Work attitude and job-related stress among teachers in kindergarten
DOI:
https://doi.org/10.5555/ijosmas.v5i4.426Keywords:
Early Childhood Education, Work Attitude, Job-related Stress, Quantitative Research, CebuAbstract
This study determined the work attitude and job-related stress among kindergarten teachers in the
identified schools in Cebu. The quantitative research method using an adapted survey questionnaire was
employed for Kindergarten teachers who were selected using convenience sampling to determine the
demographic profile of the respondents in terms of age and gender, civil status, health history, role in the
family, number of hours per week, combined monthly family income, highest educational attainment, and
distance from residence to work; degree of job-related stress encountered by the participants; degree of work-
related attitude of the respondents, and a correlational analysis between respondents’ profile and the job-
related stress and respondents’ profile and work-related attitude. Gathered data were treated using frequency
count, percentage, weighted mean, t-test, and chi-square. Findings revealed that teachers were very satisfied
with their relationships and experienced minimal job-related stress. Moreover, they were satisfied and
experienced occasional stress in their job, roles, career development, and organization. On the contrary, they
experienced high levels of job-related stress in the home/work interface. In addition, findings indicate that
teachers exhibit positive attitudes toward their work. A correlation analysis revealed that age, role, and
educational attainment have a significant relationship with job-related stress, while the degree of sufficiency of
the family income has a significant relationship with job and role. Consequently, the home/work interface
showed no significant relationship between work attitude and job-related stress. Hence, it is recommended that
a crafted action plan be adopted for implementation to address the work-related stress among Kindergarten
Teachers.
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