they feel
depressed/ moody, experience memory problems and easily get irritable
or frustrated. Behaviorally, they sometimes experience disruptive eating
patterns, over-react and experience chest pain.

Table 7. Stress reactions of respondents classified by tenure
REACTION TENURE
0-5
yrs
6-10 yrs
11-20
21-30 yrs 31 up yrs TOTAL
in
in
yrs in
in service in service AVERAGE
service
service
service
1. Physical
2.18 2.06 2.33 2.21 2.14 2.18
Reactions
2. Emotional
2.24 2.18 2.31 2.30 2.05 2.23
Reactions
3. Behavioral
1.90 1.80 1.94 1.89 1.66 1.84
Reactions

Average
2.11 2.01 2.19 2.13 1.95 2.08

X2.05 = 9.50

X2r= 10.93ns
ns- no significant

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51

Limits Descriptive
Interpretation
4.50 – 5.00
Always happened to me (AH)
3.50 – 4.49
Often happened to me (OH)
2.50 – 3.49
Occasionally happened to me (OCH)
1.50 – 2.49
Sometimes happened to me (SH)
1.00 – 1.49
Never happened to me (NH)

2.5

0-5 yrs in

2
service

e
6-10 yrs in

ag 1.5
service
er

11-20 yrs
av

n
1
in service

ea
m
21-30 yrs

0.5
in service

31 up yrs

0
in service

physical
emotional
behavioral

reactions
reactions
reactions

Figure 10. Stress reactions of respondents by tenure

Management Practices as Experienced
by the Elementary Teachers of Kapangan District

Table 8 and Figure 11 shows the physical, mental, spiritual,
emotional or relational practices employed by the respondents in coping
with stress.

The respondents significantly differ in their practices or coping skills
to stress. They often adapt spiritual practices and mental practices as they
Stress Reaction and Management Practices of Elementary Teachers in
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52

have entrust difficult situations to God; faith in the goodness of the Lord;
have established personal relationship with God; spend time for prayer,
meditation and reflection; go to church regularly; and attend spiritual
renewal and retreats or join church organizational, gatherings and
activities. They often set a positive outlook in life and optimistic attitude,
accept that there are events that they cannot control, listen to music to
relax, ‘assert’ their feelings, opinions or beliefs instead of becoming angry,
combative or passive, watch informational TV programs, read newspapers
and books related to life situations, engage in mentally challenging games,
sit down and think critically to make sound decisions, watch funny jokes,
funny activities in the television.
The respondents occasionally adopt physical, emotional and
relational as healthy practices. This finding implies that they occasionally
get enough sleep, maintain healthy eating habits, enhance personality
with beauty and grooming tips, consult a physician for regular health
check-up, dress up well to look smart and untroubled, keep self physically
fit through regular exercise, play musical instrument in relation to physical
practices. They occasionally price or maintain and accept themselves,
accept and forgive themselves and others for shortcomings, show love,
care and concern for others, find relief by crying it out, express sadness

Stress Reaction and Management Practices of Elementary Teachers in
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53

Table 8. Management practices as experienced by the elementary
teachers of Kapangan district

AVERAGE
MANAGEMENT PRACTICES
RATING RANK
MEAN
1. Physical Practices: maintain 2.96 Occasionally
5
healthy eating habits, get enough
adopted as
sleep, dress up well to look smart and
healthy
untroubled, play musical instrument,
practices
drink (alcohol) to let problems away,
keep self physically fit through regular
exercise, hit or throw objects, spend a
lot of time on the cellular phone,
consult a physician for regular health
check-up, enhance personality with
beauty and grooming tips.
2. Mental Practices: accept that there 3.52 Often 2
are events that people cannot control,
adopted as
“assert” feelings or opinions and
healthy
beliefs instead of becoming angry,
practices
combative or passive, listen to music
to relax, read newspapers and book
related to life situations, sit down or
think critically and make sound
decisions, set a positive outlook in life
and optimistic attitude, solve puzzles
and engage in mentally challenging
games, watch funny jokes, funny
activities in the television, watch
informational TV programs, make use
of talents and abilities productivity.
3. Spiritual Practices; spend time for 3.58 Often 1
prayer or meditation and reflection,
adopted as
attend spiritual renewal and retreats,
healthy
pray or say a novena, go to church
practices
regularly, entrust difficult situations to
God, establish personal relationship
with God, read the Bible, blame the
Lord for any problems that happen,
join church organizational gathering
and activities, assure oneself of faith
and belief to the Lord.
Stress Reaction and Management Practices of Elementary Teachers in
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54

4. Emotional Practices: find relief by 3.49 Occasionally
3
crying it out, price or maintain and
adopted as
accept themselves, become irritable
healthy
and ill-tempered, curse or utter
practices
unpleasant words to other people,
unburden by talking it out with trusted
friends, accept and forgive
themselves and others for short
comings, ignore or refrain from
thinking about the problem, sing or
hum a tune to feel light emotionally,
show love or care and concern for
others, express sadness and anger
naturally.
5. Relational Practices: seek the 3.27 Occasionally
4
company of friends/ spouse or family,
adopted as
seek advice from superiors or experts
healthy
for matters concerning the problems,
practices
seek dialog with the person’s
concerned, talk/ tell to others about
personal problems, share or crack
jokes with friends, spouse or family,
confront or deal with the source of the
problems, stay calm and do not let
problems become overwhelming,
blame others for the situations when
things go wrong, get out with friend
for leisure activities, spend time with
family members for outing.

Average
3.36
Occasionally
adopted as
healthy
practices

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55

Limits Descriptive
Interpretation
Legend symbol

4.50-5.00
Always adopted as healthy practices

(AH)
3.50-4.49
Often adopted as healthy practices

(OH)
2.50-3.49
Occasionally adopted as healthy practices
(OCH)
1.50-2.49
Sometimes adopted as healthy practices
(SH)
1.00-1.49
Never adopted as healthy practices

(NH)

4
3.52
3.58
3.49
3.5
3.27
2.96
3
2.5
2
1.5
1
0.5
0
Physical
Mental
Spiritual
Emotional Relational
Practices
Practices
Practices
Practices
Practices

Figure 11. Management practices as experienced by the
elementary teachers of Kapangan district

and anger naturally, sing or hum a tune to feel light emotionally, unburden
by talking it out with trusted friends, ignore or refrain from thinking about
the problem in relation to emotional practices. They also occasionally
practice seeking advice from superiors or experts for matters concerning
the problems, spend time with family members for outing, share or crack
jokes with friends, spouse or family, get out with friends for leisure
activities, stay calm and do not let problems become overwhelming, and
Stress Reaction and Management Practices of Elementary Teachers in
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56

seek the company of friend/ spouse or family especially if it is related to
personal problems.
The finding of this study jibes with the statement of Victor (1999)
that teachers are expected to dress and behave in the manner a mature
individual of their own position. They are models to the pupils and at all
times and at all places. They are genial, amiable and friendly with pupils
but always maintain a signified reserve.

Management Practices and Identified
Variables

Sex

Table 9 and Figure 12 present the five areas of stress management
practices of the male and female elementary teachers.
The computed value indicates that the male and female teachers do not
significantly differ in their management practices. That is, both male and
female teachers occasionally employ physical, mental, spiritual emotional
and spiritual practices; and although having identical practices, they
normally do it differently.
As shown in the table, males often adopt mental practices. That is,
they often listen to music to relax, set a positive outlook in life, and watch
informational TV program. Females on the other hand, often adopt

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Table 9. Management Practices of respondents classified by Sex
PRACTICES SEX
MALE
FEMALE
TOTAL
AVERAGE
1. Physical Practices
3.06
2.86
2.96
2. Mental Practices
3.68
3.39
3.54
3. Spiritual Practices
3.46
3.66
3.56
4. Emotional Practices 3.31
3.28
3.30
5. Relational Practices
3.30
3.35
3.34

Average
3.36
3.31
3.34

t.05 = 1.86

tc= 0.304ns
ns- no significant

Limits Descriptive
Interpretation
4.50 – 5.00
Always adapted as healthy practice (AHP)
3.50 – 4.49
Often adapted as healthy practice (OHP)
2.50 – 3.49
Occasionally adapted as healthy practice (OAHP)
1.50 – 2.49
Sometimes adapted as healthy practice (SHP)
1.00 – 1.49
Never adapted as healthy practice (NHP)

4
3.5
male
e

3
female
ag
er 2.5
av
2
1.5
ean

m
1

0.5
0

physical
mental
spiritual
emotional
relational
practices
practices
practices
practices
practices
Figure 12. Management Practices by Sex
Figure 12. Management practices of respondents by sex
Stress Reaction and Management Practices of Elementary Teachers in
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58

spiritual practices that include entrusting difficult situations to God, and
establishing personal relationship with God.
This finding jibes with the observation of Angiwan (2005) that
females have stronger dependence on God compared to males. Orlino
(1999) found that females could employ practices efficiently because of
their flexible characteristics.

Civil Status
Table 10 and Figure 13 present the management practices and
comparison of responses by civil status (either single, married or
widowed).
The computed value indicates that the respondents significantly
differ in their physical, mental, spiritual, emotional and relational practices.
The findings imply that they occasionally adopt physical, mental,
emotional and relational practices oftenly adopt spiritual practices as their
coping skills to stress-that is, by placing their faith and belief in the
goodness of the Lord. However, single teachers significantly differ
because their mean score is high compared those of married and
widowed teachers. It may be inferred that single teachers can easily adopt
to stress since they can get enough sleep, dress up well to look smart
and untroubled. On the other hand, the married teachers, who have
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59

Table 10. Management practices of respondents by civil status
PRACTICES CIVIL
STATUS
SINGLE MARRIED WIDOWED
TOTAL
AVERAGE
1. Physical
3.05
2.84
2.56
2.82
2.Mental
3.70
3.59
2.83
3.37
3.Spiritual
3.88
3.62
3.55
3.68
4.Emotional
3.26 3.28 2.82 3.09
5.Relational
3.44
3.38
3.04
3.29

Average
3.47
3.34
2.94
3.25

X2.05 = 6.00

X2r= 8.4*

*significant

Limits Descriptive
Interpretation
4.50 – 5.00
Always adapted as healthy practice (AHP)
3.50 – 4.49
Often adapted as healthy practice (OHP)
2.50 – 3.49
Occasionally adapted as healthy practice(OAHP)
1.50 – 2.49
Sometimes adapted as healthy practice (SHP)
1.00 – 1.49
Never adapted as healthy practice (NHP)

4.5
4

3.5
e
3

ag
single
2.5
ver
married

a
2
n
widow/er
ea 1.5
m

1
0.5

0
physical
mental
spiritual emotional relational

practices practices practices practices practices

Figure 13. Management practices of respondents by civil status
Stress Reaction and Management Practices of Elementary Teachers in
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60

under-five-years-old children or are nursing parents, occasionally adopt to
stress especially if they can not get enough sleep in taking care of their
children late at night or can not maintain healthy eating habits.

Age
Table 11 and Figure 14 shows a comparison of management
practices of the respondents classified by age group.
The computed value indicates that the respondents significantly
differ in their management practices on stress.
The mean score of early adults and that of middle adults indicates
that the areas of mental practices and spiritual practices are highly
practiced. While physical, emotional and relational practices are
occasionally adapted. On the other hand, late adults occasionally adapt all
the healthy practices in coping with stress.

Table 11. Management Practices of respondents by Age
PRACTICES AGE
EARLY
MIDDLE
LATE
TOTAL
ADULT
ADULT
ADULT AVERAGE
1.Physical
3.03
2.92
2.64
2.86
2. Mental
3.53 3.56 3.28 3.46
3. Spiritual
3.71
3.63
3.47
3.60
4.Emotional
3.40 3.30 3.05 3.25
5.Relational
3.45
3.48
3.02
3.32

Average
3.42
3.38
3.09
3.30

X2.05 = 6.00

X2r= 7.6*

*- significant
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Limits Descriptive
Interpretation
Symbol

4.50 – 5.00 Always adapted as healthy practice
(AHP)
3.50 – 4.49
Often adapted as healthy practice
(OHP)
2.50 – 3.49
Occasionally adapted as healthy practice
(OAHP)
1.50 – 2.49
Sometimes adapted as healthy practice
(SHP)
1.00 – 1.49
Never adapted as healthy practice
(NHP)

4

3.5

3

2.5
early

adult
2

middle
1.5
adult

late

1
adult

0.5

0

physical
mental
spiritual
emotional
relational

practices
practices
practices
practices
practices

Figure 14. Management Practices of respondents by Age

This finding implies that teachers have established personal
relationship with God. Thus, they attend spiritual renewal and retreats and
spend time for prayer, meditation and reflection. However, comparing the
average of the three age group, it is evident that the early adults
significantly differ from middle adults and late adults. The difference
indicates that the early adults can manage themselves easily when faced
with stress.

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62

Nature of work
Table 12 and figure 15 presents the findings of the five identified
stress management practices according to nature of work.
The computed value indicates that the respondents significantly
differ in their management practices to stress in relation to nature of work.
The finding implies that whether monograde, multigrade, or
relieving teachers occasionally adopt the identified healthy practices as
their coping strategies in dealing with stress. However, the respondents
often adopt both mental and spiritual practices.

Table 12. Management Practices by Nature of Work
PRACTICES NATURE
OF
WORK
MONOGRADE
MULTIGRADE RELIEVING
TOTAL
TEACHER
TEACHER
TEACHER AVERAGE
1. Physical
2.90 2.92
2.89
2.90
Practices
2. Mental
3.49 3.50
3.77
3.59
Practices
3. Spiritual
3.70 3.54
3.72
3.65
Practices
4. Emotional
3.24 3.21
3.33
3.26
Practices
5. Relational
3.33 3.31
3.45
3.37
Practices

Average
3.33
3.30
3.43
3.35

X2.05 = 6.00

X2r= 2.8ns

ns – not significant

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63

Limits Descriptive
Interpretation
Symbol

4.50 – 5.00 Always adapted as healthy practice
(AHP)
3.50 – 4.49
Often adapted as healthy practice
(OHP)
2.50 – 3.49
Occasionally adapted as healthy practice
(OAHP)
1.50 – 2.49
Sometimes adapted as healthy practice
(SHP)
1.00 – 1.49
Never adopted as healthy practice
(NHP)

4

3.5
e
3
or

2.5
Monograde

2
teacher
ean sc

1.5
m
Multigrade
teacher

1
Relieving

0.5
teacher

0
physical
mental
spiritual emotional relational

practices practices practices practices practices

Figure 15. Management Practices by Nature of Work

Tenure
Table 13 and Figure 16 present the stress management practices
when compared according to the length of service of the respondents. The
computed value indicates that the respondents significantly differ in their
management practices to stress.
The average means scores of the respondents are high in mental
practices and spiritual practices. This finding indicates that the
respondents often adopt them as their coping mechanisms to stress.

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64

Table 13. Management practices of respondents by tenure
PRACTICES TENURE
0
–5
6 – 10 11 – 20 21 – 30 31-UP
TOTAL
YRS
YRS.
YRS.
YRS.
YRS.
AVERA
.
GE
1. Physical
3.07
3.01 2.98 2.92 2.71 2.94
2. Mental
3.57
3.53 3.61 3.40 3.41 3.50
3. Spiritual
3.64
3.80 3.73 3.68 3.38 3.65
4.Emotional
3.34
3.30 3.26 3.18 3.00 3.22
5.Relational
3.40
3.44
3.37
3.32
3.00
3.31

Average
3.40
3.42
3.39
3.30
3.10
3.32

X2.05 = 9.50

X2r= 14.08*
*-
significant

Limits Descriptive
Interpretation
4.50 – 5.00 Always adapted as healthy practice (AHP)
3.50 – 4.49
Often adapted as healthy practice (OHP)
2.50 – 3.49
Occasionally adopted as healthy practice (OAHP)
1.50 – 2.49
Sometimes adapted as healthy practice (SHP)
1.00 – 1.49
Never adapted as healthy practice (NHP)

4

years in
3.5
service:
3
0-5 yrs

6-10 yrs

2.5
11-20 yrs
2
21-30 yrs
1.5

31 up yrs
1

0.5

0
Figure 16. Management practices of respondents by tenure
6-10 years, 11-20 years, have a hi
physical
mental
spiritual gh mean average on mental and
emotional
relational
practices
practices
practices
practices
practices
Figure 16. Management practices of respondents by tenure

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65

However, the respondents occasionally adopt the physical, emotional and
relational practices.
This finding implies that the tenure groups differ in employing their
physical, mental, spiritual, emotional or relational practices. It is observed
from the table that those who have been in service for 0-5 years, spiritual
practices. This means that those who have been in service for 0-20 years
often entrust their difficult situations to God; establish personal relationship
with Him; sit down, think critically and make sound decisions; and assert
their feelings, opinions or beliefs. Those who have been in service for 21
or more years occasionally adopt the healthy practices.

Degree of Effectiveness of Practices as Experienced
by the Elementary Teachers of Kapangan District

Table 14 and Figure 17 shows the level of effectiveness of the
coping skills employed by the respondents in relation to physical, mental,
spiritual, emotional or relational practices.
The table shows that the mental, spiritual, emotional or relational
practices experienced by the respondents are often effective. They find
physical practices occasionally effective in coping with stress. This
indicates that the respondents significantly differ in their perceptions of the
degree of effectiveness.
Stress Reaction and Management Practices of Elementary Teachers in
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66

The respondents find it often effective when they join church
organizations, gatherings and activities, are assured of faith and belief in
the goodness of the Lord, have established personal relationship with
God, and entrust difficult situations to God. This finding agrees with the
statements of Hudson (2001) to “ask the Lord to help relieve the harmful
stress in life.” And to ask Him to help find ways to reduce the amount of
pressure one faces every day. The respondents find that physical and
emotional practices are occasionally effective.
The finding confirms the suggestion of Victor (1999) that teachers
gain physical health through sufficient sleep and proper food which make
them active in their daily routines. Santos (2005) added that relationship
with others is necessary because working together brings about good and
healthy interpersonal relationship and a healthy working environment.

Table 14. Degree of Effectiveness of Practices as Experienced by the
Elementary Teachers of Kapangan District
R
AVERAGE
A
PRACTICES
RATING
MEAN
N
K
1.Physical practices: maintain healthy
3.09 Occasionally
5
eating habits, get enough sleep, dress
Effective
up well to look smart and untroubled,
play musical instrument, drink (alcohol)
to let problems away, keep self
physically fit through regular exercise,
hit or throw objects, spend a lot of time
on the cellular phone, consult a
Stress Reaction and Management Practices of Elementary Teachers in
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67

physician for regular health check-up,
enhance personality with beauty and
grooming tips.
2. Mental practices: accept that there
3.66 Often
2
are events that people cannot control,
Effective
“assert” feelings or opinions and beliefs
instead of becoming angry, combative or
passive, listen to music to relax, read
newspapers and book related to life
situations, sit down or think critically and
make sound decisions, set a positive
outlook in life and optimistic attitude,
solve puzzles and engage in mentally
challenging games, watch funny jokes,
funny activities in the television, watch
informational TV programs, make use of
talents and abilities productivity.
3. Spiritual practices: spend time for
4.02 Often
1
prayer or meditation and reflection,
Effective
attend spiritual renewal and retreats,
pray or say a novena, go to church
regularly, entrust difficult situations to
God, establish personal relationship with
God, read the Bible, blame the Lord for
any problems that happen, join church
organizational gathering and activities,
assure oneself of faith and belief in the
goodness of the Lord.
4. Emotional practices: find relief by
3.35 Often
3
crying it out, price or maintain and accept
Effective
themselves, become irritable and ill-
tempered, curse or utter unpleasant
words to other people, unburden by
talking it out with trusted friends, accept
and forgive themselves and others for
short comings, ignore or refrain from
thinking about the problem, sing or hum
a tune to feel light emotionally, show love
or care and concern for others, express
sadness and anger naturally.
5. Relational practices: seek the
3.52 Often
4
company of friends/ spouse or family,
Effective
Stress Reaction and Management Practices of Elementary Teachers in
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68

seek advice from superiors or experts for
matters concerning the problems, seek
dialog with the person’s concerned, talk/
tell to others about personal problems,
share or crack jokes with friends, spouse
or family, confront or deal with the source
of the problems, stay calm and do not let
problems become overwhelming blame
others for the situations when things go
wrong, get out with friend for leisure
activities, spend time with family
members for outing.

Average
3.53
Often
Effective

Limits Descriptive
Interpretation Legend
symbol
4.50-5.00

Always
Effective
(AH)
3.50-4.49

Often
Effective (OH)
2.50-3.49

Occasionally Effective
(OCH)
1.50-2.49

Sometimes Effective
(SH)
1.00-1.49

Never
Effective
(NH)
4.5
4.02
4
3.66
3.35
3.52
3.5
3.09
3
2.5
2
1.5
1
0.5
0
n
t
a
l
c
ti
v
e
i
onal
f
e
c
t
i
v
e
y
s
i
c
a
l
c
t
i
c
e
s
f
e
c
t
i
v
e
c
t
i
c
e
s
f
e
c
t
i
v
e
p
ir
it
u
a
l
c
t
i
c
e
s
ot
c
t
i
c
e
s
f
e
c
t
i
v
e
c
t
i
c
e
s
Ef
ffe
Ph
Me
Pra
Ef
Pra
Ef
S
Pra
E
m
e
l
a
t
i
onal
E
Pra
Ef
R
Pra

Figure 17. Degree of Effectiveness of practices as experienced by the
elementary teachers of Kapangan district
Stress Reaction and Management Practices of Elementary Teachers in
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69

Degree of Effectiveness of practices
classified according to Identified Variables

Sex

Table 15 and Figure 18 present the degree of effectiveness of the
management practices when compared according to sex. Both male and
female teachers do not significantly differ in the effects of practices. They
find spiritual and relational practices as often effective; and physical and
emotional and relational practices as occasionally effective.

Table 15. Degree of effectiveness of practices classified by sex
PRACTICES SEX
MALE
FEMALE
TOTAL
AVERAGE
1. Physical
3.41
3.04
3.23
2. Mental
3.79
3.61
3.70
3. Spiritual
3.97
3.92
3.95
4. Emotional
3.48
3.07
3.28
5. Relational
3.72
3.55
3.64

Average
3.67
3.44
3.56

t.05 = 1.86

tc = 1.166ns ns- not significant

Limits Descriptive
Interpretation
4.50 – 5.00 Always Effective (AE)
3.50 – 4.49
Often Effective (OE)
2.50 – 3.49
Occasionally Effective (OCE)
1.50 – 2.49
Sometimes Effective (SE)
1.00 – 1.49
Never to not at All Effective (NE)
Stress Reaction and Management Practices of Elementary Teachers in
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4.5
4
3.5
3
2.5
male
2
female

1.5
1
0.5
0
Physical
Mental
Spiritual Emotional Relational

Figure 18. Degree of effectiveness of practices classified by sex

This findings implies that a practice is often effective if they will
entrust difficult situations to God, “assert” their feelings, opinions or beliefs
instead of becoming passive by listening to music to relax, and it is also
often effective if they seek the company of friends/spouse or family or
seek advice from superiors or experts for matters concerning the
problems.

Civil Status
Table 16 and Figure 19 presents the degree of effectiveness of the
management practices according to civil status. The computed value
indicates that the respondents significantly differ in the felt effects of
physical, mental, spiritual, emotional and relational practices.
Stress Reaction and Management Practices of Elementary Teachers in
Kapangan District / Agrifina P. Compala. 2006

71

Table 16. Degree of effectiveness of practices classified by civil status

CIVIL STATUS
PRACTICES
SINGLE MARRIED WIDOWED
TOTAL
AVERAGE
1. Physical
3.29
3.07
2.67
3.01
2. Mental
3.71
3.64
2.95
3.43
3. Spiritual
4.01 3.90 3.62 3.84
4. Emotional
3.46 3.34 2.74 3.18
5. Relational
3.67
3.52
2.97
2.16

Average
3.63
3.49
2.99
3.12

X2.05 = 6.00

X2r= 10.00*
* - significant

Limits Descriptive
Interpretation
4.50 – 5.00 Always Effective (AE)
3.50 – 4.49
Often Effective (OE)
2.50 – 3.49
Occasionally Effective (OCE)
1.50 – 2.49
Sometimes Effective (SE)
1.00 – 1.49
Never to not at All Effective (NE)

4.5
4
3.5
3
single
2.5
married
2
widow/er
1.5
1
0.5
0 Physical
Mental
Spiritual
Emotional
Relational

Figure 19. Degree of effectiveness of practices
classified by civil status
Stress Reaction and Management Practices of Elementary Teachers in
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72

Generally, single, married and widowed teachers have a high mean
score on the area of spiritual dimension. This finding implies that the
teachers find it often effective. It also indicates that the teachers entrust
difficult situations to God and have assured their faith and belief in the
goodness of the Lord whatever religious affiliations they belong.

Age
Table 17 and Figure 20 show the physical, mental, spiritual,
emotional or relational effectiveness of practices when compared to age.
It is evident from the table that the respondents significantly differ in
the effectiveness of practices that they employ as their coping strategies
to stress. The three age groups find that spiritual and mental practices are
oftenly effective when compared to physical, emotional and relational
practices which are perceived as occasionally effective.
Generally, the management practices of middle adults are often effective
especially when it comes to mental, spiritual and relational practices. The
early adults find physical, emotional and relational practices as
occasionally effective. This implies that the respondents differ in their
perceptions on the degree of effectiveness of management practices.

Stress Reaction and Management Practices of Elementary Teachers in
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73

Table 17. Degree of effectiveness of practices classified by age
AGE
PRACTICES
EARLY
MIDDLE
LATE
TOTAL
ADULT
ADULT
ADULT
AVERAGE
1. Physical
3.08
3.22
2.76
3.02
2. Mental
3.68
3.57
3.33
3.53
3. Spiritual
3.93 3.96 3.60 3.83
4. Emotional
3.39 3.30 3.03 3.24
5. Relational
3.35
3.63
3.13
3.37

Average
3.47
3.53
3.17
3.40

X2.05 = 6.00

X2r= 7.6*

*- significant

Limits Descriptive
Interpretation
4.50 – 5.00 Always Effective (AE)
3.50 – 4.49
Often Effective (OE)
2.50 – 3.49
Occasionally Effective (OCE)
1.50 – 2.49
Sometimes Effective (SE)
1.00 – 1.49
Never to not at All Effective (NE)

4.5

4
3.5

3
early
2.5
adult

2
middle
adult
1.5
late

adult
1
0.5

0

Physical
Mental
Spiritual
Emotional
Relational

Figure 20. Degree of effectiveness of practices by age

Stress Reaction and Management Practices of Elementary Teachers in
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74

This finding implies that middle adults are mature enough to handle
stressful situations. As found by Angiwan (2005), adults have gone
through the test of time with their many experiences in life.

Nature of work
Table 18 and Figure 21 shows the effectiveness of physical,
mental, spiritual emotional or relational practices employed by the
respondents classified according to nature of work.

Table 18. Degree of effectiveness of practices
classified by nature of work

NATURE OF WORK
PRACTICES
Monograde Multigrade Relieving
TOTAL
teacher
teacher
teacher
AVERAGE
1. Physical
3.18
3.02
2.57
2.92
2. Mental
3.64
3.57
3.21
3.47
3. Spiritual
3.89 3.91 3.28 3.69
4. Emotional
3.19 3.22 2.84 3.08
5. Relational
3.40
3.45
3.09
3.31

Average
3.46
3.43
3.00
3.29

X2.05 = 6.00

X2r=7.6* *-significant
Limits Descriptive
Interpretation

4.50 – 5.00 Always Effective (AE)
3.50 – 4.49
Often Effective (OE)
2.50 – 3.49
Occasionally Effective (OCE)
1.50 – 2.49
Sometimes Effective (SE)
1.00 – 1.49
Never to not at All Effective (NE)

Stress Reaction and Management Practices of Elementary Teachers in
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75

4.5
4

3.5
3

monograde
2.5
teacher
2
multigrade

teacher
1.5
relieving
teacher
1
0.5
0
Physical
Mental
Spiritual
Emotional
Relational
Figure 21. Degree of effectiveness of practices by nature of work

The respondents significantly differ in their perception of the
effectiveness of management practices in coping with their stress.
Generally, the monograde teachers and multigrade teachers find
mental and spiritual practices as often effective in coping with stressful
situations. The monograde and multigrade teachers find physical,
emotional and relational practices occasionally effective while relieving
teachers find all the dimensions of management practices occasionally
effective.

Tenure
Table 19 and Figure 22 present the five dimensions of stress
management practices and its degree of effectiveness employed by the
respondents classified according to tenure.
Stress Reaction and Management Practices of Elementary Teachers in
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Table 19. Degree of effectiveness of practices classified by tenure
TENURE
PRACTICES
0 – 5
6 – 10 11 – 20 21 – 30 31 - up
TOTAL
yrs in
yrs in
yrs in
yrs in
yrs in
AVERAGE
service service service service service
1. Physical
3.15
3.31 3.09 3.11 2.78 3.09
2. Mental
3.06
3.67 3.61 3.51 3.55 3.48
3. Spiritual
3.82
3.97 3.96 3.84 3.49 3.82
4. Emotional
3.31
3.47 3.37 3.28 3.16 3.32
5. Relational
3.54
3.56 3.50 3.55 3.30 3.49

Average
3.38
3.60
3.51
3.46
3.26
3.44

X2.05 = 9.50

X2r= 61.60*
* - significant

Limits Descriptive
Interpretation
4.50 – 5.00 Always Effective (AE)
3.50 – 4.49
Often Effective (OE)
2.50 – 3.49
Occasionally Effective (OCE)
1.50 – 2.49
Sometimes Effective (SE)
1.00 – 1.49
Never to not at All Effective (NE)

4.5

years in
4
service:
3.53
0-5 yrs

6-10 yrs
2.5
11-20 yrs
2

21-30 yrs
1.5
31 up yrs
1
0.5
0

Physical
Mental
Spiritual
Emotional
Relational
Figure 22. Degree of effectiveness of practices classified by tenure
Stress Reaction and Management Practices of Elementary Teachers in
Kapangan District / Agrifina P. Compala. 2006

77

The average score of the teachers who have been in service for 6-
10 years or 11-20 years significantly differ from that of those who have
been in service for 0-5, 21-30, or 31-up years. This finding implies that
those who have been in service for 6-10 or 11-20 years find the
management practices oftenly effective, and the other tenure groups find
them occasionally effective.
However, all the tenure groups except those who have been in
service for 0-5 years find mental practices as oftenly effective. Spiritual
practices are also found by all the tenure group as oftenly effective, This
finding implies that entrusting difficulties situations to God; establishing
personal relationship with Him; praying; attending spiritual renewal and
retreats; going to church regularly; joining church organizational,
gatherings and activities are very helpful when faced with stress. Blaming
the Lord for any problems that happen to any individual is never at all
effective.

Stress Reaction and Management Practices of Elementary Teachers in
Kapangan District / Agrifina P. Compala. 2006

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

This research study intended to find out the stress reactions and
management practices experienced by the 121 elementary teachers of
Kapangan district. Specifically, the study aimed to find out the reactions
of respondents towards stress that they experience; their strategies in
coping with stress in terms of physical, mental, spiritual, emotional and
relational practices; and the effects of their stress management
practices. Differences are described in terms of the respondents sex,
civil status, age, nature of work and tenure.

The descriptive type of research was used with a structured
questionnaire for gathering the needed data. The statistical tools used
were computation of mean scores, frequency counts, percentage,
ranking, t-Test, Friedman analysis of variance (ANOVA).

The salient findings are as follows:
1. The respondents differ in their reactions to stress. They
sometimes react to health problems like fatigue, headaches, back or
shoulder or neck pain, sleep disturbances, immune system
suppression, colds, flu, They also react emotionally when they
Stress Reaction and Management Practices of Elementary Teachers in
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79
experience depression, nervousness or anxiety, memory problems,
irritability or frustration, stomach complaints. Sometimes most of the
respondents have disruptive eating patterns (overeating or
undereating), increased arguments or anger, overreacting, chest pain,
isolates from social activities.
2. The respondents differ in their stress management practices.
They oftenly employ physical, emotional and relational practices. They
are more conscious with their mental and spiritual management
practices which include often setting a positive outlook in life and
optimistic attitude, accepting that there are events that they cannot
control, listening to music to relax, watching informational TV programs,
reading newspapers and book related to life situations. On the other
hand, they often entrust difficult situations to God, assure faith and
belief to the goodness of the Lord, establish personal relationship with
God, go to church regularly and spend time for prayer, meditation and
reflection.
3. The respondents differ in their perception of the degree of
effectiveness of the management practices. They find physical and
emotional practices occasionally effective but find mental, spiritual and
relational practices as often effective. These practices include seeking
the company of friend/ spouse or family, seeking advice from superiors
Stress Reaction and Management Practices of Elementary Teachers in
Kapangan District / Agrifina P. Compala. 2006

80
or experts for matters concerning the problems, spending time with
family members for outing, sharing or cracking jokes with friends,
spouse of family, confronting or dealing with the source of the problems
or seeking dialog with the person’s concerned.

Conclusions

Based on the foregoing findings, the following conclusions are
drawn:
1. The respondents according to their sex, civil status and age group
do not significantly differ along the felt effects or reactions they manifest
towards stressful situations. They sometimes experience physical,
emotional or behavioral reactions. In terms of nature of work and
tenure, they significantly differ in their physical, emotional and
behavioral reactions.
2. The respondents according to sex and nature of work does not
significantly differ in their management practices. They occasionally
adopt physical, emotional and relational practices but often adopt
mental and spiritual as healthy practices. According to civil status, age
and tenure they significantly differ along the areas of physical, mental,
emotional and relational practices since they occasionally adopt them
as healthy practices but they often adopt spiritual as healthy practices.
Stress Reaction and Management Practices of Elementary Teachers in
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81
3. The respondents significantly differ in their perceived degree of
effectiveness in terms of civil status, age, nature of work and tenure.
However, they find spiritual practices as often effective in coping with
stress.

Recommendations

Based on the conclusions, the recommendations are:
1. The teachers are considered guidance counselors by
themselves inside the classroom but there should be at least one from
the district who is designated as guidance counselor/psychology to
accommodate the teachers’ personal problems.
2. There should be guidance counselor from the district who will
be conducting guidance programs, In-service-training (IN-SET) or
seminars about stress management at least once a year before the
start of the school year or at the middle of the school year to enhance
the awareness on stress problems.
3. Teachers should develop positive attitudes towards stressful
situations in life; give up negative mental traits such as fear, anger and
revengeful attitudes, which actually germinates stress; to try to revert to
holistic relaxation and personal growth techniques such as meditation,
breathing and exercises; and to remodel their lifestyles.
Stress Reaction and Management Practices of Elementary Teachers in
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82
4. The district staff should also give importance to the physical,
emotional, behavioral practices of teachers so that they will always be
effective in teaching not only in terms of academics but mentally,
physically, and emotionally as well.
Finally, the activities for intervention programs like
stress/workplace test, relaxation exercises, are recommended as a
starting point for the clientele of this study to help them improve their
stress management practices.

Stress Reaction and Management Practices of Elementary Teachers in
Kapangan District / Agrifina P. Compala. 2006

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Stress Reaction and Management Practices of Elementary Teachers in
Kapangan District / Agrifina P. Compala. 2006

Appendix A

COMMUNICATION
Letter to the District Supervisor
Department of Education Kapangan District
Kapangan, Benguet

June 10, 2006

JIMMY C. WANKEY
Public Schools District Supervisor
Kapangan District
Kapangan, Benguet

Sir:

In connection with my thesis entitled, "Stress Reactions and
Management Practices of Elementary teachers in Kapangan District"
as a requirement for the degree of Masters of Arts in Education in
Guidance and counseling at the Benguet State University, may I
request from your good office to allow me to administer my
questionnaires to all the elementary teachers of Kapangan District to
gather data and information.
Enclose herewith is a copy of questionnaire.
Your favorable action to this request will be very greatly
appreciated.
May God bless you all!

Very truly yours,

(Sgd.) AGRIFINA P. COMPALA
Researcher

Noted: ( Sgd.) WILFREDO B. M1NA, MS.GC
Adviser

(Sgd) TESSIE M. MERESTELA, D. Agr.
BSU Graduate Dean

Recommending approval:(Sgd) JIMMY C. WANKEY

PSDS
Stress Reaction and Management Practices of Elementary
Teachers in Kapangan District / Agrifina P. Compala. 2006

87

Letter to the School Heads
Department of Education Kapangan District
Kapangan, Benguet

June 10,2006

Principal/Head Teachers/TIC's
Kapangan District Kapangan, Benguet

Sir/madam:

I am a graduate student pursuing the degree of Masters of
Arts in Education in Guidance and counseling at the Benguet State
University.
I would like to request from your good office to assist me in
administering my questionnaires to all the teachers in Kapangan
District.
My thesis centers on Stress Reactions and Management
Practices of Elementary Teachers in Kapangan District.
Attached herewith is a letter of permission approved by the
Public Schools District Supervisor.
The assistance you can give me with regards to this research
study will be most valuable.

Very respectfully yours,

(Sgd) AGRIFINA P.COMPALA
Researcher

Noted: (Sgd) WILFREDO B. MINA, MS.GC
Adviser

Noted: (Sgd) TESSIE M MERESTELLA, D.Agr
Dean Graduate School

88
Appendix B
QUESTIONNAIRE

Department of Education
Kapangan District
Kapangan, Benguet

June 10, 2006

Dear Respondents,

Stress is common to everyone. Our bodies are designed to
feel stress and react to it. We can feel trapped and unable to cope.
When stress persists, the body begins to breakdown and illnesses
can occur. The key to coping with stress is identifying stressors in
your life and learning ways to direct and reduce stress.

I am a graduate student at the Benguet State University
pursuing my Masters of Arts in Education in Guidance and
counseling.. My research study is entitled: Stress Reactions and
Management Practices of the Elementary Teachers of Kapangan
District.

May I earnestly solicit your help, cooperation and assistance
by honestly supplying the needed data to the attached questionnaire.
Please avoid discussing the items in order to preserve credence in
your responses. Be assured that your response will be treated with
strict confidentiality.

Thank you very much for your participation and full
cooperation in this study. May God bless you!

Very sincerely yours,

(Sgd) AGRIFINA P.COMPALA
Researcher

89
(Administered to respondents)

Part I PERSONAL INFORMATION
.
Kindly answer all the items honestly and frankly by putting a
check mark or by providing the needed information's.

1. Sex: _____Male _____ Female ______

2. Civil Status:
_____ single
_____married
_____ widow/er

3. Age bracket:
____early adult (21-35 years old)
____ middle adult (36 - 50 years old)
____late adult (51 and above)

4. Nature of work:
____monograde teacher
____multi-grade teacher
____relieving teacher

5. Tenure:
____ 0-5 years in service
____ 6-10 years in service
____ 11 - 20 years in service
____ 21-30 years in service
____ 31 - up years in service

Part II POSSIBLE REACTIONS / RESPONSE TO STRESS

This portion of the questionnaire will provide you on how your
body reacts to these changes with physical, emotional and behavioral
responses.
Please indicate how often with which you experienced them by
encircling the number that corresponds to your answer.

1. Never happened to me (NH)
2. Sometimes happened to me (SH)
3. Occasionally happened to me (OCH)
4. Often happened to me (OH)
5. Always happened to me (AH)

90

1. Headaches
2. Nervousness / anxiety
3. Over-reacting
4. Fatigue
5. Depression, moodiness
6. Disruptive eating patterns (over eat or
7. Gastrointestinal problems
8. Suffer from stomach complaints
9. Harsh treatment of others
10. Sexual problems
11. Irritability, frustration
12.
Increased smoking or alcohol
13. Sleep disturbances
14. Trouble thinking clearly
15. Isolation from social activities
16. Hypertension (high blood pressure)
17. Constantly worried or frightened
18. Increased arguments/anger
19. Hair loss / falling hair
20. Feeling out of control
21. Conflict with co-workers or employers
22. Reproductive problems
23. Phobias.
24. Withdrawing from relationships
25. Immune system suppression (colds,
flu)
26. Being unable to make decisions
27. Absenteeism
28. Back, shoulder or neck pain
29. Memory problems
30. Unreasonable anger or blaming others
31. Chest pain
32. Lack of concentration
33. Argue with partner of family
34. Heart problems (palpitation)
35. Feel depressed/sadness
36. Compulsive shopping
37. Others (Please specify)

91
Part III. STRESS MANAGEMENT PRACTICES

This portion of questionnaire is designed to find out the different stress management practices and the degree of
effectiveness which you have adapted as coping strategies.
Please indicate your response as to how the aspect affected your management of stress and level of
effectiveness by encircling the number that corresponds to your answer.

The Indicators for management practices

The indicators for the degree of effectiveness:
1. Never adapted as healthy practices (NHP)

1. Never to not at all effective (NE)
2. Sometimes adapted as healthy practices (SHP)

2. Sometimes effective (SE)
3. Occasionally adapted as healthy practices (OAHP)
3. Occasionally effective (OCE)
4. Often adapted as healthy practices (OHP)
4. Often effective (OE)
5. Always adapted as healthy practices (AHP)
5. Always effective (AE)

Management Practices
Degree of effectiveness
AHP OHP OAH SHP NHP AE OE OC SE NE
P
E
1. Maintain healthy eating habits
5
4
3
2
1

5
4
3
2
1
2. Accept that there are events that you cannot 5 4 3 2 1 5 4 3 2 1
t l
3. Spend time for prayer, meditation and reflection
5
4
3
2
1

5
4
3
2
1
4. Find relief by crying it out
5
4
3
2
1

5
4
3
2
1
5. Seek the company friends/spouse or family
5
4
3
2
1

5
4
3
2
1
6. Get enough sleep
5
4
3
2
1

5
4
3
2
1
Stress Reaction and Management Practices of Elementary Teachers in Kapangan District / Agrifina P. Compala. 2006

92
7. "Assert" your feeling, opinions or beliefs instead 5
4
3
2
1
5 4
3
2
1
of becoming angry, combative or passive

8. Attend spiritual renewal and retreats
5 4 3 2 1 5 4 3 2 1
9. Price, maintain and accept myself
5
4
3
2
1

5
4
5
2
1
10. Seek advice from superiors or expert for
5 4 3 2 1 5 4 3 2 1
tt
i
th
bl
11. Dress up well to look smart and untroubled
5
4
3
2
1

5
4
3
2
1
12. Listen to music to relax
5
4
3
2
1

5
4
3
2
1
13. Pray or say the novena
5
4
3
2
1

5
4
3
2
1
14. Become irritable and ill-tempered
5
4
3
2
1

5
4
'3
2
1
15. Seek dialogue with the person's concerned .5 4 3 2 1 5 4 3 2 1
16. Play musical instrument.
5
4
3
2
1
5 4 3 2 1
17. Read newspapers and books related to life
5 4 3 2 1 5 4 3 2 1
it ti
18. Go to church regularly
5
4
3
2
1

5
4
3
2 1
19. Curse or utter unpleasant words to other
5 4 3 2 1 5 4 3 2 1
l
20 Talk/ tell to others about your personal
5 4 3 2 1 5 4 3 2 1
bl
21. Drink (alcohol) to let problems away
5
4
3
2
1

5
4
3
2
1
22. Sit down, think critically and make sound
5 4 3 2 1
5 4 3 2 1
d i i
23. Entrust difficult situations to God
5
4
3
2
1

5
4
3
2 .
1
24. Unburden by talking it out with trusted
friends 5 4 3 2 1 5 4 3 2 1
25. Share or crack jokes with friends, spouse or
5 4 3 2 1 5 4 3 2 1
f
il
26. Keep self physically fit through regular
5 4 3 2 1 5 4 3 2 1
i
Stress Reaction and Management Practices of Elementary Teachers in Kapangan District / Agrifina P. Compala. 2006

93
27. Set a positive outlook in life and optimistic
5 4 3 2 1 5 4 3 2
1
ttit d
28. Have established personal relationship with
5 4 3 2 1 5 4 3 2 1
G d
29. Accept and forgive self and others for short
5 4 3 2 1 5 4 3 2 1
i
30. Confront or deal with the source of the
5 4 3 2 1 5 4 3 2 1
bl
31. Hit or throw objects
5
4
3
2
1

5
4
3
2
1
32. Solves puzzles, and engage in mentally 5
4 3 2 1 5 4 3 2 1
h l
i
33.Read the Bible
5
4
3
2
1

5
4
3
2
1
34. Ignore or refrain from thinking about the 5 4 3 2 1 5 4 3 2 1
bl
35. Stay calm and do not let problems overwhelm
5 4 3 2 1 5 4 3 2 1
36. Spends a lot of time on the cellular phone
5
4
3
2
1

5
4
3
2
1
37. Watch funny jokes, funny activities in the 5 4 3 2 1 5 4 3 2 1
t l i i
38. Blame the Lord for any problems that
happen 5 4 3 2 1 5 4 3 2 1
39. Sing or hum a tune to feel light
emotionally
5 4 3 2 1 5 4 3 2 1
40. Blame others for the situations when things go 5
4
3
2
1

5
4
3
2
1
41. Consult with a physician or regular health 5 4 3 2 1 5 4 3 2 1
h k
42. Watch informational TV programs
5
4
3
2
1

5
4
3
2
1
43. Join church organizational, gatherings and 5 4 3 2 1 5 4 3 2 1
ti iti
44. Show love, care and concern for others
5
4
3
2
1

5
4
3
2
1
45. Get out with friends for leisure activities
5
4
3
2
1

5
4
3
2
1
46. Enhance my personality with beauty and 5 4 3 2 1 5 4 3 2 1
i
ti
47. Make use of talents and abilities productivity
5
4
3
2
1

5
4
3
2
1
Stress Reaction and Management Practices of Elementary Teachers in Kapangan District / Agrifina P. Compala. 2006

94
48. Assured faith belief in the goodness of the 5 4 3 2 1 5 4 3 2 1
L d
49. Express sadness and anger naturally
5
4
3
2
1

5
4
3
2
1
50. Spend time with family members for outing.
5
4
3
2
1

5
4
3
2
1
51. Others (Please Specify) _______________________________

Part IV. Please identify the stress management programs that are implemented in the elementary schools of Kapangan
district.

_____ 1. Stress awareness
_____ 2. Physiological training
_____ 3. Stress test /workplace stress test
_____ 4. Wellness program
_____ 5. Others (Please specify) ______________

Thank you very much for your cooperation and participation!

Stress Reaction and Management Practices of Elementary Teachers in Kapangan District / Agrifina P. Compala. 2006

95
Appendix C

SAMPLE COMPUTATIONS

Table 2 .Reactions to Stress experienced by the respondents

REACTION 1
2
3
4
5
Weighted
Mean
A. PHYSICAL REACTION

1. Head aches
2
79
26
9
5
2.49
4. Fatigue
1
42
40
31
14
3.12
7. Gastrointestinal problems
10
72
27
7
3
2.34
10.Sexual problem
73
31
3
2
2
1.46
13. Sleep disturbances
9
56
33
8
4
2.47
16. Hypertension
63
35
12
9
2
1.78
19. Hair loss or falling hair
59
46
12
3
1
1.69
22. Reproductive problems
57
44
9
3
2
1.69
25.Immune system suppressions colds, flu
15
64
26
10
5
2.38
28. Back pr shoulder or neck pain
6
51
33
19
13
2.85
31. chest pain
36
57
17
7
1
1.98
34.Heart problems (palpitation) 57
51
5
5
3
1.73
Average

2.16

B. EMOTIONAL REACTION

Stress Reaction and Management Practices of Elementary Teachers in Kapangan District / Agrifina P. Compala. 2006

96
2. Nervous or anxiety
9
80
25
6
3
2.30
5.Depression or moodiness
1
58
47
9
4
2.64
8. Suffer from stomach complaint
7
82
20
8
2
2.29
11. Irritability or frustration 8
73
26
11
2
2.38
14.Trouble in thinking clearly
13
74
27
3
1
2.19
17. Constantly worried or frightened
24
63
23
5
3
2.15
20. Feeling out of control
19
76
15
6
3
2.14
23. Phobias
35
13
13
2
6
2.00
26.Being unable to make decisions
12
82
22
5
1
2.19
29. Memory problems
10
64
27
14
3
2.46
32. Lack of concentration
10
87
20
2
1
2.14
35. Feel depressed or sadness 11
82
22
4
4
2.25

Average

2.26
C. BEHAVIORAL REACTION

3. Overreacting
21
70
17
6
3
2.15
6. Disruptive eating patterns (overeat or
13 74 26 7 3 2.29
undereat)
9. Harsh treatment of others 38
67
6
1
2
1.79
12. Increased smoking or alcohol
81 24 3 3 1 1.38
consumption
15. isolation from social activities
34
63
13
6
1
1.95
18. increased arguments or anger
13
80
28
2
2
2.20
21. conflict with co-workers or employees
45
66
3
1
1
1.68
24. withdrawing from relationship
49
57
3
4
2
1.72
Stress Reaction and Management Practices of Elementary Teachers in Kapangan District / Agrifina P. Compala. 2006

97
27. absenteeism
40
71
3
2
2
1.77
31. chest pain
36
53
17
7
1
1.98
33. Argue with partner or family 26
80
2
4
2
1.91
36. Compulsive shopping
36
59
10
4
1
1.86
Average

1.89

Table 8. Management Practices Experienced by respondents

PRACTICES 1
2
3
4
5
Weighted
Mean
A. PHYSICAL PRACTICES

1. Maintain healthy eating habits
2
18
18
32
52
3.93
6. Get enough sleep
1
9
26
35
50
4.02
11.Dress up well to look smart and untroubled
10
30
26
35
22
3.24
16. Play musical instrument
15
25
33
19
14
2.92
21. Drink (alcohol) to let problems away
89
8
4
4
4
1.40
26. Keep self physically fit through regular
1 22
31
32
31
3.60
exercise
31. Hit or throw objects
60
38
3
7
3
1.69
36. Spends a lot of time on the cellular phone
53
37
18
5
1
1.81
41. Consult a physician for regular health
8 34
32
14
26
3.44
check-up
46. enhance p[personality with beauty and
2
22
32
32
32
3.58
Stress Reaction and Management Practices of Elementary Teachers in Kapangan District / Agrifina P. Compala. 2006

98
grooming tips
Average

2.96

B. MENTAL PRACTICES

2. Accept that there are events that people
0 22
17
44
33
3.76
can not control
7. “Assert” feelings, opinions or beliefs instead
0 23
31
36
28
3.58
of becoming angry, combative or passive
12.Listen to music to relax
1
19
32
30
33
3.65
17. Read newspapers and book related to life
3 22
30
31
31
3.56
situations
22. Sit down, think critically and make sound
4 29
24
34
27
3.43
decisions
27. Set a p[positive outlook in life of optimistic
1 13
21
38
38
3.89
attitude
32. Solve puzzles, and engage in mentally
5 34
31
28
16
3.14
challenging games
37.Watch funny jokes, funny activities in the
10 32
34
24
15
3.02
television

42.Watch informational TV programs
5
15
29
32
30
3.60
47.Make use of talents and abilities productive
2
17
40
26
29
3.55
Average

3.52

C. SPIRITUAL PRACTICES

Stress Reaction and Management Practices of Elementary Teachers in Kapangan District / Agrifina P. Compala. 2006

99
3. Spend time for prayer, meditation and
1 16
23
42
41
3.86
reflection
8. Attend spiritual renewal and retreats
2
28
32
37
19
3.36
13. Pray or say a novena
8
17
17
31
43
3.72
18. Go to church regularly
2
15
22
31
46
3.90
23. Entrust difficult situations to God
0
10
9
18
77
4.42
28. Have established personal relationship
1 5
9
30
67
4.40
with God
33. Read the Bible
5
19
33
27
28
2.59
38. Blame the Lord for any problems that
75 30 3
2
6
1.57
happen
43.Join church organizational, gathering and
0 23
26
37
27
3.60
activities
48. assured faith and belief in the goodness of
0 7
12
28
69
4.37
the lord
Average

3.58

D. EMOTIONAL PRACTICES

4.Find relief by crying it out
12
38
35
30
18
4.03
9.Price, maintain and accept themselves
3
21
25
32
37
4.67
14.Become irritable and ill-tempered
25
48
31
15
1
2.32
19.Curse or utter unpleasant words to other
43 50
12
1
4
1.85
people
24. Unburden by talking it out with trusted
2 23
29
35
28
3.55
friends
29. Accept and forgive self and others for
1
8
13
27
59
4.25
Stress Reaction and Management Practices of Elementary Teachers in Kapangan District / Agrifina P. Compala. 2006

100
short comings
34. Ignore or refrain from thinking about the
11 29
34
23
13
2.98
problem
39. Sing or hum a tune to feel light
7 32
30
21
24
3.20
emotionally
44. Show love, care and concern for others
1
4
16
47
52
4.20
49. Express sadness and anger naturally
3
18
7
39
34
3.82
Average

3.49

F. RELATIONAL PRACTICES

5. Seek the company of friend/ spouse or
1 13
30
39
35
3.46
family
10. Seek advice from superiors or experts for
4 18
19
36
42
3.79
matters concerning the problems
15. Seek dialog with the person’s concerned
6
21
37
39
21
3.39
20. Talk/ tell to others about personal
5 38
28
28
15
3.09
problems
25. Share or crack jokes with friends, spouse
1 16
32
33
34
3.72
or family
30. confront or deal with the sources of the
4 18
33
37
25
3.54
problems
35. Stay calm and do not let problems

overwhelm anybody
40. Blame others for the situations when
45 51 8
3
4
1.83
things go wrong
45. Get out with friends for leisure activities
2
25
39
31
22
3.39
Stress Reaction and Management Practices of Elementary Teachers in Kapangan District / Agrifina P. Compala. 2006

101
50. Spend time with family members for
4 28
26
21
29
3.74
outing
Average

3.27

Table 14. Degree of Effectiveness of practices Experienced by the
respondents
PRACTICES
1 2 3 4
5
Weighted
Mean
A.

PHYSICAL

1. Maintain healthy eating habits
0
16
28
24
48
3.90
6. Get enough sleep
0
6
12
34
54
4.28
11.Dress up well to look smart and
untroubled 8 21 31 17
36
3.46
16. Play musical instrument
10
29
24
31
13
3.07
21. Drink (alcohol) to let problems away
82
9
5
2
9
1.57
26. Keep self physically fit through regular
1 16 26 29
40
3.81
exercise
31. Hit or throw objects
60
23
6
8
7
1.84
36. Spends a lot of time on the cellular phone
46
27
12
12
4
2.02
41. Consult a physician for regular health
8 17 20 28
31
3.55
check-up
46. enhance p[personality with beauty and
1 27 31 22
22
3.36
grooming tips

Average

3.09

Stress Reaction and Management Practices of Elementary Teachers in Kapangan District / Agrifina P. Compala. 2006

102
B
MENTAL

2. Accept that there are events that people can
1 23 19 35
35
3.71
not control
7. “Assert” feelings, opinions or beliefs instead
0 13 18 36
40
3.96
of becoming angry, combative or passive
12.Listen to music to relax
0
20
29
28
37
3.72
17. Read newspapers and book related to life
2 14 30 25
37
3.75
situations
22. Sit down, think critically and make sound
2 12 30 33
29
3.71
decisions
27. Set a p[positive outlook in life of optimistic
1 12 23 27
33
3.82
attitude
32. Solve puzzles, and engage in mentally
6 22 33 26
17
3.25
challenging games
37.Watch funny jokes, funny activities in the
9 28 25 26
14
3.41
television
42.Watch informational TV programs
4
13
35
22
31
3.60
47.Make use of talents and abilities productive
1
18
30
21
35
3.68

Average

3.66

C.
SPIRITUAL

3. Spend time for prayer, meditation and
3 7 18 27
58
4.15
reflection
8. Attend spiritual renewal and
retreats
0 16 24 27
45
3.90
13. Pray or say a novena
4
14
14
30
49
3.95
Stress Reaction and Management Practices of Elementary Teachers in Kapangan District / Agrifina P. Compala. 2006

103
18. Go to church regularly
1
12
10
23
60
4.22
23. Entrust difficult situations to God
0
9
7
18
77
4.47
28. Have established personal relationship with
0 8 4 27
66
4.44
God
33. Read the Bible
3
11
20
32
42
3.92
38. Blame the Lord for any problems that
66 18 3 3 10
1.73
happen
43.Join church organizational, gathering and
1 10 22 33
41
4.96
activities
48. assured faith and belief in the goodness of
0 6 7 19
69
4.50
the lord

Average

4.02

D.
EMOTIONAL

4.Find relief by crying it out
4
32
21
26
26
3.35
9.Price, maintain and accept themselves
2 17 23 25
38
3.76
14.Become irritable and ill-tempered
32
32
22
13
7
2.35
19.Curse or utter unpleasant words to other
60 26 8 3 8
1.79
people
24. Unburden by talking it out with trusted
2 14 30 37
27
3.66
friends
29. Accept and forgive self and others for short
0 9 6 32
62
4.35
comings
34. Ignore or refrain from thinking about the
12 29 24 29
19
3.12
problem
Stress Reaction and Management Practices of Elementary Teachers in Kapangan District / Agrifina P. Compala. 2006

104
39. Sing or hum a tune to feel light
emotionally 7 30 23 17
24
3.21
44. Show love, care and concern for others
0
6
16
34
49
4.20
49. Express sadness and anger naturally
4
14
28
25
36
3.70

Average

3.35

F.
RELATIONAL

5. Seek the company of friend/ spouse or family
0
9
16
32
41
4.07
10. Seek advice from superiors or experts for
1 13 22 34
45
3.95
matters concerning the problems
15. Seek dialog with the person’s concerned
3
17
29
31
27
3.58
20. Talk/ tell to others about personal
problems 3 32 25 25
23
3.32
25. Share or crack jokes with friends, spouse or
1 15 30 31
31
3.70
family
30. confront or deal with the sources of the
2 17 29 28
35
3.69
problems
35. Stay calm and do not let problems

overwhelm anybody
40. Blame others for the situations when things
5 16 23 25
35
3.66
go wrong
45. Get out with friends for leisure activities
0
19
28
29
27
3.62
50. Spend time with family members for outing
1
16
24
24
40
3.82
Average

3.52

Stress Reaction and Management Practices of Elementary Teachers in Kapangan District / Agrifina P. Compala. 2006

105
Appendix D

STRESS TEST

The following chart will help you to determine your current level of
stress. Simply select whichever option is the nearest for you from the four
offered.
1
-Never
2-Seldom 3-Often
4-Always
1. Do you miss meals?

2. Do you suffer from

stomach complaints?
3.Do you bite your nails?

4.Are you restless when

relaxing?
5. Do you suffer from

depression?
6. Do you work late too

often?
7.Do you suffer road

rage?
8. Do you win at sports?

9. Do you argue with your

partner and family?
10. Do you struggle for

perfection?
11. Does your family

complain that they don’t
see you enough?
12. Do you have difficulty

sleeping?
13. Do you drink?

14. Do you smoke?

15. Do you feel trapped

by life?
16. Are you too busy to

enjoy doing the things
you like doing?
17. Do you find it hard to

make decisions/
18. Does your future

worry you?
19. Do you find it hard to

Stress Reaction and Management Practices of Elementary Teachers in
Kapangan District / Agrifina P. Compala. 2006

106
concentrate?

20.Do you suffer from

head aches?

Totals

Grand
Totals

WORKPLACE STRESS TEST

The following will help you determine the level of stress you are
currently undergoing in the workplace. Simply elect whichever option is
the nearest for you from the four offered.

1
-
2-
3-Often 4-Always
Never
Seldom
1. Are you dissatisfied

with your job?
2. Are you dissatisfied

with your home social
life?
3. Do you have problems

sleeping?
4. Do you drink too much

tea and coffee?
5. Do you race around

feeling you are getting
nowhere?
6. Is time management a

problem?
7. Do you feel your

workload is unfair?
8. Is your training

sufficient for your role?
9. Do you eat many fatty

or sugary foods?
10. Are you missing

meals?
11. Do you work on PC’s

all day?
12. Are requests for time

Stress Reaction and Management Practices of Elementary Teachers in
Kapangan District / Agrifina P. Compala. 2006

107
off for family
requirements given?
13. Do you worry about

money?
14. Do you smoke?

15. Do you drink after

work?
16. Do you spend a lot of

time on the cellular
phone?
17. Are you encouraged

to work from home or
outside normal hours?
18. Do you get

overlooked for
promotion?
19. Do you fear for the

company being taken
over?
20. Do you argue with

your partner about work?
21. Do you often argue

with your boss?
22. Do you find you suffer

from depression?
23. How often do you

think about a change of
career?

Totals

Grand
Totals

Now check the results!

If you scored more than 45.
Your score is too high. You need to look at a Stress Management
Program and or seek medical advice.

If you have scored between 35 and 44.
You need to review your work/ life balance.

Stress Reaction and Management Practices of Elementary Teachers in
Kapangan District / Agrifina P. Compala. 2006

108

If you scored between 25 and 34.
You are coping with your stress levels but could benefit from additional
relaxation.
A score below 25.
CONGRATULATIONS! You have the balance right. But don’t become
complacent.

Reference: How to manage sources of stress. Los Angeles-Santa
Monica, www.selfflielpmagazine.comp. By: Dreyfus, A (1998)

Stress Reaction and Management Practices of Elementary Teachers in
Kapangan District / Agrifina P. Compala. 2006

BIOGRAPHICAL SKETCH

The author was born on October 16, 1977 at Abkel, Gaswiling,
Kapangan, Benguet. She is the eldest child of Mr. Tirso Tocnoy Tomas
and Mrs. Irene Bantas Tomas, who both hails from Benguet and are of
Ibaloi.

She acquired her primary education at Catiaoan Barrio School and
transferred at Gaswiling Barrio School to complete her intermediate
grades and graduated in March 1989.

She continued her high school education at Saint Theresita’s High
School, Labueg, Kapangan, Benguet and graduated in March 1993.

Despite the fact that her family lacked financial support because
her father was bedridden for almost a year and under medication for
almost six years, she insisted to pursue her college education and
enrolled at Benguet State University in June 1993 with the course of
Bachelor of Secondary Education major in Values Education. Through her
strong determination, and sticking to her motto, “ Patience coupled with
strong faith in God is the key to success”, she finally graduated in March
1997.

After her graduation in college, she was appointed as barangay
secretary in their place. Given the opportunity, she took minor units in

110
Guidance and Psychology and Elementary Education while she is at the
same time serving her community. Two years after her graduation, she
passed the Licensure Examination for Teachers.
She became a vegetable seller for almost two years at the New
Market, Baguio city. Then, she went to volunteer as an elementary teacher
at Kapangan Central School on January-March 2001 and continued on
June 2001 to March 2002. Her term as barangay secretary ended in June
2002. She was again re-appointed for the next term but she refused since
she wanted to practice her profession. After five years in serving her
barangay, she was given a Civil Service Eligibility under RS # 3666 by the
Civil Service Commission on August 2002.

She substituted as a teacher for one month at Kapangan Central
School in August 2002. She was hired as permanent teacher on March
2003. She is now presently teaching at Catiaoan Barrio School, Gaswiling,
Kapangan, Benguet where she spent her primary grades.

She is happily married to Jefferson Bugnay Compala of
Banengbeng, Sablan, Benguet on December 2002. They are blessed with
one daughter, whom they named Aveline Claire. She and her partner
planto bear more children if God permits.

She desires to be given her master’s degree this October 2006.
Stress Reaction and Management Practices of Elementary Teachers in
Kapangan District / Agrifina P. Compala. 2006

Document Outline

Stress Reaction and Management Practices of Elementary Teachers in Kapangan District
- BIBLIOGRAPHY
- ABSTRACT
- TABLE OF CONTENTS
- INTRODUCTION
  - Background of the Study
  - Statement of the Problem
  - Objective of the study
  - Importance of the study
  - Scope and Delimitation of the Study
- REVIEW OF LITERATURE
  - Stress Reactions
  - Physical Reactions
  - Emotional Reactions
  - Behavioral Reactions
  - Stress management practices
  - Conceptual Framework
  - Operational Definitions of Terms
  - Hypotheses of the Study
- METHODOLOGY
  - Locale and Time of the study
  - Respondents of the study
  - Instrumentation
  - Data Gathering Procedure
  - Statistical Analysis
- RESULTS AND DISCUSSION
  - Stress Reactions as Experiencedby the Elementary Teachers of Kapangan District
  - Stress reactions of respondentsclassified by Identified Variables
  - Management Practices as Experiencedby the Elementary Teachers of Kapangan District
  - Management Practices and IdentifiedVariables
  - Degree of Effectiveness of Practices as Experiencedby the Elementary Teachers of Kapangan District
  - Degree of Effectiveness of practicesclassified according to Identified Variables
- SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
  - Summary
  - Conclusions
  - Recommendations
- LITERATURE CITED
- APPENDICES
- BIOGRAPHICAL SKETCH