Stress and classroom management styles among public elementary school teachers

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Author: Madrid, Dio Ann F.

Accession Number: 1547T

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Copyright Year: 2013

Abstract:

The study was undertaken to find out stress and classroom management styles among public elementary school teachers when respondents were classified according to extra-curricular involvement, civil status, age, length of service, and monthly net pay. The respondents of the study were the 170 public elementary school teachers of the District of Barotac Viejo for the school 2012-2013. They constituted the remaining of the teaching population after taking away the number of teachers who's been involved in the pilot testing. Data were gathered through the researcher -made questionnaires on level of stress, stressors, and classroom management styles of teachers. The research instruments were validated by the experts. It was pilot tested on 30 teachers who were randomly chosen by the researcher. It underwent statistical analysis to check on the suitability and validity of every item. Afterwards, it was administered to the teacher-respondents. The study made used of the descriptive design in collecting, analyzing, and classifying the necessary data. The information obtained from the questionnaires were accurately collected, tallied and interpreted using the appropriate statistical tools such as frequency, percentage mean, Standard Deviation, and Partial Correlation Coefficient. When public elementary school teachers were grouped according to extra-curricular involvement, civil status, age, length of service, and monthly net pay, it was found out that they were living a stressful life. The topmost among the stressors in the list was finance. Teachers have to adjust the low monthly net pay they earned to fund their daily expenses. It was followed by health and work issues which seem to coexist with each other. The least stressor that affected them was the major and minor events caused by changes in their life. The public elementary school teachers have a preference on moderate and democratic classroom management styles instead of authoritarian approach. They favored its strategies which promoted a welcoming environment were the learners ere nurtured with love and care. The inferential data analysis showed that there is no significant relationship between stress and classroom management style among teachers when respondents were grouped according to extra-curricular involvement, civil status, age, length of service, and monthly net pay.


Keywords: stress and classroom management styles

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