2026 IJRSE – Volume 15 Issue 3
CollabWritive Special Issue
Available Online: 1 June 2026
Author/s:
Ferrer, Marian Jominique U.
Graduate School, Lyceum of the Philippines University – Batangas, Philippines (marianjominique.ferrer@deped.gov.ph)
Abstract:
This study examined the relationship among workload, stress resilience, and instructional quality of public secondary school teachers in Occidental Mindoro. Grounded in the Job Demands-Resources (JD-R) Model and Self-Determination Theory, the study aimed to determine the effects of workload and stress resilience on instructional quality. Specifically, it described the respondents’ demographic profile in terms of age, sex, teaching experience, educational attainment, and Plantilla position; assessed workload components including teaching and learning, professional development, role conflict, role overload, time management, and teaching hours; evaluated stress resilience across emotional, financial, social, environmental, intellectual, and physical domains; and determined instructional quality in terms of lesson planning, teaching practices, assessment and feedback, and classroom management. It also tested significant differences in responses when grouped according to demographic variables and examined the relationships among workload, stress resilience, and instructional quality. The study employed a descriptive-correlational quantitative design, involving 530 public secondary school teachers selected through stratified random sampling. Data were collected using a structured questionnaire with established reliability and internal consistency. Statistical tools such as mean, standard deviation, t-test, ANOVA, Pearson’s r, and regression analysis were utilized to analyze the data. Findings revealed that teachers generally demonstrated positive perceptions of workload and instructional quality despite experiencing moderate levels of stress. Significant relationships were identified among workload, stress resilience, and instructional quality, indicating that increased demands influence both teacher well-being and instructional practices. While teachers sustained effective instructional performance, time constraints, role overload, and resource limitations remained key challenges. The study underscores the importance of institutional support systems and proposes a context-based development program aimed at improving workload management, enhancing stress resilience, and strengthening instructional quality among teachers.
Keywords: instructional quality, Jd-R Model, public secondary school teachers, stress resilience, teacher performance, teacher workload
DOI: https://doi.org/10.5861/ijrse.2026.26610
Cite this article:
Ferrer, M. J. U. (2026). Workload, stress resilience, and instructional quality among public secondary school teachers. International Journal of Research Studies in Education, 15(3), 119-138. https://doi.org/10.5861/ijrse.2026.26610