Work-Related Stress and Teachers' Productivity of Public Elementary Schools in Maa District

The study aimed to determine the extent of work-related stress and the extent of teachers’ productivity of public elementary schools in Maa District. This study employed a non-experimental quantitative research design utilizing descriptive-correlation method. Validated questionnaire and Universal sampling procedure were utilized considering the minimal number of teachers in the research locale. One hundred twenty (120) public elementary school teachers were the respondents of the study. Using mean, pearson-r, and regression analysis, the findings revealed that the work-related stress was extensive while the extent of teachers’ productivity of public elementary schools was also extensive. Moreover, the overall results disclosed that indicators for the work-related stress were positively correlated to the teachers’ productivity of public elementary schools. Further, results from the regression analysis revealed the following have a strong influence of work-related stress on the teachers’ productivity of public elementary schools: workload, time management, and work-life balance. It is recommended that the Department of Education should strengthen policies that prioritize teachers’ mental health, provide access to counseling services, and reduce administrative workloads that contribute to burnout. School heads should implement regular wellness and stress management programs that promote a supportive work environment and ensure teachers receive adequate rest and professional guidance.