Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 5 no. 10 (2024)

Teachers’ Satisfaction and Perceived Stress in Science Teaching: A Mixed-Methods Study

Jesson Carmen | Gerald Jayson B. Balanga

Discipline: Teacher Training

 

Abstract:

The COVID-19 pandemic drastically impacted the world of education, influencing teachers' levels of stress and satisfaction. While numerous studies address teacher stress and job satisfaction, there is a paucity of evidence in the context of public senior high school science teachers in science instruction during a global health crisis. This explanatory se-quential mixed-methods study examined the relationship between lev-els of science teaching satisfaction and perceived stress, as well as the factors contributing to teachers' satisfaction and stress. The research-ers utilized standardized instruments and in-depth interviews with the research participants. Results showed that science teachers had aver-age job satisfaction and moderately perceived stress in science teach-ing. The levels of perceived stress and job satisfaction between educa-tion and non-teacher education graduates are comparatively similar. Meanwhile, the study found a non-significant negative relationship be-tween science teaching satisfaction and perceived stress. Furthermore, factors such as workplace culture, student learning, good compensation with opportunities for promotion, and professional development pro-grams were found to impact teachers’ satisfaction in science teaching. Factors contributing to teachers’ perceived stress included the COVID-19 pandemic, availability of teaching and learning resources, limited contact hours, demands for submission of reports and other paper-work, student behavior and attitude towards studies, and teacher-spe-cific factors. Finally, suggestions from the science teachers to reduce stress entailed maintaining work-life balance, exercising proper time management, reduced workloads to allow for a focus on teaching, and promoting collaboration among science teachers.



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