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All Journal Indonesian Journal of Electrical Engineering and Computer Science International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE) Humanities, Society, and Community (HSC) Advanced Journal of STEM Education (AJOSED) Journal of Elementary and Secondary School (JESS)
Chester Alexis C. Buama
Laguna State Polytechnic University
Humanities Education Social Sciences Other

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A Correlational Study on Teachers' Occupational Stress, Job Anxiety, Personality Dimensions and Performance Arnel D. Borja; Karen Ang Manaig; Chester Alexis C. Buama
International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 2 (2022): October
Publisher : Faculty of Teacher Training and Education, Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ijtaese.v4i2.1031

Abstract

This study determined the correlations between occupational stress, job anxiety, personality dimensions and instructional competence of elementary teachers. The study employed the descriptive-correlational research design. There were 161 respondents composed of different teachers from small and big schools in the District of Los Banos, Laguna. The study utilized standardized questionnaires to assess the Occupational Stress, Job Anxiety, Personality Dimensions, and Instructional Competence of Elementary Teachers. The data gathered were treated using Mean, Standard Deviation, and ANOVA. The findings revealed that occupational stress has a significant relationship with the teacher's competence in terms of communicative competence. However, occupational stress has no significant relationship between the teacher's competence in terms of instructional competence and social skills. The result also shows that there is a significant relationship between job anxiety in terms of recognition and teacher's competence in terms of instructional competence. However, there is no significant relationship between job anxiety in terms of recognition and teacher's performance in terms of communicative competence and social skills. Similarly, there is a significant relationship between job anxiety in terms of self-esteem and teacher's competence in terms of instructional and communicative competence. However, there is no significant relationship between job anxiety in terms of self-esteem and teacher's competence in terms of social skills. Lastly, the result shows that there is no significant relationship between job anxiety in terms of security, human relations at work, rewards and punishment, future prospects and capacity for work, and teacher's performance in terms of instructional competence, communicative competence, and social skills.
Co-Authors Alberto D. Yazon Anthony P. Rebenque Arnel D. Borja Bayani A. Guia Cristina E. Malabayabas Desiree L. Wagan Jann Arlie P. Agawin Jefferson L. Lerios Jocelyn O. Padallan John Frederick B. Tesoro Jonardo R. Asor Karen A. Manaig Karen Ang Manaig Kyle Cristel D. Morada Marie Ann Gonzales Marie Ann S. Gonzales Melvin T. Guache Regina E. Gloria Renniza F. Diola Sherwin B. Sapin Stephanie Angela Aguirre