Teaching Workload and Occupational Strain: A Study of Teachers in Salug II District, Schools Division of Zamboanga Del Norte
DOI:
https://doi.org/10.65150/EP-gjefm/V2E6/2026-09Keywords:
teaching workload, lesson planning, classroom management, non-teaching activities, differentiated instruction, occupational strain, physical strain, emotional strain, Zamboanga del Norte, PhilippinesAbstract
This study aimed to determine the impact of teaching workload on teachers’ occupational strain in Salug II District, Schools Division of Zamboanga del Norte, during School Year 2025–2026. The respondents of the study were the 105 teacher-respondents from the district, selected through total enumeration. The study utilized the survey and descriptive-correlational research methods, with a questionnaire as the main instrument. The data were analyzed using weighted mean, standard deviation, and Spearman rank-order correlation coefficient. Teachers reported a very high overall workload (AWV = 4.64, SD = 0.333), while their overall occupational strain was high (AWV = 3.46, SD = 0.866), with physical strain (AWV = 3.68) higher than emotional strain (AWV = 3.24). Teachers’ overall workload was not significantly related to overall occupational strain (rho = 0.046, p = 0.641). Based on the findings, the study concluded that teachers in Salug II District carry multiple workload demands and experience high occupational strain, particularly physical strain. Although overall workload did not significantly predict overall occupational strain, specific duties such as non-teaching activities and support/management responsibilities contributed to teachers’ bodily fatigue and discomfort. The study recommends that DepEd officials strengthen workload rationalization, reduce repetitive reporting requirements, improve data systems, and support teacher wellness and ergonomics. School heads may equitably redistribute non-teaching tasks, provide practical instructional resources, and implement school-based wellness initiatives.
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Copyright (c) 2026 Marie Joy T. Cavan, MAEM, Leo C. Naparota, PhD (Author)
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