Stress Management Level of Work Satisfaction of School Leaders and Teachers

AUTHOR(S)

CHRISTY MARIE M. MAGNO

ABSTRACT

— This study was conducted to determine the Stress Management Level of Work Satisfaction of School Leaders and Teachers. The findings of the study were the bases for the proposed instructional supervisory Plan. The research design for the study on “Stress Management of School Heads, Level of Work Satisfaction of Teachers, and Learners’ Academic Performance” employed a mixed-methods approach. This design was particularly suitable as it allowed for a comprehensive exploration of the complex relationships among the variables involved: stress management practices of school heads, teacher job satisfaction, and student academic outcomes Table 3 presents the test of relationship between the stress management skills of school heads and the extent of satisfaction of elementary teachers. The table shows the computed correlation value and compares it with the table value at the 0.05 significance level. Based on the results, the computed value exceeds the table value, leading to the rejection of the null hypothesis (Ho), which indicates a significant relationship. This relationship is categorized as “strong,” reflecting a robust connection between the stress management skills of school leaders and the overall satisfaction experienced by teachers. The correlation of suggests that effective stress management skills of school heads are highly linked to the level of satisfaction among teachers. School heads who demonstrate high levels of stress management are likely to foster a more positive and supportive environment for teachers, which in turn enhances their job satisfaction. This finding highlights the importance of school leadership in shaping the work experience of teachers. When school leaders manage stress effectively, they create a work environment where teachers feel supported, leading to increased satisfaction in their roles. This connection is critical because teachers’ satisfaction directly affects their performance, motivation, and overall commitment to their students and the school. The table 3 results implied that professional development in stress management for school leaders should be prioritized. Training and workshops on managing stress can be beneficial not only for the well-being of school heads but also for improving teacher satisfaction and, ultimately, student outcomes. School heads who are adept at managing their own stress are better equipped to handle challenges, support their staff, and create a positive school culture. By improving the stress management capabilities of school heads, educational institutions can see improvements in teacher retention. Keywords — Stress Management Level, Work Satisfaction, School Leaders Literacy