“Work and role-related stressors and coping strategies among

Colegio de Montalban teachers”

Foreign studies
International researches (Aldrup et al., 2017; Boyle et al., 1995; Cozolino, 2017; El
Helou, Nabhani & Bahous, 2016; Neves de Jesus et al., 2014; Schonfeld, 2001), as well as
the Romanian ones (Clipa & Boghean, 2015; Clipa, 2016; Crașovan & Ungureanu, 2010;
Hurduzeu, 2009; Jurcăru, 2003; Masari, Muntele & Curelariu, 2013; Miclea, 2010; Pitariu, 2007;
Zlate, 2010;) highlight that this matter is all the more necessary as teachers’ emotions can
affect their performances and the children, pupils’ well-being (Aldrup et al., 2017; Ignat &
Clipa, 2012; Warren & Dowden, 2012; Sandilos et al., 2018; Sparks, 2017). The teachers
suffering of burnout live with high stress levels and lack of sense about their presence in the
classroom. As the exhaustion increases, the pupils’ acceptance and encouraging decreases,
and their results too. As all these happen within school, the teachers develop a negative
attitude and become ineffective (Cozolino, 2017). These can be real burnout cascades (El
Helou, Nabhani & Bahous, 2016; Sandilos et al., 2018) and lead to educational failure. In
the literature teaching related stress is described either as “the teacher experimenting
some negative emotions as tension, frustration, anxiety, fury and depression, resulted
from some teaching aspects ” (Sandilos et al., 2018), as ”any other characteristic of the school
environment which represents a threaten for the teacher” (Albu, 2013; Popa, Laurian &
Fitzgerald, 2015; Sutton, 1984), or as a professional burnout phenomenon which can be the
result of performing a difficult task on a longer period of time Cozolino, 2017; Fengler, 2016).
Among the major stress sources in teaching are mentioned the chronic stress (Cozolino,
2017), insufficient support from the management (Cozolino, 2017), children’s behaviour, high
number of children in classes, excessive documentation and communication failure with the
colleagues/parents (Blasé, 1986), prestige and social recognition (Gano-Garcia, Padilla-
Munoz & Carassco-Ortiz, 2005), role conflict and its ambiguity (Kantas, 1995, Hasting &
Bham, 2003; Neves de Jesus et al., 2014), time pressure, work load, pupils’ lack of motivation
and discipline (Aldrup et al., 2017). The individual characteristics include the teachers’ unique
attributes as their personality, gender, living environment, and the ability to connect to the
others and maintain these relationships, ability to deal with the requests (Nasser, 2015;
Guglielmi & Tatrow, 1998). In this category could be included also the compatibility
between the personal and professional values, ambition to succeed, competitiveness or
perfectionism (Bachkirova, 2005).

Otilia CLIPA (editor) 122 The suggested subject is considered to be of interest for the
decisional stuff in the educational system but also for the practitioners because the
stress experimented by the teachers is caused by a number of systemic factors: lack of
adequate resources and facilities (Aldrup et al., 2017) external, standardized tests which
imply an hierarchy and high responsibility (Albu, 2013); Many administrative demands and
justifying documents (El Helou, Nabhani & Bahous, 2016); Too many professional
responsibilities (El Helou, Nabhani & Bahous, 2016; Sandilos et al., 2018), Low participation
in decision making (Sandilos et al., 2018), Conservator and inefficient managing climate,
which does not emphasize on collaboration (Craşovan & Ungureanu, 2010; El Helou,
Nabhani & Bahous, 2016); Large number of pupils both in the classroom and school; Low
motivation for performance due to the tenure and low promotion opportunities (Sandilos
et al., 2018), The students affective needs and the children – teacher relationship
(Aldrup et al., 2017) Low income (Popa, Laurian & Fitzgerald, 2015) Low social status; Lack
of the social support (Cozolino, 2017); Integration of the special needs children, Small
classrooms, with no utilities, accessories or teaching materials, Very frequent curriculum
changes, Continuous training courses (Masari, Muntele & Curelariu, 2013), Continuous
assessments for the teachers (Albu, 2013; Clipa, 2016; Cozolino, 2017; Kyriacou, 2001;
Montgomery & Rupp, 2005; Popa, Clipa & Bonchis, 2015). Other studies suggest
clarifications of the stress factors in the environment and individual factors. Most of the
stress factors can be identified in the work environment and include: inadequate work
conditions, managerial problems, lack of resources, lack of support or excessive authority,
not taking part in decision making, managerial climate. The work environment may include, as
well, physical stress factors as: noise, agitation, crowd, small classrooms or school, safety, as
well as managerial pressures, studies and current trends in science of education the lack of
support from the managers and the role’s ambiguity (Hasting & Bham, 2003).

Locale literature
Stress and coping strategies of ESL (English as a second language) teachers in the Philippines
During the last two decades, marginal studies have been conducted relative to the construct of
stress, particularly in the context of second language teaching in the Philippines. With the aim of
establishing a preliminary database, a total of twenty-one (21) ESL teachers recruited from a
certified program in TESOL in the Philippines were asked to respond to a multi aspect instrument
which sought their concept of stress, causes of stress and coping styles. Results of the study show
that the extent to which ESL teachers experience stress is not directly attributed to instruction-
related aspects such as management and lesson preparation and implementation. Pressures from
teachers’ school-related engagements such as attendance in meetings and seminars, submission of
paper work, observation of heads and peers and attendance and tardiness in class were identified
as main reasons for their stress. Among the fifteen coping styles, Filipino ESL teachers tend to
ignore (3.0 weighted mean), seek professional help (2.70 WM) and laugh at the problem (2.60 WM)
as their response mechanism to stress. Finally, among the personal variables, respondents age, civil
status, years of teaching experience and educational attainment were found to be related to the
teacher’s level of stress.
Considering the teaching profession as one of the most stressful professions (Wiggins, 2015)
and the lack of financial resources allocated to around 700 public universities and
colleges/higher education institutions in the Philippines (Note 1; Conchada & Zamudio, 2013;
Ngohayon & Nangphuhan, 2016; Commission on Higher Education [CHED], n.d.), the study’s
objectives were to assess the stress levels of public university faculty members in the
Philippines and to identify significant predictors of their stress using multiple regresson
analysis. This study, in particular, included positive and negative religious coping as possible
predictors of faculty stress. According to a 2015 report by WIN/Gallup International, 86% of
Filipinos interviewed consider themselves as religious (Akkoc, 2015). As such, the researcher
was also interested to see if faculty members also apply religiosity as a source of strength and
comfort in their way of coping with stress. Besides the two types of religious coping, the
following variables were also featured: age, gender, part-time/full-time status, job
satisfaction, years of teaching experience in a public and/or private university, number of
students being taught/handled for all classes for the current semester (Note 2), number of
different subjects being taught/handled for the current semester and number of
teaching/class hours per week for all classes for the current semester. These variables were
chosen based on findings from previous researches and suggestions from few faculty
members the researcher was able to ask.
“The effect of the teachers’ teaching strategies on the TLE students’ motivation”

Foreign literature
Helping students understand better in the classroom is one of the primary concerns of
every teacher. Teachers need to motivate students how to learn. According to Phil
Schlecty (1994), students who understand the lesson tend to be more engaged and
show different characteristics such as they are attracted to do work, persist in the work
despite challenges and obstacles, and take visible delight in accomplishing their work.
In developing students' understanding to learn important concepts, teacher may use a
variety of teaching strategies that would work best for her/his students. According to
Raymond Wlodkowski and Margery Ginsberg (1995), research has shown no teaching
strategy that will consistently engage all learners. The key is helping students relate
lesson content to their own backgrounds which would include students' prior knowledge
in understanding new concepts. Due recognition should be given to the fact that
interest, according to Saucier (1989:167) directly or indirectly contributes to all learning.
Yet, it appears that many teachers apparently still need to accept this fundamental
principle. Teachers should mind the chief component of interest in the classroom. It is a
means of forming lasting effort in attaining the skills needed for life. Furthermore
teachers need to vary teaching styles and techniques so as not to cause boredom to the
students in the classroom. Seeking greater insight into how children learn from the way
teachers discuss and handle the lesson in the classroom and teach students the life
skills they need, could be one of the greatest achievements in the teaching process.

Furthermore, researchers have begun to identify some aspects of the teaching situation
that help enhance students' motivation. Research made by Lucas (1990), Weinert and
Kluwe (1987) show that several styles could be employed by the teachers to encourage
students to become self motivated independent learners. As identified, teachers must
give frequent positive feedback that supports students' beliefs that they can do well;
ensure opportunities for students' success by assigning tasks that are either too easy
nor too difficult; help students find personal meaning and value in the material; and help
students feel that they are valued members of a learning community. According to
Brock (1976), Cashin (1979) and Lucas (1990), it is necessary for teachers to work from
students' strengths and interests by finding out why students are in your class and what
are their expectations. Therefore it is important to take into consideration students'
needs and interests so as to focus instruction that is applicable to different groups of
students with different levels.

Locale literature
As stressed in the Educator's Diary published in 1995, "teaching takes place only when learning
does." Considering one's teaching style and how it affects students' motivation greatly concerns
the researchers. Although we might think of other factors, however, emphasis has been geared
towards the effect of teacher's teaching style and student motivation.
In the University of Mindanao, annual retooling programs for teachers are conducted every
summer to update teachers on the new and trending teaching strategies. However, the
training
though beneficial on the part of the teachers, they still need to fit these learned and newly
acquired
teaching strategies to the needs of their students. Hence, this study will be conducted to
determine
the teaching strategies used by the teachers assist students learning, to identify what
teaching
strategies considered efficient by the students, and to recognize students’ inventive
teaching
strategies which they believe effective for their learning.
 “Assessing and Employing Housewives literacy on Food Preservation and
Cultivation towards Women Empowerment”

“Women is the builder and moulder of nations density through delicate and soft as lily. She has a heart
for stronger and bolder than of man. She is Supreme inspiration of man‟s onward march”. Rabindranath
Tagore.

Foreign literature
The status of women can be broadly defined as the degree of socio-economic equality and freedom
enjoyed by women. Women’s participation on equal terms with men in domestic decision making,
expression of their views freely and participation in community life makes them being recognized in the
society.

Vlassoff (1982) examined the status of rural Indian women and revealed that overall level of education
was low with only five per cent of females having high school education as compared to 15 per cent of
males. Further, it was found that over fifty per cent of females had received no education. Soni and
Jindal (1983) studied the impact of employment on decision making by women in Ludhiana district of
Panjab. The study revealed that the economic decision relating to family budget was mostly taken by
husbands (40 per cent) of the non - working women, against 26 per cent in case of working women.
Majority of wives were found to be deciding family budget in consultation with their husbands in case of
working women (50 per cent) as compared to nonworking women (30 per cent). Savings and
investments were mostly decided jointly. About 18 per cent of working and 8 per cent of non - working
women decided independently, decisions relating to children’s education and occupation. The
corresponding figures for joint decisions were 65 and 69 per cent, respectively. It was further revealed
that 32 per cent of the working women and 20 per cent of the non - working women in the rural area
decided purchase of durable goods themselves. However, most of the decisions were reported to be
taken jointly. Zhao (1991) examined the determinants of women’s economic status in rural China. The
study focused on women’s labour force participation, decision making power and consumption of non -
staple food and expenditure on clothes. The main hypothesis was that women’s economic status in the
household, depends on three levels of influences viz., women’s acquired economic and social power, the
socio – economic status of their households and the level of support and opportunities in the
community. The results of the multivariate analysis revealed that women’s economic well-being was
enhanced by women acquiring independent sources of income, adopting new values of self - esteem
through education, benefiting from improvement in the socio - economic conditions of their households
and the overall level of development in their community. Further, researcher observed that women’s
absolute level of consumption improved with household income, but their relative shares in non - staple
food and clothing expenditure declined with the household enhanced economic position.

The status of women in a society is the indicator of progress. The varied roles of women as mother,
home maker and productive workers are the sustaining force of families, communities and nation.
According to 2011 census, the population of women in India was 405.1 million and in Karnataka the
same was 34 million and out of these, 28 million women belongs to rural area. The primary sector i.e.
agriculture provides work for about 78 per cent of them and out of this, 22 per cent are cultivators
(Anon, 2011). Women share abundant responsibility and perform a wide spectrum of duties in running
the family, they have to do jobs that are time and labour intensive and are involved in various aspects of
agriculture and are gainfully employed in agri-based allied activities like dairying, animal husbandry,
poultry, goatery, rabbit rearing, floriculture, horticulture, fruit preservation, post-harvest technology,
production of value added food products and further they take-up small ventures to generate additional
family income. Rural women always play an important dual role in the society. Though her role in the
society is very important, the rural women are often physically visible but conceptually invisible and
remained marginalized. The best way to make optional use of human resources is to provide them
opportunities for self-development through training, which improves the existing knowledge and skill,
enhances capability, and improves the competency to meet the challenges of the society and tech
Relevant and consistent with the recent growing interest to assess the contribution of women to
economic activities in Sudan, this study seeks to assess women’s contribution to their household
food supply and nutrition status in rural Sudan. As for the contribution of the research, the research
is expected to contribute to improve the understanding of the important contribution of women
to economic activities and in particular in providing and improving household food security in Sudan
and thus valuing the potential role of women in reducing hunger and malnutrition. Agricultural
production (farm and livestock products) with supplemental resources (processed and preserved
food items) and substitute resources (forest trees and wild food products) represent the available
resources for the household food consumption in rural Sudan. Income generating activities along
with other possible income sources (cash crops, trees products, pension, assets, remittance from
migrants, and savings sources) provide household with income to afford foods. The finding of this study
implies that in most rural areas in Sudan women are more capable than men in terms of the
ability to use and allocate the available resources for the purpose to improve food security for their
families. For the purpose of this paper, improvement of the household food security refers to the
expanding availability and accessibility of nutritional food on sustainable basis. In this regard this study
has indicated that women in rural Sudan play a crucial role in improving their household food
security, as they contribute to food production, enhance dietary quality and consumption diversity.
Therefore, based on the findings in this paper, the major policy implication is that crucial role of
women in this context can greatly be enhanced through adoption of supportive national and local
development policy. nology (Meera et al., 2001).

Locale Literature

“Fisherfolk” refers to those directly or indirectly engaged in taking, culturing, or processing fishery or
aquatic resources. These include, but are not to be limited to, women engaged in fishing in municipal
waters, coastal and marine areas, women workers in commercial fishing and aquaculture, vendors and
processors of fish and coastal products, and subsistence producers such as shell-gatherers, managers,
and producers of mangrove resources, and other related producers. (Republic Act 9710 or the Magna
Carta of Women Act of 2009)

https://www.researchgate.net/publication/323611195_Teacher_Stress_and_Coping_Strategies

https://ejournals.ph/article.php?id=1303

https://www.researchgate.net/publication/317688529_Strategies_in_Teaching_Literature_Stu
dents_in_Focus

http://shodhganga.inflibnet.ac.in/bitstream/10603/10190/8/08_chapter2.pdf

https://www.researchgate.net/publication/265142928_The_Role_of_Women_in_Providing_an
d_Improving_Household_Food_Security_in_Sudan_Implications_for_Reducing_Hunger_and_M
alnutrition

http://cws.up.edu.ph/wp-content/uploads/RA-9710-Magna-Carta-of-Women.pdf