EMPOWERING EDUCATORS A MINDFULNESS-BASED PROGRAM TO REDUCE TEACHERS’ STRESS
Keywords:
coping mechanisms, stress management, stress management strategy, time pressure, teacher stress, mindfulnessAbstract
Teacher well-being is critical to a positive learning environment for students, yet teaching is an increasingly stressful occupation, and local evidence on the stress of public elementary school teachers in the Schools Division of Catbalogan City is lacking. This study determined the extent of stress encountered by public elementary school teachers in the District of Catbalogan II and in other upland and carline or central schools of the division, and the mechanisms they adopted to cope with it, during School Year 2023–2024, as a basis for an intervention program. A quantitative-descriptive design with comparative and correlational analyses was used. All 164 teachers (119 in carline and central schools; 45 in upland schools) answered a four-part questionnaire on profile, attitude toward teaching, extent of stress (18 indicators), and coping mechanisms (nine strategies adapted from Mumford) between March 26 and April 12, 2024, for a 100% retrieval rate. Data were analyzed with frequency, percentage, median, mean absolute deviation, weighted mean, z-test, chi-square test, Cramér’s V, and Fisher’s t-test at α = .05. The teaching force was diverse (median age = 41.5 years) and mostly female (137 of 164). Almost half were pursuing or held a master’s degree, and teachers held a positive attitude toward teaching (grand weighted mean = 4.14). Stress was encountered to a high extent (4.24), chiefly from time pressure (4.88); problems with co-workers were the least stressful factor (3.28). Stress differed significantly by school location (z = −2.56, p = .010). Sex showed the strongest association with stress (V = 0.50), with income and attitude toward teaching weaker. Coping mechanisms were highly adopted (4.06), with “Breathe Properly” (4.84) most and “Ask for Help” (3.55) least. Location of assignment had the strongest association with coping mechanisms (V = 0.51), and coping was significantly related to the extent of stress (r = 0.275, p < .001). The findings point to the need for multifaceted interventions: managing workload, promoting effective stress management such as mindfulness training, and encouraging help-seeking through a supportive school environment. The study proposes the CLAP-BIS Program for Elementary Teachers, a mindfulness-based program for reducing teachers’ stress in the Catbalogan II District.
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