FACULTY WORK STRESS AND TEACHING PERFORMANCE AMONG THE SENIOR HIGH SCHOOL AND COLLEGE TEACHERS OF RVM SCHOOLS IN MISAMIS ORIENTAL

Teachers are valuable human resources in the organization since they contribute greatly to its success. This study determined the influence of teachers’ job stress on their teaching performance which covered mastery of the content, methodology, classroom management, and assessment. Employing a descriptive-correlational research design, the study involved forty-eight (48) college and senior high school teachers of RVM schools in Misamis Oriental. Descriptive statistics were used to organize the data on teachers’ job stress in terms of workloads and working environment and teaching performance. Regression analysis was utilized to determine the significant influence of participants' job stress on their teaching performance. T-test was also used to determine the significant differences in the participants' teaching performance when grouped according to sex and work experience. Results show that teachers having reduced job stress have better teaching performance. Sex and work experience were found to be sources of variation in their job stress in terms of the work environment, but not in terms of their workload. The study's results indicate that job stress which is an inevitable phenomenon, can be handled and lessened to aid in achieving optimal teaching performance. Despite the unprecedented situation brought about by the Covid 19 pandemic, school administrators maintain control of the learning environment by protecting the health and safety of teachers in the workplace. As a result of their genuine concern and sincere assistance, they have experienced manageable workplace stress, which has greatly aided their teaching performance.