Level of Supervisory Practices in Relation to Teachers’ Stress Level and Workload Management
Keywords:
Supervisory Practices, Teacher Stress, Workload Management Instructional Leadership, Professional Development District 1, San Carlos City, DescriptiveAbstract
In this study, the authors focused on the connection between the grade of supervisory practice of the school heads and the level of stress and workload among the teachers in the chosen group of public schools in San Carlos City, District 1. In particular, it evaluated the level of instructional, administrative, professional support, and monitoring practices of school heads, assessed the level of stress of teachers in workload, time pressure, role conflict, and work-life balance, and established the strategies of teachers in professional task management. The research design was descriptive-correlationa, and a total of 75 teachers were used as participants with the help of validated survey instruments to gather quantitative data. Findings showed that school heads have high supervisory practices, and they continually monitor classroom teaching, offer constructive feedback, instruct on instructional strategies, promote the use of materials and ICT, acknowledge teacher performance, oversee day-to-day operations, maintain regulatory adherence, and serve professional development. Teachers indicated moderate and high stress levels especially over administrative workload, deadlines, work demands that conflict with supervisory demands, and failure to balance work and life. Nevertheless, despite these stressors, the teachers proved to be very successful in managing their workload by using prioritization of tasks, time management, assigning duties equitably, and use of coping strategies. The analysis was done using correlational analysis, revealed a moderate positive relationship between supervisory practices and teacher stress (r = 0.441, p = 0.458), indicating that even though there were times when there was a perceived increase in teacher stress because of supervision, there was no statistical significance. On the other hand, the positive relationship between supervisory practices and the teachers’ workload management was very high and significant (r = 0.953, p = 0.02), which means that high levels of guidance and support directly influence the effectiveness of teachers in managing work efficiently. The results suggest that although school leadership can improve the quality of teachers’ performance and how they manage their workload, caution should be exercised regarding supervision and teacher’s well-being of teachers. The research proposes systematic feedback, professional development, distribution of workload, time management training and wellness programs as the means of promoting teacher effectiveness, minimizing stress, and improving student learning outcomes.
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