ABSTRACT

This study dealt with the relationships of school stressors and family stressors

on the teachers’ teaching efficiency among selected public high schools in

General Santos City.

Specifically, this study answered the following questions:

1. What are the perceptions of the teachers regarding the following

stressors?

1.1 family stressors

1.1.1 family relationship

1.1.2 family income

1.1.3 health condition

1.2 school stressors

1.2.1 fellow teachers behaviour

1.2.2 availability of school facilities and equipment

1.2.3 relationship with the principals

1.2.4 release of remunerations

2. What is the level of the teachers’ teaching efficiency?

3. Is the teachers’ teaching efficiency significantly affected by family

stressors?

4. Is the teachers’ teaching efficiency significantly affected by school

stressors?
The study used the descriptive-correlational research design. The various

stressors and family stressors were correlated with the teachers’ teaching

efficiency which was measured by the teachers’ PAST rating.

The respondents in this study consisted of 60 randomly selected

public high school teachers in General Santos City. They were asked to

answer the questionnaires about stressors, which may have affected

them seriously, or not at all.

The following statistical treatment were used at the .05 level of

significance; mean, standard deviation, frequency count, percentage, and

multiple linear regression analysis.

The result of the study showed that, as perceived by the teachers,

their most serious problems were fellow teacher’s behaviour, school

facilities and equipment and family income. For the teachers, stressors

such as relationship with principals, family relationship and health

conditions are not serious problems. Despite the presence of these

stressors the teachers were still performing efficiently as shown by their

high PAST ratings.

Regression analysis showed that the school stressors significantly

affecting teachers’ teaching efficiency include fellow teachers’ behaviour,

school facilities and equipment and relationship with principals. Family

factors significantly affecting teachers were family relationship and family

income.
 This result led to the conclusion that various school stressors and

family stressors significantly affect teachers’ teaching efficiency.