BEYOND THE CLASSROOM PRESSURE: WORK-RELATED STRESS AND TIME MANAGEMENT AS PREDICTORS OF MENTAL HEALTH OF TEACHERS

Education

This study aimed to determine the relationship and predictive influence of work-related stress and time management on the mental health of public elementary school teachers in Rosario Central Elementary School, Sta. Cruz Elementary School, and Wasian Integrated School in Rosario District, Agusan del Sur, as well as Langasian Elementary School in La Paz, Agusan del Sur during the School Year 2025–2026. The study employed a quantitative descriptive-correlational research design using adopted survey questionnaires as the primary instrument in gathering data. The respondents of the study were the public elementary school teachers from the identified schools who were selected through total population sampling. The data gathered were analyzed using mean, Pearson Product–Moment Correlation (Pearson r), and multiple linear regression analysis. The findings revealed that work-related stress was generally manifested among the respondents across all domains, indicating that teachers experienced stress associated with workload, assessment and evaluation, time management, classroom behavior, resources, role ambiguity, emotional demands, support, and work-life balance. Likewise, time management was positively manifested among the respondents, suggesting that teachers demonstrated effective management of lesson planning and preparation, classroom instruction and student engagement, assessment and feedback, administrative and co-curricular responsibilities, and personal and professional development. Furthermore, the respondents generally demonstrated positive mental health in terms of sleep, well-being, positive mental health, and bouncing back. The results further showed that work-related stress had a significant relationship with teachers’ mental health. Similarly, time management also demonstrated a significant relationship with teachers’ mental health. Moreover, regression analysis revealed that selected dimensions of work-related stress significantly predicted teachers’ mental health. Likewise, certain dimensions of time management significantly predicted teachers’ mental health. These findings suggest that teachers’ workplace experiences and their ability to effectively manage professional responsibilities play important roles in influencing their mental health and overall well-being. Therefore, strengthening institutional support systems, stress management programs, and effective time management practices is highly recommended to promote teachers’ mental health, well-being, and professional sustainability.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.