Stress and Academic Workload of Teachers: A Descriptive Correlational Study at Mindanao Mission Academy

This study addresses the research gap concerning the relationship between academic workload, demographic factors, and stress among teachers at Mindanao Mission Academy. The study aims to identify the demographic profile of teachers, including age, gender, years of teaching experience, position, academic units, and extracurricular loads; assess teachers' perceived stress levels; determine the correlation between academic workload and perceived stress; examine the influence of academic units and extracurricular loads on stress; and (5) evaluate differences in stress based on demographic factors. Job Demands-Resources (JD-R) Model by Bakker & Demerouti (2007) provides the theoretical framework for understanding stress in the workplace. The study used a census sample technique and a quantitative approach to administer the Professional Life Stress Scale to 60 administrators and employees. Key data show that the majority of participants are female (60.3%), between the ages of 23 and 24 (24.2%), have advisory positions (60.4%), and balance 0–5 extracurricular activities with 21–30 academic units. According to descriptive analysis, the mean stress level is 17.4, which is moderate. While there is a positive connection between stress and extracurricular loads, Pearson's correlation analysis shows no significant relationship between academic stress and workload (p = 0.867). On the other hand, stress is negatively correlated with age, indicating that younger instructors can be more stressed. Gender and years of experience did not significantly affect stress levels. The findings highlight the need for targeted support systems, such as stress management programs and workload balancing strategies, particularly for younger teachers and those with extensive extracurricular responsibilities, to cultivate a supportive and sustainable work environment.