ManuScript Details
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Paper Id:
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IJARW2870
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Title:
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EVALUATING THE IMPACT OF WORKLOAD AND SCHOOL ENVIRONMENT ON TEACHERS' OCCUPATIONAL STRAIN
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| Published in: |
International Journal Of All Research Writings |
| Publisher: |
IJARW |
| ISSN: |
2582-1008 |
| Volume / Issue: |
Volume 7 Issue 6 |
| Pages: |
27
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| Published On: |
12/11/2025 4:34:20 AM (MM/dd/yyyy) |
Main Author Details
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Name:
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RHONA M. ANGANA |
| Institute: |
1Student, Master of Arts in Language Education, Central Mindanao University, University Town, Musuan, Maramag, Bukidnon 8710, Philippines |
Co - Author Details
| Author Name |
Author Institute |
| Aprell L. Abellana |
Central Mindanao University |
Abstract
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Research Area:
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Teacher Education |
| KeyWord: |
Keywords: non-teaching activities, teacher strain, well-being, differentiated instruction, collegial relationships |
| Abstract: |
This quantitative study examined the influenced of workload and school environment to the occupational strain of 284 teachers in the Division of Bukidnon, Dangcagan District, during the School Year 2025‑2026. The researchers analyzed five aspects of teacher workload: lesson preparation and planning, classroom management, non- teaching duties, support and management tasks, and the use of differentiated instruction. They also evaluated teachers’ perceptions of their school environment across five areas: physical facilities and resources; classroom conditions; administrative and leadership support; collegial relationships among staff; and recognition. Additionally, the study measured occupational strain in two dimensions—physical and emotional—and explored how workload and school environment relate to strain, as well as which factors are the best predictors. The results showed that teachers reported very high workloads (overall mean = 4. 65, rated “Excellent”) and highly positive school environments (overall mean = 4. 62, “Excellent”), yet their occupational strain was moderate (overall mean = 3. 75, “Very Satisfactory”). The correlations indicated significant positive relationships between certain workload components (notably non-teaching activities and differentiated instruction) and teacher strain, as well as between all dimensions of the school environment and strain (for example, the relationship between physical facilities/resources and strain was r = 0. 904, p <. .001). The regression analysis demonstrated that collegial relationships among staff are the strongest unique predictor of strain (β = 0. 588, p < 0. 001), with the model explaining 55. 9% of the variance (R ² = 0. 559, p < 0. 001). These findings highlight the importance of managing teacher workload and fostering a supportive, collaborative school environment—especially peer relationships—to reduce occupational strain and promote teacher well-being. |
Citations
Copy and paste a formatted citation or use one of the links to import into a bibliography manager and reference.
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IEEE
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RHONA M. ANGANA, Aprell L. Abellana, "EVALUATING THE IMPACT OF WORKLOAD AND SCHOOL ENVIRONMENT ON TEACHERS' OCCUPATIONAL STRAIN", International Journal Of All Research Writings,
vol. 7, no. 6, pp. 68-94, 2025.
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MLA
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RHONA M. ANGANA, Aprell L. Abellana "EVALUATING THE IMPACT OF WORKLOAD AND SCHOOL ENVIRONMENT ON TEACHERS' OCCUPATIONAL STRAIN." International Journal Of All Research Writings,
vol 7, no. 6, 2025, pp. 68-94.
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APA
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RHONA M. ANGANA, Aprell L. Abellana (2025). EVALUATING THE IMPACT OF WORKLOAD AND SCHOOL ENVIRONMENT ON TEACHERS' OCCUPATIONAL STRAIN. International Journal Of All Research Writings,
7(6), 68-94.
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EVALUATING THE IMPACT OF WORKLOAD AND SCHOOL ENVIRONMENT ON TEACHERS' OCCUPATIONAL STRAIN
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EVALUATING THE IMPACT OF WORKLOAD AND SCHOOL ENVIRONMENT ON TEACHERS' OCCUPATIONAL STRAIN
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