Sorsogon — Heavy workloads, administrative pressure, and student discipline issues remain major sources of occupational stress among elementary school teachers, according to a new study conducted by Mira Llarena Deuna and Susan S. Janer from Sorsogon State University during the 2025–2026 school year. The findings highlight the growing importance of teacher well-being as a critical factor in educational quality.
Published in the East Asian Journal of Multidisciplinary Research (EAJMR), the study examined occupational stress among public elementary teachers in Bacon East District, Philippines. Teachers in primary education often carry multiple responsibilities beyond classroom instruction, including paperwork, meetings, school programs, and parent communication.
As educational demands continue to increase, balancing professional duties and personal life has become more challenging for teachers, making occupational stress a serious issue in the education sector.
The researchers gathered data from 125 permanent elementary teachers out of a total of 146 in the district. The study used a structured stress-rating scale to measure occupational stress across five areas: organizational structure and climate, personal and professional efficiency, interpersonal interactions, home-work balance, and environmental factors.
The findings revealed that all five domains were at a moderate stress level. While not categorized as severe, the results indicate that stress is present across all aspects of teaching and should not be ignored.
The highest stress level was found in organizational structure and climate, where teachers reported struggling with multiple responsibilities within a short period. The overlap between teaching duties and administrative work emerged as the strongest stress factor.
According to Mira Llarena Deuna of Sorsogon State University, the findings show that institutional demands remain the biggest pressure point for teachers. Tight schedules and overlapping responsibilities leave little room for recovery.
In the area of personal and professional efficiency, inadequate training was identified as the main source of stress. Teachers often feel pressured to adapt to new policies and educational reforms without sufficient preparation.
Interpersonal stress was also significant, especially in dealing with parents and the lack of parental support. This suggests that stress extends beyond the classroom and includes broader community relationships.
Financial concerns dominated the home-work balance category. Many teachers reported that insufficient salary affects both family life and work performance, highlighting the connection between economic security and professional well-being.
Student discipline problems were the most common environmental stress factor. Managing classroom behavior on a daily basis requires emotional energy and constant attention, particularly at the elementary level.
The study also found that job position, educational attainment, and grade level taught were linked to specific stress domains, while years of service showed no significant relationship. This means both novice and veteran teachers are equally vulnerable to occupational stress.
To address these challenges, the researchers developed the TEACHER CARE Handbook, a practical stress management guide designed to help teachers recognize stressors, manage workloads, improve communication, and maintain work-life balance.
The study reinforces an important message for education systems worldwide: improving teacher well-being is essential for better learning outcomes. A mentally healthy teacher creates a stronger and more effective learning environment for students.
As education systems continue to evolve, the research highlights that supporting teachers’ mental health is not optional—it is a long-term investment in the future of education.
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