i

ANATOMIZING THE INSTRUCTIONAL DELIVERY MODALITY AND LEVEL OF

STRESS AND ANXIETY OF PUBLIC SCHOOL TEACHERS

A Thesis
Presented to
THE GRADUATE SCHOOL
CEBU TECHNOLOGICAL UNIVERSITY
Carmen Cebu Campus

In Partial Fulfillment
Of the Requirements for the Degree
MASTER OF ARTS IN EDUCATION
Major in Administration and Supervision

ELVIE C. QUIMCO

April 2024
 ii

APPROVAL SHEET

This thesis entitled “ANATOMIZING THE INSTRUCTIONAL DELIVERY MODALITY

AND LEVEL OF STRESS AND ANXIETY OF PUBLIC SCHOOL TEACHERS” prepared and
submitted by ELVIE C. QUIMCO in partial fulfillment of the requirements for the degree MASTER
OF ARTS IN EDUCATION, Major in Administration and Supervision, has been examined and
is recommended for acceptance and approval for Oral Examination.

THESIS ADVISORY COMMITTEE

EMARDY T. BARBECHO, PhD. E. Lang.

Chairman

PURITY V. MATA, Dev. Ed. D. DON ROEL G. ARIAS, Ed. D., DA Lit Com, Ph. D.
Adviser Member

NOEL D. ROBLE, Ph. D. ANNA MARIE C. NEIZ, Dev. Ed. D.

Member Member

________________________________________________________
Approved by the Committee on Oral Examination with a grade of __________

PANEL OF EXAMINERS

EMARDY T. BARBECHO, PhD. E. Lang.

Chairman

PURITY V. MATA, Dev. Ed. D. DON ROEL G. ARIAS, Ed. D., DA Lit Com, Ph. D.
Adviser Member

NOEL D. ROBLE, Ph. D. ANNA MARIE C. NEIZ, Dev. Ed. D.

Member Member

Accepted and approved in partial fulfillment of the requirement for the degree Master of
Arts in Education (MAEd), Major in Administration and Supervision.

Comprehensive Examination : PASSED

Design Hearing : September 2, 2023
Oral Examination : April 30, 2024

NOEL D. ROBLE, Ph. D.

Dean, Graduate School

ANTHONY S. ILANO, Ph. D.

Campus Director
CTU - Carmen
 iii

ABSTRACT

ANATOMIZING THE INSTRUCTIONAL DELIVERY MODALITY

AND LEVEL OF STRESS AND ANXIETY OF
PUBLIC SCHOOL TEACHERS

ELVIE C. QUIMCO
[email protected]
Cebu Technological University - Carmen Campus

This study determined the stress and anxiety levels of public school
teachers who used blended learning. On the other hand, assessing and looking
into their general psychological well-being from this perspective is necessary. A
descriptive quantitative approach was used in the study to explore the stress and
anxiety levels and perceived psychological well-being of elementary teachers in
relation to their age, grade level taught, and years of teaching. The respondents
were Elementary school teachers comprising of 32 females and three males for
the school year 2022-2023. The results show that the teachers appear to be
under moderate stress, their perceived level of anxiety is mild, and teachers have
a favorable opinion of their general psychological well-being. Further analysis
revealed the differences in the psychological health of grade 3 and grade 6
teachers. More investigation is required to pinpoint the precise reasons for this
disparity. However, it suggests that various teaching responsibilities, student
demographics, or classroom dynamics may impact teachers' well-being. A stress
management plan was proposed to maintain teachers' psychological well-being
and improve their performance.

Keywords: Anxiety Level, Stress Level, Teacher's Well-being, Blended Learning

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ACKNOWLEDGMENT

The culmination of composing this thesis is the ultimate requirement for

the Master of Arts in Education, major in Administration and Supervision, which
marks a genuinely triumphant moment after navigating through an arduous
journey. As a researcher, I acknowledge that reaching this milestone would not
have been possible without the invaluable aid and support of various individuals
who contributed to the realization of this endeavor.

I extend my heartfelt gratitude, appreciation, and thanks to the following

individuals for their assistance with my research manuscript:

To the Dean of the Graduate School, Dr. Noel Roble, for providing
guidance and encouragement throughout the study.

To my thesis adviser, Dr. Purity V. Mata, for her unwavering support,

patience, motivation, insightful feedback, and extensive expertise, ensuring the
quality of this research paper.

To the Panel of Examiners: The chairman, Dr. Noel Roble and members
Dr. Don Roel G. Arias, Dr. Emardy T. Barbecho, Dr. Anthony S. Ilano, and Dr.
Anna Marie C. Neiz, whose encouragement, constructive feedback, and
suggestions significantly contributed to the technical aspects of the research.

To the Schools Division Superintendent of Cebu Province, Mr. Senen

Priscilo P. Paulin, for granting permission to conduct research at Carmen Central
Elementary School and for their support, cooperation, and permission to
distribute survey questionnaires among faculty members.

I am profoundly grateful for the unconditional support received throughout

the thesis preparation and writing process.

Elvie C. Quimco
Researcher
 v

DEDICATION

This study is affectionately dedicated to my endlessly supportive family,

whose inspiration and encouragement propelled me towards attaining my
Master's degree.

I extend heartfelt gratitude to my beloved husband, Efren D. Quimco, for

your enduring love and unwavering support. Your presence has been a constant
source of strength.

To my children, Elyzah Reighn and Ethan Ephraim, your unwavering

support has been akin to a strong tailwind, propelling me forward on my journey.
Without your love and assistance, this achievement would not have been
possible.

Furthermore, I dedicate this work to my parents, Publeo and Imelda

Casona, for their unwavering belief in me and encouragement during moments
of doubt. I am also indebted to my friends, my pillars of support, whose uplifting
words and encouragement bolstered my spirits.

Your words of wisdom and ongoing moral, emotional, and financial support
are deeply appreciated.

Lastly, I dedicate this endeavor to the Almighty God, from whom I draw
strength, wisdom, guidance, and the blessings of good health throughout this
journey. To You, I offer my gratitude and devotion.

Elvie C. Quimco
Researcher
 vi

TABLE OF CONTENTS

TITLE PAGE i
APPROVAL SHEET ii
ABSTRACT iii
ACKNOWLEDGMENT iv
DEDICATION v
TABLE OF CONTENTS vi
LIST OF FIGURES ix

Chapter 1 THE PROBLEM AND ITS SCOPE 1

Rationale 1
Theoretical Background 3
THE PROBLEM 11
Statement of the Problem 11
Significance of the Study 13
METHODOLOGY 16
Design 16
Flow of the Study 16
Environment 18
Respondents 18
Instruments 20
Data Gathering Procedures 21
Statistical Treatment of Data 23
Scoring Procedures 23
ETHICAL CONSIDERATION 22
DEFINITION OF TERMS 24
Chapter 2 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
PROFILE OF THE RESPONDENTS 26
Age of the Respondents 27
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Grade Level Taught 28

Teaching Experience 30
TEACHER’S LEVEL OF ASSESSMENT OF THEIR
GENERAL WELL-BEING, STRESS, AND ANXIETY 32
Teachers’ General Well-Being 34
Teachers' Level of Stress 36
Teachers' Level of Anxiety 38
SIGNIFICANT DIFFERENCES BETWEEN THE
TEACHER’S LEVEL OF GENERAL WELL-BEING
CONCERNING THEIR AGE, GRADE LEVEL TAUGHT
& YEARS OF TEACHING 40
Significant Difference Between the Teachers’ Level
of General Well-Being When They are Grouped
According to Age 40
Significant Difference Between the Teachers’ Level
of General Well-Being When They are Grouped
According to Grade Level Taught 41
Summary of Statistics of Teachers’
Level of General Well-Being According to
Grade Level Taught 44
TEACHER’S LEVEL OF STRESS CONCERNING THEIR
AGE, GRADE LEVEL TAUGHT & YEARS OF TEACHING 46

Significant Difference Between the Teachers’ Level

of Stress When They are Grouped
According to Age 46
Significant Difference Between the Teachers’ Level
of Stress When They are Grouped According to
Grade Level Taught 48
Significant Difference Between the Teachers’ Level
of Stress When They are Grouped According to
Teaching Experience 49

TEACHER’S LEVEL OF ANXIETY CONCERNING THEIR

AGE, GRADE LEVEL TAUGHT & YEARS OF TEACHING 51
Significant Difference Between the Teachers’ Level
of Anxiety When They are Grouped
According to Age 51

Significant Difference Between the Teachers’ Level

of Anxiety When They are Grouped According to
 viii

Grade Level Taught 53

Significant Difference Between the Teachers’ Level

of Anxiety When They are Grouped According to
Teaching Experience 54

Chapter 3 SUMMARY OF FINDINGS, CONCLUSIONS, & RECOMMENDATIONS

SUMMARY OF FINDINGS 57
Conclusions 61
Recommendations 62
Recommendations for Further Studies 63
Chapter 4 OUTPUT OF THE STUDY
Stress Management Plan for Teachers 65
Training Matrix 74
BIBLIOGRAPHY 75
APPENDICES
Appendix A Transmittal letter to the School Head and
Public Schools District Supervisor 79
Appendix B Transmittal letter to the Schools Division
Superintendent 80
Appendix C Approve Permit to Conduct Research from
School Division Superintendent 81
Appendix D Consent Form to the Respondents 82
Appendix E Questionnaires 83
CURRICULUM VITAE 87
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LIST OF FIGURES

Figures Page

1 Theoretical- Conceptual Framework

of the Study 4

2 Flow of the Study 17

3 Location Map of the Research Environment 19

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LIST OF TABLES

Tables Page

1 Distribution of Respondents 18

2 Level of General Well-Being 23

3 Level of Stress and Anxiety 24

4 Age of the Respondents 27

5 Grade Level Taught 29

6 Teaching Experience 31

7 Teachers’ General Psychological Well-Being 34

8 Teachers’ Level of Stress 36

9 Teachers’ Level of Anxiety 38

10 Significant Difference Between the Teachers’ Level

Of General Well-Being When They are Grouped

According to age 40

11 Significant Difference Between the Teachers’ Level

Of General Well-Being When They are Grouped

According to Grade Level Taught 41

12 Alpha Test 42

13 Post-hoc Result 43

14 Summary of Statistics of Teachers’ Level of General

Well-Being According to Grade Level Taught 44

15 Significant Difference Between the Teachers’ Level

of General Well-Being When They are Grouped

According to Teaching Experience 45

16 Significant Difference Between the Teachers’ Level

of Stress When They are Grouped

According to Age 46
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17 Significant Difference Between the Teachers’ Level

of Stress When They are Grouped According to

Grade Level Taught 48

18 Significant Difference Between the Teachers’ Level

of Stress When They are Grouped According to

Teaching Experience 49

19 Significant Difference Between the Teachers’ Level

of Anxiety When They are Grouped According to Age 51

20 Significant Difference Between the Teachers’ Level

of Anxiety When They are Grouped According to

Grade Level Taught 53

21 Significant Difference Between the Teachers’ Level

of Anxiety When They are Grouped According to

Teaching Experience 54
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Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

Most teachers worldwide were ill-equipped to promote learning continuity

and adjust to new pedagogical approaches. This dramatic shift in the educational

system significantly impacted parents, teachers, and students in this new

standard setup. Many teachers, students, and parents are experiencing

challenges and issues in meeting the standard process in different learning

modalities (Anoda, 2022).

Teachers are the greatest investment of the society an their well-being and

mental health are essential and contribute to the larger society’s well-being.

According to Avil (2020), the hasty spread of the global pandemic affects the

country's economy and social values. Regardless of the degree of direct contact

with the infected, it results in psychological stress for those involved.

In recent years, the Department of Education has focused primarily on the

psychological and physical well-being of the learners engaged in modular

distance learning, bringing the birth of psychological first aid among students who

have gone from distance learning and gradually embraced face-to-face

instruction. This undertaking made teachers unworthy of their jobs as teachers

and second parents of the learners because DepEd failed to see the value of

teachers in keeping their mental state at peace and healthy. Further, they did not
 2

recognize the effort exerted by teachers to provide for the best needs of the

learners.

More recently, with COVID-19 cases continuously declining, DepEd has

introduced flexible learning, a more hybrid form of distance learning where

learners engage in face-to-face and distance education. Because it does not

require an online connection, flexible learning is more comprehensive than pure

online learning. Instead, it concentrates on creating and implementing programs,

courses, and learning interventions that cater to the particular requirements of

teachers concerning process, pace, and learning outcomes (Parrocha, 2020).

The program must be imposed continuously to address problems

regarding the hot, dry season in the country. Schools may switch to blended

learning whenever the temperature reaches a high heat index. With its

implementation, teachers are more susceptible to anxiety and stress because

they have to stretch their lesson preparation. Teachers have to hit two birds with

a stone; while performing the tasks for face-to-face classes, they must produce

self-learning modules for distance learning mode. These responsibilities are

beyond the mental and physical capacity of teachers.

This study on anatomizing the instructional delivery modality will identify

the stress and anxiety levels of teachers engaged in blended learning.

Meanwhile, their general psychological well-being must be checked and

investigated on this premise. As an educator, the researcher will employ a

comprehensive investigation to determine how the teachers in the District of

 3

Carmen perceived stress and anxiety towards the instructional delivery modality

in the New Normal.

The study result will help the investigator formulate a Stress Management

Plan for teachers to maintain their psychological well-being and improve their

performance in handling children amidst the demands of the 21st century.

Theoretical Background

This study is anchored on the theories of Transactional Theory of Stress

and Coping (ITSC), Cognitive Theory of Anxiety, and Rational Emotive

Behavior Therapy.

Lazarus's transactional Theory of Stress and Coping (ITSC) (1987) is

viewed as a response, stimulus, and transaction. According to Janse (2022),

Lazarus' theory evaluates the psychological effects of significant life events and

everyday tasks. The theory primarily emphasizes cognitive evaluation and stress

management or coping.

Stress is a dynamic process that many individuals have suffered. The

theory would like to emphasize the cause and effect of stress. However, in some

words, it helps counter it through effective and efficient planning. This theory is a

framework for evaluating challenges, threats, and damages through

assessments.

Stress is experienced differently, including thoughts, feelings, behaviors,

and emotions. Work-related stress is a significant issue worldwide, and it is one

of the leading causes of stress in the workplace. It has a detrimental impact on

 4

workers' health and businesses' productivity. Work-related stress occurs when

the required work is not balanced with the available capacity.

Cognitive Theory of Anxiety. According to Albert Ellis and Aaron Beck

(1950), anxiety is the conflict between id and ego. Moreover, according to Fritscher

(2024), the central concept of cognitive theory is the relationship between ideas and

emotions, fears, and behaviors. Negative or distorted thoughts can exacerbate

emotional distress and maladaptive behaviors. According to cognitive theory, anxiety

is the propensity to exaggerate the likelihood of danger. It is a sense of worry about a

particular situation. According to Beck (1985), "The locus of the disorder in the

anxiety states is not in the affective system but in the hypervalent cognitive schemas

relevant to the danger that continually present a view of reality as dangerous and the

self as vulnerable." This overestimation of danger and underestimation of coping

skills are symptoms of anxiety disorder.

Theories Legal Bases

DepEd Memorandum No. 74 series 2021

- All DepEd events and programs should incorporate

Transactional Theory of Stress and and promote mental health.
Coping (TTSC)
Division Memorandum No. 526 series 2021

Cognitive Theory of Anxiety - Five-day Webinar Workshop on Gender and

Development Awareness through Positive Conflict
Resolution, Office Etiquette, and Communication with
Rational Emotive Behavior Therapy Stress and Financial Management Sessions

Division Memorandum No. 179 series of 2023

- Disseminating the Reiteration of the DepEd order's
Implementation of Modular Distance Learning No.
037, series of 2022

Perceived Psychological Well-being, Level of Stress and Anxiety of

Public School Teachers
 5

Stress Management Plan for Teachers

Figure 1. Conceptual Framework

Rational Emotive Behavior Therapy. According to Albert Ellis (1950),

This brief type of psychotherapy assists you in recognizing self-defeating

emotions and thoughts, questioning their logic, and substituting them with more

constructive, healthy beliefs. To help comprehend how unhealthy ideas and

beliefs cause emotional distress, which in turn causes unhealthy actions and

behaviors that impede present life goals, it also primarily focuses on the present.

People who struggle with negative emotions like anxiety, depression, guilt,

and excessive or inappropriate anger can benefit from rational emotive behavior

therapy. Additionally, this method assists in altering self-defeating and stressful

behaviors like procrastination, unhealthy eating, and aggression, which influence

the quality of life and goal of reaching it. A variety of psychological conditions,

such as anxiety and phobias, may benefit from its usage. The therapy can also

help deal with severe shyness and excessive approval-seeking behaviors.

Behaviors and feelings are managed, according to theory.

Aside from theories and concepts, this research study is anchored with the

educational thrust of Division Memorandum No. 179 s, 2023, DepEd Order No.

037, s. 2022, DepEd Memorandum No. 74 series of 2021, and Division

Memorandum No. 526 series of 2021.

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Division Memorandum No. 179 series of 2023 is the dissemination of

the reiteration of the implementation of modular distance learning provided in

DepEd Order No. 037, series of 2022, taking into account the health of students

who attend in-person classes and are impacted by harsh weather conditions.

DepEd Memorandum No. 74 series of 2021 prioritizes advancing and

safeguarding its staff and students' general well-being and mental health,

particularly in times of crisis. The primary education offices and schools can

emphasize this priority and guide the necessary health standards by offering

mental health and psychosocial support services to enhance and fortify the

mental resilience of all DepEd employees.

Division Memorandum No. 526 series of 2021 required positive

changes in one's personal and professional life. As front-line workers, it involves

understanding how to manage stress and safeguard teachers' well-being.

The Philippines has an equatorial, humid climate with high temperatures

and heavy precipitation. In the Philippines, December, January, and February are

the three coldest months, while April and May are the hottest. The Philippines'

wet season (June to November) and dry season (December to May) were

considered while establishing the Department of Education's traditional school

calendar. Concerns about climate change were a factor, but not the main one, in

the decision to change the school schedule.

The Department of Education (DepEd) emphasized the pandemic's

difficulties and the severe lockdowns when it first went into effect in 2020. The

act, known as "an act to lengthen the school calendar from two hundred (200)
 7

days to not more than two hundred twenty (220) class days," Republic Act No.

11480, amending Section 3 of Republic Act No. 7797, was changed to read

"Section 3. The school year begins. The school year will begin on the first

Monday in June but no later than the last day of August. However, suppose a

state of emergency or calamity is declared. In that case, the President, on the

advice of the Secretary of Education, may set a different date for the start of the

school year nationwide or in certain regions.

DepEd personnel continue to debate to revert the school calendar to

June-April. According to the Teachers' Dignity Coalition (TDC), the DepEd

consulted with student organizations, parents, educators, and other relevant

parties about the issue at its central office (Servallos, 2024). While a group of

educators applauded DepEd's "positive reaction" to the demands of educators

and the public to return the primary education school calendar to its pre-

pandemic form (Malipot, 2024), DepEd, however, will continue to review the

outcomes of their consultation and develop a plan if modifications occur (Gaston,

2024).

Challenges hit the education system of the Philippines during the

implementation of the new School Calendar of Activities; dry or hot seasons in

April and May affected the teachers and learners. DepEd Cebu Province Division

issued a Memorandum No. 179 s. 2023 disseminating information on the

reiteration of the implementation of modular distance learning as provided on

DepEd Order No. 037, s. 2022, considering the health of students who attend in-

person classes and are impacted by harsh weather conditions.

 8

Because of the onslaught of regular classes imposed during the dry month

seasons, DepEd introduces blending learning. The educational system in the

Philippines is not new to blended learning; many colleges and universities there

have long since embraced these ideas. Nonetheless, the Department of

Education proposed that during this pandemic, blended learning replaced

traditional methods (Esquerra, 2020). Blended learning has adverse

psychological effects on learners as it brings immediate transitions in the

teaching and learning process. The effects of blended learning, which led to

mental breakdowns, were reported by several media outlets. The conflict

between the new and traditional teaching methods psychologically strains

teachers and students (Guo-Rong & An, 2022). Unfortunately, anxiety may result

from stress about the latest learning modes; it is the worry about the new

learning mode.

Similarly, according to Aldalalah and Gasaymeh (2014), anxiety is

unpleasant, ambiguous, and accompanied by a range of detrimental

psychological and physical symptoms. It has been challenging to adapt and

embrace the new learning mode. This psychological stress also affected most

teachers’ well-being because the delivery of instruction using blended learning is

demanding and challenging. Visiting the learners in their vicinity through the

intensification of the Purok System is never that easy while interacting with the

people in the community.

The Department of Education conducted a test broadcast of sample

episodes of educational materials in collaboration with local networks, cable TV,

 9

and radio stations (Hernando-Manlipot, 2020). In order to prepare and update

earlier materials for use in the new normal, the Department of Education also

printed self-learning modules for modular learning.

The advantages of online and traditional learning methods are combined

in blended learning to increase student engagement, provide resources, and

enhance the social environment. According to Sari et al. (2018), planning,

designing, developing, implementing, reviewing, and evaluating are the critical

steps to incorporate blended learning into the lesson. A cutting-edge trend in

education, blended learning is connected to many different fields of study and is

frequently distinguished from traditional and online learning. Teachers now

frequently use computer-assisted language learning in English to make learning

engaging, enjoyable, and attractive. Teachers are frequently urged to develop

new ideas to inspire students to learn English.

Furthermore, blended learning was promoted by Dziuban et al. (2018) as

a novel, conventional approach that is frequently used in higher education. Also,

blended learning reduces teacher in-class seat time while combining online and

in-class instruction. Meanwhile, Ricks et al. (2011) examined teachers’ responses

to stress. He looked at stress-reduction strategies that were taught in health and

stress-reduction classes through podcasts. According to their research, they

used an iPod or other MP3 player to listen to podcasts while practicing seven

different techniques for seven days. According to the results, five of the seven

techniques significantly increased perceived relaxation.

 10

According to Williams et al. (2020), Mental Health teachers generally

experience significant amounts of depression and stress because of overload in

work and paperwork. Gender (2010) stated that One of the primary causes of the

discontent with online education may have been technical issues, as local

telecommunications infrastructure is subpar and connections can malfunction.

Because of this, Soro et al. (2020) recently looked at how stressful it is for

teachers to access campus platforms because of heavy traffic. They found that

this load makes it difficult for e-learning, which makes it difficult for teachers to

turn in assignments on time because of system crashes, which adds to the

stress.

Also, according to Kyriacou (2001), "the experience by a teacher of

unpleasant, negative emotions, such as anger, anxiety, tension, frustration, or

depression, resulting from some aspect of their work as a teacher" is what is

meant by teacher stress. Teacher stress appears to be prevalent in the teaching

profession. Approximately 20% of comprehensive schoolteachers in England

reported that teaching was very stressful or extremely stressful, according to a

seminal study by Sutcliffe et al. (1978). Maltese teachers' stress levels were even

higher, according to Borg & Riding (1991), who discovered that nearly 34% rated

their work as extremely or very stressful. Just over 26% of intermediate teachers

in New Zealand who participated in a study by Manthei and Gilmore (1996)

reported that teaching was either very or extremely stressful.

Schonfeld (1990) Work Environment Stressors Chronic stressors occur

over an extended period. One chronic stress most commonly identified in the
 11

literature is the absence of support from parents, coworkers, and supervisors

(Betoret, 2006; Blase et al., 2008; Brewer & McMahan, 2003). One common

stressor mentioned in the work environments of both experienced and new

teachers was a demanding workload (i.e., class size, paperwork, and lack of

planning time) (Liu & Ramsey, 2008; McCann & Johannessen, 2004; O’Donnell &

Lambert, 2008; Pearson & Moomaw, 2005; Plash & Piotrowski, 2006; Rieg et al.,

2007). Acute or possibly transient (i.e., not continuous) episodic stressors in the

workplace can have a negative psychological impact (Schonfeld, 1990). In cross-

sectional and longitudinal studies, teachers experienced significant stress due to

misbehavior or disruptive students. (Geving, 2007; Grayson & Alvarez, 2008;

Kokkinos, 2007; Rieg et al., 2007).

On the other hand, anxiety is defined as a transient state in which people

experience tension, worry, apprehension, and a sense of threat. (Spielberger et

al. 1983). According to a study by Melchior et al. (2007), young, healthy

employees who were exposed to stressors in the workplace experienced adverse

psychological effects like anxiety and depression. According to certain studies,

anxiety is brought on by a fear of present or potential dangers (e.g., robbery).

It is critical to support teachers' well-being because they are the

framework for creating a positive learning environment. Putting their mental and

emotional well-being first is crucial because of the enormous pressures and

responsibilities they face. The researcher believes that promoting a culture of

support, offering tools for stress management, and promoting candid

communication lessen the widespread effects of stress and anxiety in the

 12

teaching profession. Putting money into teachers' welfare improves their quality

of life. It guarantees that future generations will receive influential and long-

lasting education.

THE PROBLEM

Statement of the Problem

This study aims to determine the teachers’ perceived stress and anxiety

levels and to assess their psychological well-being regarding the new

instructional learning modality at Carmen Central Elementary School, Carmen,

Cebu, during the School Year 2022-2023 as a basis for the Stress Management

Plan. Specifically, this study seeks to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1. age,

1.2. grade level taught, and

1.3. years of teaching experience?

2. What is the respondents’ perceived level of psychological well-being?

3. What is the respondents’ perceived level of stress?

4. What is the respondents’ perceived level of anxiety?

5. Is there a significant difference in the respondents’ perceived level of

psychological well-being in terms of:

5.1. age,

5.2. grade level taught, and

5.3. years of teaching experience?

 13

6. Is there a significant difference in the respondents’ perceived level of

stress in terms of:

6.1. age,

6.2. grade level taught, and

6.3. years of teaching experience?

7. Is there a significant difference in the respondents’ perceived level of

anxiety in terms of:

7.1. age,

7.2. grade level taught, and

7.3. years of teaching experience?

8. Based on the findings, what stress management plan can be proposed?

Null Hypothesis: There is no significant difference between the respondents’

perceived level of psychological well-being and perceived level of stress and

anxiety regarding age, grade level taught, and years of teaching.

Significance of the Study

This research was conducted to provide insights and understanding about

the extent of the teachers' perceived level of psychological well-being, stress,

and anxiety towards the new normal learning environment. Thus, the result of

this study gently contributed some vital information that is beneficial to teachers,

administrators, and future researchers.

 14

DepEd Implementers. The administrators and decision–makers of the

Department of Education (DepEd) would benefit from the study since they would

be given the necessary baseline information as to how they are going to consider

the factors that could help maintain the psychological wellbeing and the status of

mental health of teachers in the field. Results generated from the study could be

used as bases for crafting new policies and guidelines focusing on the holistic

development of teachers.

School Administrators. The result of this study will provide school

administrators with important information on how to help teachers convey certain

concepts in the teaching-learning process. The study will also give them an idea

of how to guide their teachers toward accomplishing the needed school

requirements or forms that eventually cause stress and anxiety. School

administrators are active observers of their teachers in the teaching-learning

process. They must also equip themselves with the principles of the new trends

in education.

Teachers. The molder of the institution and one of the facilitators in the

teaching-learning process will benefit from the appropriate enhancement for a

better instructional delivery modality. This study will serve as a tool in improving

how they gave instructions and emphasize time and patience about the giving

activities or requirements. The study also helps teachers to generate and

develop activities to minimize the impact of stress and anxiety.

Researcher. The researcher is also a teacher and instrument in

implementing the new learning modality. She can benefit from the result of this
 15

study to address if there is stress and anxiety developed within herself. With this,

she can also be a recipient of the intervention needed. Moreover, this study could

also help the researcher grow professionally by gaining the necessary technical

know-how to cope with any destructions met along the way on the application of

blended learning.

Future Researchers. This study will serve as the basis and reference for

their future research, which has a similar concern to the present study. The study

would also obtain some relevant, coherent, and important ideas and concepts

from the findings that may improve and develop their research.

Sectors. This study can be helpful in many different industries. First off,

the DepEd administrators and decision-makers need to improve methods for

promoting teachers' mental and psychological health. Second, policymakers from

various sectors can use the study's findings to guide the creation of more

comprehensive rules and regulations that prioritize all-encompassing methods of

teacher development. Finally, the study may provide insightful information to

education and mental health research, helping professionals and scholars

interested in learning more about the variables affecting teachers' wellbeing.

 16

METHODOLOGY

This section describes the research design, study flow, research

environment, participants, procedure, and statistical data treatment.

Design

The research employed a descriptive quantitative approach. This design

described the respondents’ perceived psychological well-being, stress, and

anxiety levels. It examined if there were significant differences in the variables

above regarding their age, grade level taught, and years of teaching. It

emphasized observing and analyzing these variables as they naturally occurred

in the teachers' everyday experiences without manipulating any aspects of the

environment.
 17

The data collection used survey questionnaires to gather information

directly from the elementary teachers. These instruments were designed to

capture quantitative data related to the identified variables. By employing a

cross-sectional design, data was collected at a single point in time, allowing for a

snapshot of the relationships among the variables of the elementary teachers.

Flow of the Study

This study followed the Input – Process - Output (IPO) model of social

science research. The part of the IPO system was explained herein as:

The diagram on the next page illustrates the flow of the study. The input

showed the variables were stressor, level of stress, level of anxiety, and

perceived general wellbeing. The process revealed the methods used in

gathering the data, which included the sampling design, the instrument for data

gathering, and the statistical tools. Lastly, the output was the Stress Management

Plan for Teachers.

INPUT PROCESS OUTPUT

1. Profile of Teachers
in terms of: Transmittal
1.1 age, Letter
1.2 grade level
taught,
1.3 years of Simple Random
Sampling
experience, and
1.4 years of Stress
teaching. Management
Statistical Plan for
2. Perceived Level of: tools/Analysis: Teachers
 18

Figure 2: Flow of the Study

Environment

The study was conducted at Carmen Central Elementary School, Baring,

Carmen, Cebu. The school is a complete elementary institution and is 600

meters away from the National Highway. It has 1,500 pupils, 48 teaching

personnel, five non-teaching staff, one principal, and one supervisor. The majority

of the residents of the barangay are of medium socioeconomic standing.

Cebuano is the language used every day. The municipal's internet connection is

weak. The school has its own Computer Laboratory but with limited computer

units where teachers and learners can do hands-on activities.

Respondents
 19

The study's respondents were the teachers at Carmen Central Elementary

School, Baring, Carmen, Cebu, with a total population of forty-four (44) females

and three (3) males for the 2022-2023 school year. Thirty-five teachers served as

participants in the study. Table 1 below presents the sample population.

Table 1

Distribution of the Respondents

Sex N %
Male 3 9
Female 32 91
Total 35 100
 20

Figure 3. Location Map of the Study

Instrument

In data collection, a survey questionnaire was used to gather information

directly from elementary teachers. This instrument was designed to capture

quantitative data related to the identified variables. By employing a cross-

sectional design, data was collected at a single point in time, allowing for a

snapshot of the relationships among the variables of the elementary teachers.

The study utilized standardized research questionnaires to assess the

teachers' perceived stress and anxiety levels and incorporate their assessment

into their general well-being. The first part of the questionnaire consisted of the

demographic profiling of the respondents, including the teacher's age, the grade
 21

level taught, and the number of years they had been teachers. The second part

was the Perceived Stress Scale, which comprised 14 items by Cohen et al.

(1983) and Cohen & Williamson (1988). The third part of the questionnaire was

the Teaching Anxiety Scale, which had 25 items. The scale examined the

relationship between teaching anxiety and acquiring teaching skills (Pigge &

Marso, 1994). The final part of the questionnaire was the 6-item Psychological

General Well-being Index by Dupuy (1984), Hunt & McKenna (1992), Grossi et

al. (2002), Grossi et al. (2006), Grossi & Compare (2006), and Chassany et al.

(n.d.) from the original 22-item questionnaire. Since not all the questions

adequately addressed the current study topic, the adviser and the statistician

carefully selected the six questions directly addressing the issue.

The questionnaires generally addressed the new instructional learning

modality. For parts 2 to 4, the participants selected the option that most

accurately expressed their feelings or feelings about each statement.

Predetermined response options for each statement ranged from solid

agreement to strong disagreement or low to high stress or anxiety levels.

Data Gathering Procedure

Initially, the researcher asked permission to conduct the study through a

title hearing, which the dean of Cebu Technological University's Graduate School

of Education granted.

Pre-data Collection. The researcher had to seek permission from the

Supervisor in the District of Carmen and the Principal of Carmen Central

Elementary School to allow the researcher to personally distribute the

 22

questionnaire to the school mentioned above. The questionnaire was distributed

face-to-face.

Overall, the researcher navigated through a systematic process of

obtaining approval, seeking guidance, and carefully considering feedback from

the panelists and the Review Board to ensure a comprehensive and well-

executed research study.

Actual Data Collection. Participants were given consent forms to inform

their involvement in the research; they had the option of whether or not to

participate. The respondents were given questions to be answered based on

their experiences with the new standard learning modality and to determine their

perceived level of psychological well-being, perceived level of stress, and

anxiety. After answering the questionnaires, the data was collected, and the

researchers tallied and coded the data.

Post Data Collection. The questionnaires' completeness and accuracy

were carefully examined. Any discrepancies or gaps in the data were filled in to

guarantee the accuracy of the information gathered. After verification, the

answered questionnaires were then checked and tallied. These were encoded for

statistical analysis.

Data integrity and security were crucial. The gathered questionnaires were

digitally converted and kept in a safe database to which only authorized users

had access. Most likely, backup systems were put in place to guard against data

loss. Safeguarding student information also required maintaining records in

compliance with data protection laws and ethical standards.

 23

Ethical Consideration

The Declaration of Helsinki's guidelines were followed when conducting

the study. The Helsinki Declaration provided ethical standards for studies

involving identifiable human data and materials and medical research involving

human subjects. For example, the researcher followed all ethical guidelines when

giving the survey questionnaires to all teaching participants.

The study was accepted following the Cebu Technological University-

Carmen Campus Research and Ethics Committee protocol. Adults will voluntarily

participate in the survey questionnaire as part of the study. An accompanying

cover letter outlining the study's purpose and confidentiality, possible goals, and

voluntary participation was provided before that. There were no monetary

rewards for taking part in the research. The author disclosed no conflicts of

interest.

Statistical Treatment

Two statistical tools were utilized in this study. Descriptive statistics, such

as Means and Standard Deviations of each variable, such as the level of stress

and anxiety perceived by teachers and assessment of their general well-being,

were used to summarize each variable's central tendencies and variability

separately. One-way ANOVA was used to test the significant differences between

the teachers’ demographic profile and their perceived general well-being, stress

level, and anxiety level.

Scoring Procedure
 24

The following range of ratings were used to measure the degree of

descriptive interpretation of the data:

Table 2

Level of General Well-being

RESPONSE VERBAL SCALE

INTERPRETATION
CATEGORY DESCRIPTION RANGE
5 Very Strongly 4.20-5.00 Extremely Overwhelmed
4 Considerably 3.40-4.19 Overwhelmed
3 Moderately 2.60-3.39 Fair Enough
2 Less Considerably 1.80-2.59 Underwhelmed
1 Very Slightly 1.00-1.79 Extremely
Underwhelmed

Table 3

Level of Stress and Anxiety

RESPONSE VERBAL SCALE

INTERPRETATION
CATEGORY DESCRIPTION RANGE
5 Very Often 4.20-5.00 Extremely Severe
4 Fairly Often 3.40-4.19 Severe
3 Sometimes 2.60-3.39 Moderate
2 Almost Never 1.80-2.59 Mild
1 Never 1.00-1.79 Extremely Mild

DEFINITION OF TERMS
 25

To facilitate a better understanding of the terms used in this study, the

following are operationally defined:

Anxiety. In the context of the new typical learning environment, it refers to

the worry teachers feel as they attempt to adapt to the new learning process and

way of teaching. In this study, it refers to the measure of elementary school

teachers’ concern regarding the new trend of teaching.

Blended Learning. The term refers to the traditional and digital teaching

methods used in the new typical learning environment to address teachers'

concerns and difficulties due to the new learning environment. In this study, this

method offers a more flexible and adaptive learning environment by combining

traditional face-to-face with modular instruction.

Instructional Delivery Modality. It refers to a method that has considered

technology, in-person instruction, and digital platforms to adapt to the changing

needs of education to adapt to technological advances. The modality is the

method that incorporates technology, in-person instruction, and virtual platforms

to adjust to the changing needs of education at Carmen Central Elementary

School.

General Psychological Well-being. It refers to the individual's holistic

development that depends on mental health and the ability to feel optimistic

about life holistically. In this study, it refers to having a sense of purpose in life,

having meaningful relationships, feeling in control of one's life, and feeling

connected to others.
 26

Stress. It refers to a feeling of anxiety or worry. A particular situation can

cause it or be an ongoing problem. This study refers to the status of Carmen

Central Elementary School teachers' physical, psychological, and emotional

problems.

Chapter 2

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This section establishes a connection between the research

methodology's empirical findings and the theoretical framework that guides the

investigation. Here, we discuss the implications of the findings, relate them to

earlier publications, and offer recommendations for potential future research

directions.
 27

Every table in this section has a specific function, such as giving an

overview of descriptive statistics, showing significant differences between

groups, or clarifying intricate relationships between variables. The narrative in the

accompanying text places the tables in context, explains their importance, and

walks readers through how to interpret the findings.

PROFILE OF THE RESPONDENTS

This section presents the distribution of respondents according to their

age bracket, grade level taught, and years of experience in teaching. Among

more than forty teachers, thirty-five representatives from Carmen Central

Elementary School participated in the survey. Table 4 provides information on the

number of teachers in each age bracket participating in the study. In contrast,

table 5 displays the number of teachers by grade level, while table 6 displays the

number of teachers by years of teaching experience.

Table 4

Age of the Respondents

The age of the respondents is an essential demographic component that

might affect teachers' stress and anxiety levels, as well as their overall

psychological well-being. The age-related patterns or disparities in reaction to the

new instructional learning modality at Carmen Central Elementary School by

 28

studying the respondents' age profiles are highlighted in the table below.

Understanding these age-related dynamics is critical for designing an effective

Stress Management Plan customized to the various demands of the teachers.

Age Frequency Percentage

40 Years Below 12 34.29
41- 50 Years 9 25.71
51 Years Above 14 40.00

Total 35 100.00

The table above shows that 14 out of the 35 respondents participating

belong to the 51-year-old age group. This age group dominated 40% of the entire

population. The age distribution of the respondents was the first factor examined

in the study. The study's 35-person sample size indicated that the teaching staff's

age distribution was varied. Remarkably, 12 out of 35 respondents, or a

significant fraction, were over 40 years old. The findings implied that middle-aged

to senior teachers were highly represented in the school community. Most

teachers at Carmen Central Elementary School were wisdom-givers; thus, young

teachers were well guided by these tenured teachers.

In addition, nine respondents were between 41 and 50, and fourteen were

51 and older. This distribution emphasized how crucial it was to consider

educators' needs and viewpoints at various phases of their careers. The findings

indicated that a higher percentage of respondents—51 years old—answered the

questionnaires.
 29

The age distribution showed that the Carmen Central Elementary School

faculty was diverse, with a significant percentage of teachers being 40 or older.

This demographic information highlighted the senior and experienced teachers in

the school community. The proportion of respondents who were 51 years of age

or older indicated a sizable cohort of teachers with a wealth of experience in the

classroom. This age range emphasized how crucial it is to consider educators'

requirements and viewpoints at different phases of their careers. The importance

of valuing the experiences and wisdom of seasoned educators was further

highlighted by the more significant response rate from respondents 51 years of

age or older. These results highlighted how crucial it was to recognize and

consider the various demographic groups of the teaching staff to support their

professional growth and well-being better.

Table 5

Grade Level Taught

The table below interprets the grade level taught by teacher-respondents

as essential in understanding the differences in their stress and anxiety levels

and psychological well-being. Different grade levels bring distinct problems and

demands, which can influence teachers' experiences with the new instructional

learning modality at Carmen Central Elementary School. Analyzing the grade

levels taught will assist in identifying specific requirements and informing targeted

solutions within the Stress Management Plan for practical teacher assistance.

Grade Level Frequency Percentage

Grade 1 3 08.57
 30

Grade 2 5 14.29
Grade 3 4 11.43
Grade 4 5 14.29
Grade 5 5 14.29
Grade 6 7 20.00
SPED 4 11.43
Kinder 2 05.71

Total 35 100.00

The table above shows that 7 out of the 35 respondents participating

belong to the group that teaches grade 6. This grade level dominated 20% of the

whole class sections of Carmen Central Elementary School. The above findings

implied that many learners came from grade six classes. Younger learners were

dominated by mature grade six pupils who could be role models in their school.

More information about the dynamics of the teaching staff could be gained

by looking at the grade level the respondents taught. The data showed a

heterogeneous distribution among grade levels, with a different number of

teachers representing each level. Most teacher-respondents were in grade 6,

with teachers of grades 4 and 5 coming in second and third, respectively. The

different roles that elementary school teachers played were reflected in this

distribution. The fact that teachers were assigned to kindergarten (Kinder) and

special education (SPED) classes further emphasized how inclusive the school

environment was, meeting the needs of students with various learning styles.
 31

Most grade 6 teachers, followed by grade 4 and grade 5 teachers,

indicated the staffing requirements associated with the various grade levels.

Teachers assigned to kindergarten (Kinder) and special education (SPED)

classes were also included, further demonstrating the school's dedication to

diversity and meeting the various learning needs of its students. This distribution

highlighted the value of accommodating students with diverse learning styles. It

contributed to a more inclusive school environment and reflected the variety of

instructional contexts within the institution.

Table 6

Teaching Experience

The years of teaching experience among respondents is a crucial

demographic element in determining their stress and anxiety levels and

psychological well-being. Experienced classroom teachers' coping methods may

differ significantly from those of less experienced teachers, particularly in

adapting to new instructional learning modalities. The table below illustrates the

respondents' teaching experience. It will provide insight into how tenure affects

their psychological responses, allowing the Stress Management Plan to be

tailored to the individual needs of teachers at various phases of their careers.

Teaching
Frequency Percentage
Experience
1-10 Years 9 25.71
11-20 Years 10 28.57
21-30 Years 9 25.71
31-40 Years 7 20.00
 32

Total 35 100.00

The table above shows that 10 out of the 35 participating respondents

belong to the group with 11-20 years of teaching experience. Teachers with 11-20

years of experience comprised 28.57% of the population.

The number of years the respondents had been teachers was another

critical factor the study examined. The results showed various teaching tenures,

from inexperienced instructors to seasoned pros. Interestingly, the largest group

consists of teachers with 11–20 years of experience in the classroom, suggesting

a sizable cohort of professionals in the middle of their careers. Teachers with one

to ten years of experience come next, indicating a combination of early-career

educators and relatively new ones. Moreover, including educators with 21–30

and 31–40 years of experience highlighted the institutional knowledge and

proficiency among the faculty.

Teachers with one to ten years of experience have reflected a mix of early

career educators and those still adjusting to the field. Furthermore, teachers with

21–30 and 31–40 years of experience underscored the faculty's wealth of

institutional knowledge and proficiency, contributing to a rich and supportive

learning environment. The findings highlighted the importance of recognizing and

leveraging the diverse teaching tenures to foster a collaborative and dynamic

educational setting.
 33

The profile of Carmen Central Elementary School's public school teachers

included a wide range of ages, years of teaching experience, and grade levels

taught. It was critical to comprehend these demographics to assess the stress,

anxiety, and general well-being of teachers implementing evolving modalities of

instruction. Aiming to promote teachers' holistic well-being and, in turn, create a

favorable learning environment for students, stakeholders can create targeted

interventions and support strategies by acknowledging the distinct perspectives

and needs of educators across various demographics.

TEACHERS’ LEVEL OF ASSESSMENT OF THEIR GENERAL WELL-BEING,

STRESS, AND ANXIETY

The results and discussion of the respondents’ general well-being,

perceived stress, and anxiety are presented in this section, along with the

corresponding mean and verbal interpretation. Table 7 displays the data from the

Level of Stress questionnaire, Table 8 displays the data from the Level of Anxiety

questionnaire, and Table 9 displays the data from the Level of General Well-

Being questionnaire.

Evaluating teachers' overall psychological well-being is critical for

understanding how they deal with the new instructional learning modality. This

study determined teachers' general mental health and emotional stability at

Carmen Central Elementary School while considering various stressors and

challenges. By analyzing their general psychological well-being, the study hopes

to identify areas that require assistance and create a Stress Management Plan

that supports a better and more productive teaching environment.

 34

In addition, understanding teachers' stress levels is critical for assessing

their overall psychological well-being, especially when transitioning to a new

instructional learning modality. High stress levels can impair teachers'

effectiveness and job satisfaction, affecting student learning outcomes. This

study aims to assess and analyze the perceived stress levels of teachers at

Carmen Central Elementary School to create a tailored Stress Management Plan

that addresses their particular requirements and fosters a healthier work

environment.

Finally, Assessing the teachers' anxiety levels is critical for evaluating their

general psychological well-being and how they are adjusting to the new

instructional learning modality. High levels of anxiety can have a substantial

influence on teachers' mental health, job performance, and student interactions.

This study aims to assess and analyze the reported anxiety levels of teachers at

Carmen Central Elementary School to inform the establishment of a

comprehensive Stress Management Plan that addresses their specific

requirements and fosters a supportive work environment.

Table 7
 35

Legend:

1 - Very Slightly (Extremely Underwhelmed)

2 - Less Considerably (Underwhelmed)
3 - Moderately (Fair Enough)
4 - Considerably (Overwhelmed)
5 - Very Strongly (Extremely Overwhelmed)

The general assessment of the teachers’ general well-being was at 3.67,

or "Overwhelmed" in the verbal interpretation displayed in the table above. Lastly,

the study looked at the overall general health of teachers. A mean score of 3.67

was found in the results, indicating a verbal interpretation of " Overwhelmed."

The result suggests that Carmen Central Elementary School teachers are in

good health. However, it is essential to recognize that well-being is a

complicated, multidimensional concept with many facets, including social,

emotional, and physical dimensions.

During the pandemic, many adults reported symptoms that were

consistent with depression and anxiety. By early 2021, about four out of ten

adults reported these symptoms; however, as the pandemic progressed, this

number dropped to about three out of ten adults Panchal et al. (2023). This
 36

incident prompted the Department of Education to conduct Psychological First

Aid to learners before the classes began. This implementation was anchored in

DepEd Memorandum No. 74 series of 2021, which emphasizes safeguarding

and advancing the general well-being and mental health of its staff and students,

particularly in times of crisis. It is important to note that teachers’ well-being must

given attention by the government.

Even though teachers generally perceived their well-being positively,

according to Williams et al. (2020), teachers typically suffered from significant

levels of stress and depression because of their heavy workloads and

paperwork. Thus, there might still be room for improvement or particular issues

that affect teachers differently; say, Carmen Central Elementary School teachers

might have adopted asynchronous online classes.

The study's findings shed important light on the psychological makeup of

Carmen Central Elementary School's public school teachers. Teachers generally

reported mild anxiety and moderate stress levels but also seemed healthy. These

results demonstrated the educators' tenacity and commitment to overcoming the

obstacles in their work. In the future, creating and executing a customized stress

management plan can help teachers maintain their well-being and improve their

ability to create a safe and productive learning environment for their students. If

the school calendar remains the same, it is still a must to implement the Division

Memorandum No. 179 Series of 2023 Dissemination of the Reiteration of the

Implementation of Modular Distance Learning as Provided in DepEd order No.

 37

037, series of 2022, where teachers embrace the blended modular and face-to-

face classes amidst the threat of dry seasons during April and May.

Table 8

Legend:
1 - Never (Extremely Mild)
2 - Almost Never (Mild)
3 - Sometimes (Moderate)
4 - Fairly Often (Severe)
5 - Very Often (Extremely Severe)
 38

The general assessment of the teachers’ stress level is at 3.04, or

"Sometimes" in the verbal interpretation displayed in the table above. The study's

assessment of teachers' perceived stress levels was one of its main focuses. A

mean score of 3.04 was found in the responses obtained from the Likert scale

questionnaire. As a result of the verbal interpretation of "Sometimes," the overall

stress level among teachers at Carmen Central Elementary School was

moderate. This finding implied that although stress was not a constant

companion for these educators, it was a recurrent aspect of their professional

lives. This perceived stress might be attributed to various factors, including

administrative pressures, workload, and the demands of adjusting to a blended

learning modality, where teachers were required to prepare lessons for face-to-

face functions and modules during remote teaching.

Alvarez (2020) asserts that to reduce stress and successfully implement

blended learning, the institution must create instructional plans with clear policies

and guidelines. It is significant to take note of Lazaru's Transactional Theory of

Stress and Coping (ITSC), which strongly focuses on stress management,

coping, and cognitive assessment, Janse (2022). The stress level experienced

by the Carmen Central Elementary School teachers will drop from "Sometimes"

to "Almost Never" if effective stress management practices are implemented.

One example was the study investigated by Magtibay et al. (2017) on the efficacy

of blended learning, integrating the SMART program, in mitigating stress and

burnout among nurses, which revealed significant reductions in anxiety, stress,

and burnout, coupled with notable improvements in resilience, happiness, and

 39

mindfulness. The findings advocated for adopting blended learning, particularly

incorporating the SMART program.

Table 9
 40

Legend:
1 - Never (Extremely Mild)
2 - Almost Never (Mild)
3 - Sometimes (Moderate)
4 - Fairly Often (Severe)
5 - Very Often (Extremely Severe)

The general assessment of the teachers’ level of anxiety at 2.42, or

"Almost Never" in the verbal interpretation, is displayed in the table above. Apart

from stress, the study aimed to measure the anxiety levels of teachers. With a

verbal interpretation of "Almost Never" and a mean score of 2.42, the data

revealed that Carmen Central Elementary School teachers experience little

anxiety in their jobs. Nevertheless, it was essential to understand that anxiety,

even in small doses, could affect a teacher's overall health and productivity in the

classroom. These sporadic feelings of anxiety might be caused by variables like

doubts about instructional strategies, worries about student performance, and the

larger educational environment.

One of the main reasons the Department of Education embraced blended

learning among public schools was the high heat index experienced during the

dry months. March, April, and May are typically the hottest and have the least

rainfall in the archipelago nation. The situation had intensified this year due to the

El Niño weather pattern. Forecasts predicted that the heat index would soar to

dangerous levels in more than thirty cities and municipalities, exceeding 42°C,

Morella (2024). Division Memorandum No. 179 series of 2023 was the

reiteration of the implementation of modular distance learning provided in DepEd

Order No. 037, 2022, in light of the student's health impacted by severe weather

while attending in-person classes. Therefore, the application of the DepEd

 41

memorandum was practical since the majority of the teachers at Carmen Central

Elementary School had experienced mild anxiety, just a step closer to “Extremely

Mild” or close to having not experienced any anxiety at all.

SIGNIFICANT DIFFERENCES BETWEEN THE TEACHER’S LEVEL OF

GENERAL WELL-BEING CONCERNING THEIR AGE, GRADE LEVEL

TAUGHT, YEARS OF TEACHING

This section presents the results of the significant differences between the

teachers’ general well-being concerning their age, grade level, and years of

teaching. Compared to the probability level of 0.05, the P-value on the following

tables can be used to validate the significant differences test.

Table 10

Significant difference between the teachers’ level of general well-being

when they are grouped according to age

Source of SS Df MS F P-value F crit

Variation
Between Groups 0.163933 2 0.081966 0.362887 0.698491 3.294537
Within Groups 7.227954 32 0.225874
Total 7.391887 34

Table 10 illustrates whether there is a significant difference in teachers'

general psychological well-being when grouped according to age. Understanding

these age-related differences was crucial for tailoring the Stress Management

Plan to address the unique needs of different age groups effectively. A probability

level of < 0.05 was primarily used in the significance test. In this instance, there

was no significant difference in the general well-being of the teachers when

 42

categorized based on their age, as the P-value (p > 0.05). Further, the analysis of

variance demonstrated that the teacher’s general well-being was not significant

when they were grouped according to age, F (2, 32) = .362, p = .698.

From the results, the Department of Education would understand how vital

factors other than age—like job satisfaction, organizational culture, and workload

distribution—affected the overall well-being of teachers. DepEd implementers

could use these insights to create more effective policies and support initiatives

suited to the various needs of teachers at different stages of their careers,

ultimately improving job satisfaction and retention in the field.

Further research into these data revealed connections between personal

traits, the dynamics of the workplace, and outside stressors. It would provide

practical advice for building resilience and enhancing teachers' well-being despite

their age. A thorough analysis of the lack of age-related disparities in teachers'

well-being could ignite significant modifications in educational practices and

regulations, ultimately benefiting teachers and learners.

Table 11
Significant difference between the teachers’ level of general well-being
when they are grouped according to the grade level taught
Source of SS df MS F P-value F crit
Variation
Between 2.914785 7 0.416398 2.511166 0.039939 2.373208
Groups
Within Groups 4.477102 27 0.165819
Total 7.391887 34
 43

Table 11 illustrates whether there is a significant difference in the general

psychological well-being of teachers when grouped according to the grade level

they teach. Identifying these differences helped tailor the Stress Management

Plan to address teaching different grade levels' specific challenges and needs.

At the given probability level of < 0.05, the significance test revealed a

significant difference in the teachers' general well-being concerning the grade

level they taught, as the P-value (p < 0.05). Further, the analysis of variance

demonstrated that the teacher’s general well-being was significant when they

were grouped according to grade level taught, F (7, 27) = 2.511, p = .039.

The researcher had undertaken a Post-Hoc test using the Bonferroni

Correction and revealed that the grade 3 and grade 6 levels show significant

differences.

Table 12

Alpha Test

ALPHA
Test Alpha
ANOVA 0.05
Post-hoc 0.0062
Test 5

Table 12 indicates that the ANOVA result required a Post-hoc test. Post-

hoc tests could be used to identify significant differences between groups of

grade levels.
 44

Table 13

Post-hoc Result

POST-HOC TEST (Bonferroni Correction)

GROUPS P-VALUE (T- Significan
test) t
Grade 3-Grade 6 0.004806837 YES

Table 13 shows the Bonferroni Correction for determining which two grade

levels show significant differences. The Bonferroni Correction is a statistical

method used to adjust for multiple comparisons. It adjusts the significance level

of each test so that the overall significance level is not affected.

In addition, Table 13 revealed significant differences in the general well-

being of the teachers depending on the grade level taught. Results of the Post-

hoc revealed notable variations in teachers' general well-being when they were

categorized by the grade level at which they were currently handling. This finding

emphasized how crucial it was to consider the particular difficulties and

pressures that educators encountered at various grade levels. Using Bonferroni

correction, additional analysis showed that the psychological well-being of grade

3 and grade 6 teachers was noticeably different. Although more research was

necessary to determine the exact causes of this discrepancy, it implied that

different teaching demands, student demographics, or classroom dynamics could

influence teacher’s well-being.

 45

Table 14
Summary of statistics of teachers’ level of general well-being according
to grade level taught

SUMMARY
Groups Count Sum Average Variance
Grade 1 3 8.888889 2.962963 0.374486
Grade 2 5 16.55556 3.311111 0.261728
Grade 3 4 12.22222 3.055556 0.102881
Grade 4 5 16.44444 3.288889 0.262963
Grade 5 5 17.11111 3.422222 0.101235
Grade 6 7 26.66667 3.809524 0.10582
SPED 4 14.77778 3.694444 0.093621
Kinder 2 7.555556 3.777778 0

This study summarizes statistics on teachers' levels of general well-being

categorized by the grade level they teach. Understanding these statistical trends

will help identify specific well-being challenges teachers face at different grade

levels, informing targeted interventions in the Stress Management Plan.

As reflected in table 14, the grade 6 teachers' average level of

psychological well-being was 3.809524 compared with the grade 3 at 3.055556.

The result means that grade 6 teachers have shown healthier psychological

perspectives. The study by Li et al. (2022) reported that when teachers saw high

student engagement that aligned with their objectives, they often experienced

positive emotions like enjoyment. However, if engagement was low and

misbehavior occurred, they might experience negative emotions like anger.

Regarding teachers' perspectives in teaching, grade 6 teachers were happier and

more engaged than grade 3 teachers because learners in this age group

behaved more and focused more on their studies.

 46

Table 15

Significant difference between the teachers’ level of general well-being

when they are grouped according to teaching experience

Source of SS df MS F P-value F crit

Variation
Between 0.570743 3 0.190248 0.864617 0.469821 2.911334
Groups
Within 6.821144 31 0.220037
Groups

Total 7.391887 34

Table 15 illustrates whether there is a significant difference in teachers'

general psychological well-being based on their years of teaching experience.

Understanding these differences will help develop a Stress Management Plan

that addresses the unique challenges faced by teachers at various stages of their

careers. A probability level of < 0.05 was primarily used in the significance test. In

this instance, there was no significant difference in the psychological well-being

of the teachers when they were grouped according to years of teaching, as the

P-value (p > 0.05). Further, the analysis of variance demonstrated that the

teacher’s general well-being was not significant when they were grouped

according to years of teaching experience, F (3, 31) = .865, p = .469.

Other variables other than tenure might be more critical in determining

teachers' well-being. The findings might lead to additional research on various

facets of the teaching profession, including workload, classroom dynamics,

 47

support systems, and individual factors, to better understand their effects on

teacher well-being.

It might suggest that teachers' general well-being was not always

enhanced by merely gaining years of experience. Instead, the focus should be on

putting policies and procedures in place that improve the well-being of educators

at all levels of experience. The study entails encouraging work-life balance,

offering professional growth opportunities, cultivating encouraging school

environments, and providing stress and workload management tools.

THE TEACHER’S LEVEL OF STRESS CONCERNING THEIR AGE, GRADE

LEVEL TAUGHT, YEARS OF TEACHING

This section presents the results of the significant differences between the

teachers’ stress levels concerning their age, grade level, and years of teaching.

Compared to the probability level of 0.05, the P-value on the following tables can

be used to validate the significant differences test.

Table 16
Significant difference between the teachers’ levels of stress when they are
grouped according to age

Source of SS df MS F P-value F crit

Variation
Between 0.086718 2 0.043359 1.055105 0.359956 3.294537
Groups
Within 1.315031 32 0.041095
Groups

Total 1.401749 34
 48

Table 16 illustrates whether there is a significant difference in the level of

stress among teachers when grouped according to age. Identifying age-related

differences in stress levels will help tailor the Stress Management Plan to

effectively address the unique stressors teachers face at different stages of life. A

probability level of < 0.05 was primarily used in the significance test. In this

instance, there was no significant difference in the teacher’s stress level

according to age, as the P-value (p > 0.05). Further, the analysis of variance

demonstrated that the teacher’s stress level was not significant when they were

grouped according to age, F (2, 32) = 1.055, p = .359.

Age might not significantly impact the level of stress that elementary

teachers of Cermen Central Elementary School experienced when implementing

blended learning. Workload, individual coping mechanisms, support networks,

and technological proficiency might influence elementary teachers' stress levels

more heavily.

Rather than using age as the only indicator of stress levels, efforts to

assist elementary teachers in successfully implementing blended learning should

address these more general factors. By taking a comprehensive approach and

acknowledging the varied needs and experiences of elementary teachers,

schools can improve support for teachers. This is supported by Pramesworo

(2023), who highlights the importance of clear guidelines and various resources

in promoting self-directed learning and helping teachers overcome the

challenges they encounter in blended learning settings.

 49

Table 17

Significant difference between the teachers’ levels of stress when they are
grouped according to the grade level taught

Source of SS df MS F P-value F crit

Variation
Between 0.280928 7 0.040133 0.966773 0.474617 2.373208
Groups
Within 1.120821 27 0.041512
Groups

Total 1.401749 34

Table 17 illustrates whether there is a significant difference in the

perceived stress levels of teachers based on the grade level they teach.

Identifying these differences will help customize the Stress Management Plan to

address the stressors of teaching various grade levels. A probability level of <

0.05 was primarily used in the significance test. In this instance, there was no

significant difference in the teacher’s stress level when they were grouped

according to the grade level taught, as the P-value (p > 0.05). Further, the

analysis of variance demonstrated that the teacher’s stress level was not

significant when they were grouped according to grade level taught, F (7, 27)

= .966, p = .474.

The difficulties and pressures of incorporating technology into teaching

practices might be similar for all grade levels. This finding suggested that factors

other than grade level, like individual coping mechanisms, workload, support

networks, and technological proficiency, may significantly influence teachers'

stress levels in blended learning settings.

 50

The result implied that rather than focusing on modifying interventions

according to the grade level taught, efforts to assist elementary teachers in

successfully implementing blended learning should address these broader

factors. DepEd implementers should prioritize projects that give teachers

specialized training and professional development opportunities to improve

technological proficiency, establish cooperative networks for exchanging

knowledge, and provide stress and workload management tools. Bingham (2021)

emphasized the importance of fostering a culture of experimentation within

schools. By encouraging teachers to experiment and innovate with technology,

schools can further facilitate successful integration, empowering educators to

navigate blended learning challenges more effectively.

Table 18

Significant difference between the teachers’ levels of stress when they are
grouped according to teaching experience

Source of SS df MS F P-value F crit

Variation
Between 0.25203 3 0.08401 2.265 0.10047 2.91133
Groups 3 1 2 7 4
Within 1.14971 31 0.03708
Groups 7 8

Total 1.40174 34
9

Table 18 illustrates whether there is a significant difference in teachers'

perceived stress levels based on their years of teaching experience.

Understanding these differences will help tailor the Stress Management Plan to

effectively address the unique stressors teachers encounter at various stages of

 51

their careers. A probability level of < 0.05 was primarily used in the significance

test. In this instance, there was no significant difference in the teacher’s stress

level when they were grouped according to their years of teaching, as the P-

value (p > 0.05). Further, the analysis of variance demonstrated that the

teacher’s stress level was not significant when they were grouped according to

years of teaching, F (3, 31) = 2.265, p = .100.

Tenureship in teaching might not be the only factor influencing the stress

level. This finding suggested that other variables, like workload, individual coping

strategies, support networks, and technological competence, might significantly

influence teachers' stress levels in blended learning settings more than their

length of service.

The study result implied that rather than relying only on years of teaching

experience as a predictor of stress levels, efforts to support elementary teachers

in successfully implementing blended learning should address these broader

factors. Initiatives to improve teachers' technological proficiency through focused

training and professional development, creating positive school climates, and

providing tools for stress and workload management could all be given top

priority by educational establishments. According to Pérez et al. (2023), teachers

who participate in focused training programs can better adjust to new educational

technologies, which is essential in today's digital learning environments.

 52

THE TEACHER’S LEVEL OF ANXIETY CONCERNING THEIR AGE, GRADE

LEVEL TAUGHT, YEARS OF TEACHING

This section presents the results of the significant differences between the

teachers’ level of anxiety concerning their age, grade level, and years of

teaching. Compared to the probability level of 0.05, the P-value on the following

tables can be used to validate the significant differences test.

Table 19
Significant difference between the teachers’ levels of anxiety when they are
grouped according to age

Source of SS df MS F P- F crit
Variation value
Between 0.39003 2 0.19502 0.59725 0.5563 3.29453
Groups 9 3 4 7
Within 10.4488 32 0.32652
Groups 9 8

Total 10.8389 34
3

Table 19 illustrates whether there is a significant difference in teachers'

levels of anxiety based on their age. Understanding these age-related differences

in anxiety will help tailor the Stress Management Plan to address the specific

needs of teachers at different stages of life. A probability level of < 0.05 was

primarily used in the significance test. In this instance, there was no significant

difference in the teacher’s level of anxiety when they were grouped according to

age, as the P-value (p > 0.05). Further, the analysis of variance demonstrated

that the teacher’s level of anxiety was not significant when they were grouped

according to age, F (2, 32) = .597, p = .556.

 53

The result highlights the intricate nature of the problem, suggesting that

variables other than age—like technological proficiency, teaching expertise, and

personal coping strategies—might have a more significant impact on the anxiety

levels of teachers. Therefore, rather than depending solely on presumptions

about age, efforts to support educators in navigating blended learning

environments should prioritize interventions designed to address teachers' varied

needs and experiences.

In order to help educators effectively deal with the anxiety that comes with

blended learning, DepEd implementers should concentrate on offering

comprehensive support systems that include both technical assistance and

mental health resources. This strategy entailed providing opportunities for

focused professional development that catered to particular needs, encouraging

peer support groups and mentorship initiatives, and guaranteeing that individuals

experiencing elevated anxiety levels could access counseling services.

More investigation into the fundamental causes of blended learning

instructors' anxiety might yield crucial new information for creating interventions

and support networks that were even more successful. Schools could empower

teachers to feel more competent and confident in implementing blended learning

approaches while promoting their overall well-being by acknowledging and

addressing the complex nature of this issue. Vergonia and Mombas (2022)

concluded that teachers are more likely to feel satisfied with their jobs and have

lower stress levels when they feel competent and supported.

 54

Table 20
Significant difference between the teachers’ levels of anxiety when they are
grouped according to the grade level taught

Source of SS df MS F P-value F crit

Variation
Between 3.130318 7 0.447188 1.56631 0.188125 2.373208
Groups
Within 7.708615 27 0.285504
Groups

Total 10.83893 34

Table 20 illustrates whether there is a significant difference in teachers'

levels of anxiety based on the grade level they teach. Identifying these

differences will help tailor the Stress Management Plan to address the specific

anxiety-related challenges faced by teachers at different grade levels. A

probability level of < 0.05 was primarily used in the significance test. In this

instance, there was no significant difference in the teacher’s level of anxiety

when they were grouped according to the grade level taught, as the P-value (p >

0.05). Further, the analysis of variance demonstrated that the teacher’s level of

anxiety was not significant when they were grouped according to grade level

taught, F (7, 27) = 1.566, p = .188.

The fact that elementary teachers' anxiety about blended learning did not

significantly differ depending on the grade level at which they were teaching

suggested that the difficulties and pressures involved in incorporating technology

into instruction might be more or less the same for all grade levels. This research

indicated that factors other than grade level, like individual coping strategies,
 55

support networks, and technological competence, might have a more significant

influence on teachers' anxiety levels in blended learning settings.

The result implied that the teachers of Carmen Central Elementary School

successfully navigate blended learning; efforts should concentrate on resolving

common problems and offering extensive support networks that meet the various

needs of teachers. Educators must engage in ongoing professional development

to preserve and improve their technological proficiency. According to Dogan

(2021), educators who undergo training in integrating technology into their

lessons are more likely to use these resources successfully. The pillars of DepEd

should put more emphasis on projects that will help improve teachers'

technological skills.

Table 21
Significant difference between the teachers’ levels of anxiety when they are
grouped according to teaching experience

Source of SS df MS F P-value F crit

Variation
Between 0.398656 3 0.132885 0.394573 0.757779 2.911334
Groups
Within 10.44028 31 0.336783
Groups

Total 10.83893 34

Table 21 illustrates whether there is a significant difference in teachers'

levels of anxiety based on their years of teaching experience. Understanding

these differences will help tailor the Stress Management Plan to effectively

address teachers' unique anxiety-related challenges at various career stages. A

probability level of < 0.05 was primarily used in the significance test. In this
 56

instance, there was no significant difference in the teacher’s level of anxiety

when they were grouped according to years of teaching, as the P-value (p >

0.05). Further, the analysis of variance demonstrated that the teacher’s level of

anxiety was not significant when they were grouped according to years of

teaching, F (3, 31) = .394, p = .757.

The result showed that rather than using years of teaching experience as

the only indicator of anxiety levels, efforts to assist elementary teachers in

navigating blended learning should address these more general factors.

Establishing collaborative networks for knowledge-sharing, giving teachers

access to mental health resources to help manage anxiety, and providing

targeted training could all be prioritized by educational institutions to improve

teachers' technological proficiency. Through a comprehensive strategy that

considers primary school teachers' various requirements and backgrounds,

academic institutions can enhance their ability to assist instructors in successfully

incorporating technology into their lesson plans while fostering their general well-

being.

While teachers of grades 3 and 6 showed significant differences

concerning their well-being, the rest of the results, on the other hand, showed no

significant differences in terms of their psychological well-being against age

years of teaching; the same goes for the level of stress and anxiety against age,

grade level taught, and years of teaching.

This research study fulfilled the vital need to understand the psychological

complexities that public school teachers face during the shift to the educational
 57

set-up. Through the examination of stress and anxiety levels in conjunction with

the assessment of their psychological well-being, this study provided a significant

understanding of the challenges that teachers of Carmen Central School face

and the possible consequences for their mental health. The study's findings were

crucial in creating an all-inclusive Stress Management Plan designed to address

the unique requirements of teachers adjusting to changes in the educational

environment.

Through a rigorous systematic investigation, this research study created a

structure for assessing the complex dimensions of teachers' well-being during

curriculum shifts. Focusing on a specific school setting and teaching

methodology the research offered a local perspective that could clarify more

general trends and guide targeted interventions. The presence of DepEd

Memorandum No. 74 series 2021, Inclusion and Promotion of Mental Health in

all DepEd Events and Programs, was necessary to understand the public school

teachers' pressures and fears in creating supportive environments that aided

success in executing teaching strategies and long-term professional growth. As a

result, this research contributed to the knowledge of teacher's well-being. It has

practical implications for developing interventions and policies that support a

stronger, more resilient teaching community.

 58

Chapter 3

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of the empirical findings, conclusions

based on the analysis results, recommendations that are premised on results

and conclusions, and recommendations for further studies.

SUMMARY OF FINDINGS

Age Group of Teachers

The teaching staff at Carmen Central Elementary School exhibited a

diverse range of ages, with a notable proportion being over 40 years old. This

notion suggested a mix of experienced educators alongside younger

professionals. Notably, most respondents who participated in the study were 51

years old, indicating the presence of seasoned teachers within the school

community.

Grade Level Taught

There was a varied distribution among grade levels taught by the Carmen

Central Elementary School teachers, highlighting the school's commitment to

inclusivity and catering to diverse educational needs. Most teachers were

focused on teaching grade 6, with grades 4 and 5 following closely behind. This

distribution reflects the different roles and responsibilities undertaken by

 59

elementary school teachers. Including kindergarten and special education

classes further underscored the school's dedication to accommodating students

with various learning styles and needs.

Years of Teaching

The study revealed a wide range of teaching tenures among the staff,

indicating a mix of inexperienced educators and seasoned professionals. The

largest group of teachers fell within the 11–20 years of experience range,

highlighting a significant cohort of educators in the middle of their careers. There

was also a notable presence of teachers with one to ten years of experience,

showcasing a blend of early-career educators and those relatively new to the

field. Additionally, including educators with 21–30 and 31–40 years of experience

underscored the faculty's wealth of institutional knowledge and proficiency.

General Well-being

The mean score of 3.67 reflected a positive perception of overall

psychological health among teachers. While the scores indicated good general

well-being, it was crucial to recognize that well-being encompasses various

dimensions, including social, emotional, and physical aspects. Despite the

positive perception, there was still room for improvement in some regions of

teachers' well-being. Identifying and addressing these areas could contribute to a

more holistic teacher support and development approach.

Level of Stress
 60

The mean score of 3.04 on the Likert scale suggested that Carmen

Central Elementary School teachers experience moderate stress levels. The

result indicated that while stress was not a constant state, it was a recurring

aspect of their professional lives. This moderate stress could be attributed to

various factors, such as administrative pressures and heavy workloads. The

demands of adjusting to new instructional modalities might also contribute to this

stress. Despite the moderate stress levels, teachers persevered and

demonstrated dedication to their profession.

Level of Anxiety

The mean score of 2.42 indicated that teachers experience relatively low

levels of anxiety. However, even minor levels of anxiety could have detrimental

effects on both physical health and productivity. Teacher anxiety might arise from

uncertainties surrounding instructional strategies, concerns about student

performance, and broader educational challenges. It was important to address

even mild anxiety as it can impact teachers' overall well-being and their ability to

create a supportive learning environment for their students.

Significant differences in psychological well-being based on grade level taught

Notable variations in teachers' psychological well-being were observed

across different grade levels. It emphasized the importance of considering the

unique challenges and pressures educators face at various grade levels.

Bonferroni correction, used for additional analysis, revealed noticeable

differences in psychological well-being between grade 3 and grade 6 teachers.

 61

Significant differences in level of stress and anxiety based on age, grade level

taught, and years of teaching

Further results showed no significant differences in psychological well-

being, stress, or anxiety based on age or years of teaching. Results indicated no

significant variations in psychological well-being, stress, or anxiety across

different age groups of teachers. Similarly, no significant differences in

psychological well-being, stress, or anxiety concerning years of teaching

experience were observed. These findings suggested that factors other than age

and teaching experience might primarily influence teachers' psychological well-

being, stress, and anxiety levels.

Carmen Central Elementary School boasted a wide demographic range in

age, teaching experience, and grade levels taught, indicating a richly diverse

teaching staff. Understanding these demographics was crucial for effectively

assessing teacher well-being and designing targeted interventions to support

educators. By acknowledging and catering to teachers' unique needs and

perspectives across various demographics, stakeholders could implement

tailored interventions and support strategies to promote the holistic well-being of

the school's staff.

Teachers at Carmen Central Elementary School experienced moderate

levels of stress but generally reported mild anxiety levels. Despite facing

challenges, teachers perceived themselves as in good general health,

showcasing their resilience and commitment to their profession. The findings

underscored the importance of implementing a tailored stress management plan

 62

to enhance teachers' well-being further and create a more conducive learning

environment for students.

CONCLUSIONS

The study findings support the null hypothesis, which states a non-

significant difference between age, grade level, or years of teaching in teachers'

stress, anxiety, and overall psychological well-being. Therefore, the study fails to

reject the null hypothesis.

The demographics of the teachers in the Carmen Central Elementary

School study were diverse, highlighting the significance of acknowledging and

meeting educators' unique needs and viewpoints from various backgrounds.

Teachers demonstrated resilience and dedication by generally displaying good

well-being, even though they reported moderate stress and low anxiety. Since

the findings showed that teachers' stress and anxiety levels do not differ

significantly based on age, grade level, and number of years spent teaching,

assessing general psychological well-being according to grade level taught

offered a clue to rule out the null hypothesis. Nonetheless, notable variations in

psychological health according to the grade level taught suggest the need for

specialized support techniques that recognize and address the unique difficulties

teachers encounter in various learning environments. Even though teachers

show incredible resilience, they still require focused support to reduce stress and

improve their general psychological well-being.

 63

RECOMMENDATIONS

Based on the findings and conclusion of the study, the following

recommendations are made:

Professional development opportunities, wellness initiatives, and stress

management training programs must be provided to the teachers to meet their

needs. Specifically, the following are recommended:

1. DepEd implementers must complete specialized programs to help

teachers, especially 25-55-year-olds, manage stress and promote well-

being. Peer support groups and specialized courses should address

teachers' various issues at different career stages.

2. Headteachers and administrators of elementary or high schools should

obtain leadership training to help teachers and create a positive school

climate. The training may involve creating a supportive climate,

aggressively addressing issues, and using tactics adapted to each grade

level's teachers.

3. Regular evaluation and feedback methods must be implemented to

measure teacher well-being and continuously alter support strategies.

These methods should consider the diverse demands of teachers with

 64

different years of teaching experience, ensuring that assistance programs

are adapted to novice and seasoned teachers.

4. Teachers and school administrators should keep open lines of

communication to support teachers' overall psychological well-being. Peer

support networks, mentorship programs, and collaborative projects are

just a few community-building and cooperation efforts that can help

teachers become more resilient, improve their psychological well-being,

and foster a healthy school climate.

5. It is crucial to identify particular causes of changes regarding teachers'

stress and anxiety levels, which may be related to instructional duties,

student demographics, or classroom dynamics. By recognizing these

factors, customized interventions can be developed to reduce stress and

anxiety, thereby assisting teachers in managing their workload and

maintaining a healthy work-life balance.

6. The various problems and demands faced by teachers at each grade level

must be considered to address the significant differences in teachers'

psychological well-being. Specific support strategies for teachers in

different grades should be created and implemented. Grade-specific

professional development, stress management workshops, and peer

support groups should improve teachers' well-being.

Recommendation for Further Studies

The researcher recommends the following research titles to future researchers

who would like to conduct a similar study:

 65

1. "Age Diversity and Teacher Well-being: A Comparative Analysis Across

Elementary School Settings"

2. "Exploring Stress Factors Among Experienced and Novice Teachers: A

Study at Carmen Central Elementary School"

3. "Grade Level Variations in Teacher Stress: Implications for Classroom

Management and Support Strategies"

4. "Anxiety Levels Among Elementary School Teachers: Identifying Sources

and Mitigation Strategies"

5. "Longitudinal Study of Teacher Well-being: Examining Changes Over

Years of Teaching Experience"

6. "Effect of Special Education Inclusion on Teacher Stress and Well-being:

A Case Study at Carmen Central Elementary School"

7. "Administrative Pressures and Teacher Stress: Investigating the Impact on

Psychological Well-being"

8. "Exploring the Relationship Between Teacher Age and Anxiety Levels:

Insights from Carmen Central Elementary School"

9. "Stressors in the Changing Landscape of Education: An Examination of

Elementary School Teachers' Experiences"

10. "Psychological Well-being Across Grade Levels: Understanding Variations

and Implications for Teacher Support Programs"

These research study titles are designed to delve deeper into specific

aspects of teacher demographics, stress, anxiety, and well-being identified in the

summary of findings, providing insights for developing targeted interventions and

 66

support programs for the faculty members at Carmen Central Elementary School

and potentially beyond.

Chapter 4

OUTPUT OF THE STUDY

STRESS MANAGEMENT PLAN FOR TEACHERS AT

CARMEN CENTRAL ELEMENTARY SCHOOL

ELVIE C. QUIMCO

April 2024
 67

Rationale

The stress management plan recommended for the entire school

community of Carmen Central Elementary School is in complete accordance with

the guidelines found in DepEd Memorandum No. 74 series of 2021, which

highlights how critical it is to support and protect the mental health and general

well-being of educators and learners, especially in trying circumstances. The

school proactively meets DepEd's mandate by combining wellness programs,

customized support systems, and awareness campaigns into its strategy. The

memorandum's request to provide mental health and psychosocial support

services to strengthen the resilience of DepEd employees is directly addressed

by the plan's emphasis on offering tools and counseling services customized to

educators' needs. Additionally, the plan aligns with the memorandum's emphasis

on prioritizing mental health as a crucial element of the health standards of the

education system by creating a nurturing and supportive environment.

The stress management plan designed by the researcher is a proactive

response to Division Memorandum No. 526 series of 2021, which mandates that

positive changes be fostered in personal and professional lives by providing

individuals with strategies to overcome stress. Through the provision of training

 68

sessions, strategies for managing workload, and opportunities for professional

development focused on stress reduction and resilience building, the plan equips

educators with the necessary tools to navigate obstacles effectively. The focus on

wellness programs, leadership development, and individualized support

represents a comprehensive strategy for managing stressors in the educational

setting. By putting this plan into practice, the school not only complies with the

directive in the division memorandum but also cultivates a culture of growth and

well-being wherein teachers can flourish personally and professionally.

In conclusion, this stress management plan is a thorough and well-

thought-out approach to support teachers' mental health and well-being, closely

adhering to the directives outlined in Division Memorandum No. 526 series of

2021 and DepEd Memorandum No. 74 series of 2021. Through the emphasis on

awareness, support, workload management, wellness programs, professional

development, leadership, and ongoing assessment, the plan shows a dedication

to fostering an environment that supports the success of both teachers and

pupils. By working together, the school can develop a strong and vibrant learning

community and meet its responsibilities under the directives of the Department of

Education.

Objectives

1. To increase teachers' awareness of and use of stress management resources

and support services.

 69

2. To improve teacher well-being and satisfaction with the school environment in

the first year.

3. To enhance professional development opportunities and workload

management in order to lower perceived stress levels and raise teacher

satisfaction

Scheme of Implementation

1. During the staff meeting, the researcher will ask the head of the school for

permission to share the essential results of the stress management plan.

2. The intervention program will be distributed through the School Learning

Action Cell (SLAC) after receiving approval from the head of the school.

3. The researcher will carefully record any advancements and opportunities for

development noted during SLAC sessions.

4. With the school head's endorsement, The researcher will request permission

from the Public District Supervisor to conduct district-wide training, possibly in

conjunction with In-Service Training sessions.

5. The researcher will work with the Master Teacher in each district school to

observe and record challenges and successes. These findings will act as a basis

for improving different approaches and techniques to cater to different learners.

 70

I. Title : STRESS MANAGEMENT WORKSHOP FOR TEACHERS DURING

INSERVICE TRAINING

II. Proposed Date : August 2024

III. Proposed Venue : Carmen District

IV. Expected Participants : Carmen Central Elementary School Teachers

V. Rationale :
 71

Providing a Stress Management Workshop for Teachers during In-Service

Training is a calculated move to address the changing issues that face teachers

in the modern educational environment. The comprehensive stress management

plan created for the teachers at Carmen Central Elementary School serves as

the foundation behind the conduct of this workshop. The first part of the

workshop will concentrate on Awareness and Education, giving teachers the

necessary knowledge of stress-reduction strategies catered to their individual

needs. In this part, the researcher will also present the findings of her study to

create a connection to this program. Teachers will learn how to identify stress

and anxiety symptoms through educational sessions, giving them the tools to

take charge of their health.

Additionally, the workshop will highlight the value of individualized support

and provide teachers access to peer groups, mentors, and counselors for one-

on-one support. Acknowledging the variety of stressors that educators encounter,

 72

individuals experiencing elevated stress or anxiety levels will have access to

private counseling services. Establishing transparent communication channels

will

Enable educators to freely express their worries and request support when

required, creating a nurturing atmosphere promoting their general welfare.

The workshop will also cover workload management strategies,

guaranteeing that assignments are distributed fairly among all grade levels.

Teachers will acquire efficient techniques for handling their responsibilities

utilizing time management and prioritization training. Additionally, encouraging

collaboration, delegation, and teamwork among teachers will create a

collaborative atmosphere that lowers stress levels and increases teacher

satisfaction. By implementing these strategies, the Stress Management

Workshop hopes to provide teachers with the resources and networks they need

to succeed personally and professionally, ultimately enhancing the supportive

and encouraging learning environment at Carmen Central Elementary School.

VI. Objectives
 73

1. To raise teachers' knowledge of stress-reduction strategies and anxiety

and stress-related symptoms;

2. To increase the availability of tailored support services, like peer groups,

mentors, and counselors, by making sure educators make use of these

tools;

3. To give teachers practical workload management techniques, with

participants reporting increased capacity for task and responsibility

management;

4. To foster a cooperative and encouraging atmosphere among educators,

with participants expressing contentment with the degree of collaboration

and teamwork; and

5. To promote teachers' work-life balance, participants reported feeling better

about themselves and being more satisfied with their work-life balance.

VII. Training Matrix: (See attachment)

VIII. Proposed Budget:

Qty Unit Description Price Total

Amount
5 reams Bond paper short 240 1200.00
10 pcs Cartolina, varied colors 15 150.00
1 box Ballpen black 300 300.00
1 box Pentel pen black 600 600.00
5 rolls Masking tape #1 30 150.00
2 rolls Packing tape #2 60 120.00
5 pcs Brown envelops long 15 75.00
10 Pax Snacks 50.00 500.00
TOTAL P3,615.00

IX. Expected Output:

At the end of the training, teacher participants will be able to:

 74

1. To create instructional materials or tools that will be used in the workshop

to reaffirm essential ideas and techniques

2. To create unambiguous pathways for obtaining personalized support

services, like peer support groups, counseling sessions, and mentorship

programs

3. To create individualized plans for managing teachers' workloads that

include time management and task prioritization techniques

4. To establish a community or forum where educators can exchange

experiences, difficulties, and resources with one another

5. To introduce wellness initiatives or programs, like yoga classes,

mindfulness training, or relaxation techniques, to improve the mental,

emotional, and physical health of teachers

X. Training Staffs

COMMITTEE MEMBER MEMBERS

Program 3

Technical 2

Attendance Monitor 4

Snacks/Refreshments 5
 75

TRAINING MATRIX

STRESS MANAGEMENT WORKSHOP FOR TEACHERS

DURING IN-SERVICE TRAINING

January 2025 (1 day)

Time/Schedule Activities Facilitator/Speaker

7:30-8:00 Registration of Participants

8:00-8:30 Management of Learning (MOL)

-Prayer

-Pambansang Awit

-Attendance Check

-Welcome Message

-Inspirational Message

-Energizer

8:30-9:30 Understanding stress, anxiety, and general

well-being . Presentation of findings based
on a research study.

9:30-9:45 Break

9:45-12:00 Stressing the Importance of Mental Health to

Teachers
 76

12:00-1:00 LUNCH BREAK

1:00-2:30 Stress Management Related Activities

2:30-3:30 OPEN FORUM

3:30-4:45 Giving of reflections/realization

4:45-5:00 Closing Program

Giving of certificates of participation to the

attendees

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APPENDICES

Appendix A: Transmittal Letter to the School Head and Public Schools

District Supervisor
 81

Appendix B: Transmittal Letter to the Schools Division Superintendent

 82

Appendix C: Approved Permit to Conduct Research from Schools Division

Superintendent
 83

Appendix D: Informed Consent

Informed Consent Form

I agree to participate in a research study titled " ANATOMIZING THE

INSTRUCTIONAL DELIVERY MODALITY AND LEVEL OF STRESS AND
ANXIETY OF PUBLIC SCHOOL TEACHERS" that aims to determine the
teachers’ perceived stress and anxiety levels and assessment of their
psychological well-being regarding the new instructional learning modality at
Carmen Central Elementary School, Carmen, Cebu, during the School Year
2022-2023 as a basis for the Stress Management Plan.

I understand that my participation is voluntary, and I can withdraw at any

time without facing the consequences.

I can contact the researcher at 09533871247 for any inquiries or

concerns. The study's findings may be used for research purposes only.

I acknowledge that I have read, understood, and agreed to this consent

form, and I will receive a copy for my records.

_____________________________ ____________
Signature of the Participant Date
 84

Appendix E: Questionnaire

Dear Participant,

I am working on my research “ANATOMIZING THE INSTRUCTIONAL

DELIVERY MODALITY AND LEVEL OF STRESS AND ANXIETY OF PUBLIC
SCHOOL TEACHERS" as a requirement for the degree in Master of Arts in
Education major in Administration and Supervision at Cebu Technological
University-Carmen Campus.
In this connection, you have been chosen to be one of the respondents of
this research work. Can I ask you to spare some time to respond to this
questionnaire? Before heading to the questionnaire, I would like to invite you to
sign the Informed Consent Form below.

Informed Consent Form

I agree to participate in a research study titled "ANATOMIZING THE

INSTRUCTIONAL DELIVERY MODALITY AND LEVEL OF STRESS AND
ANXIETY OF PUBLIC SCHOOL TEACHERS" that aims to determine the
teachers’ perceived stress and anxiety levels and assessment of their
psychological well-being regarding the new instructional learning modality at
Carmen Central Elementary School, Carmen, Cebu, during the School Year
2022-2023 as a basis for the Stress Management Plan.

I understand that my participation is voluntary, and I can withdraw at any

time without facing the consequences.

I can contact the researcher at 09533871247 for any inquiries or

concerns. The study's findings may be used for research purposes only.
 85

I acknowledge that I have read, understood, and agreed to this consent

form, and I will receive a copy for my records.

_____________________________ ____________
Signature of the Participant Date

Employee No: ___________________

Part I. Age ____ (21-30) ____ (31-40) ____ (41-50) ____ (51-60)
Grade Level Taught _____ (1) _____ (2) _____ (3) _____ (4) ____ (5)
____ (6)
Years of Teaching ____ (1-10) ____ (11-20) ____ (21-30) ____ (31-40)

Part II. Reflecting on the past month, please assess how frequently you have
experienced the following scenarios. Use the scale below.
Never=1, Almost Never=2, Sometime=3, Fairly Often=4, Very Often=5
 86

Part III. Please rate your anxiety level towards the new normal instructional
delivery by selecting the number corresponding to your agreement level with the
statement. Use the scale below.
Never = 1; Infrequently = 2; Occasionally = 3; Frequently = 4; and Always = 5.
87
 88

Part IV. Please reflect on your overall emotional well-being during the past month
and select the most appropriate response that best describes your feelings.
Choose the corresponding number that aligns with your emotional state. Use the
scale: 5- very strongly, 4- considerably, 3- moderately, 2- less considerably, & 1-
very slightly
 89

CURRICULUM VITAE

I. PERSONAL INFORMATION
Name : ELVIE C. QUIMCO
Date of Birth : December 10, 1982
Address : : Hagnaya, Carmen, Cebu
Place of Birth: Maramag, Bukidnon
Gender : Female
Civil Status : Married
Spouse : Efren D. Quimco
Children : Elyzah Reighn C. Quimco
Ethan Ephraim C. Quimco

II. EDUCATIONAL BACKGROUND

Graduate Studies : Master of Arts in Education
Major in Administration and Supervision
Cebu Technological University
Carmen Campus
Poblacion, Carmen, Cebu
January 2024
Tertiary : Cebu Normal University
Major in Mathematics
Osmeña Blvd., Cebu City, Cebu
March 2003
Secondary Danao Visayan Institute
PG Almendras St., Danao City, Cebu
March 1999
Elementary Guinsay Elementary School
Guinsay, Danao City, Cebu
March 1995
 90

III. ELIGIBILITY
Passed the Licensure Examination for Teachers (LET) Elementary,
Major in Mathematics with a rating of 81.60% on August 2003.

IV. WORK EXPERIENCE

Teacher III
Carmen Central Elementary School
Baring, Carmen, Cebu
September 2021 up to the Present

Teacher II
Hagnaya Elementary School
Hagnaya, Carmen, Cebu
July 11, 2008 – September 2021

Teacher I
Hagnaya Elementary School
Hagnaya, Carmen, Cebu
December 2005 – July 2008

V. TRAININGS/SEMINARS/WORKSHOPS ATTENDED
 3-DAY CAREER ORIENTATION WORKSHOP ON GAD-BASED
CAREER GUIDANCE PROGRAM OF DISTRICT GUIDANCE
COORDINATORS AND SELECTED SECONDARY SCHOOL
HEADS
Hotel Fortuna, Borromeo St., Cebu City
December 7-9, 2023
 VIOLENCE AGAINST CHILDREN, GENDER-BASED VIOLENCE
INVOLVING CHILDREN DURING THE TIME OF COVID-19
Executive Hall, DepEd Ecotech Center, Sudlon, Lahug, Cebu City
December 17-18, 2020