Understanding the Interplay of Stress, Workloads, and Teaching Performance: Evidence from Senior High School Teachers in the Philippines

Abstract

This study investigates how work-related stress and workloads affect the teaching performance of Senior High School teachers during the 2021–2022 academic year at a public school in Cebu, Philippines. Employing a mixed-method approach, the research combined survey data with semi-structured interviews to capture both numerical trends and personal experiences. Results revealed that while teachers generally managed moderate stress despite high workloads, neither stress nor workloads alone significantly predicted performance levels. However, qualitative data highlighted how excessive ancillary duties and lack of institutional support influenced job satisfaction and delivery. Based on these findings, a responsive action plan was developed focusing on stress management, workload redistribution, and enhanced administrative support to sustain teacher well-being and performance.