This research assessed the causes of teaching – learning stress and its effects of teachers professional and performance in Bayawan City Division, Province of Negros Oriental, during School Year 2024 - 2025 as basis for stress strategic intervention plan. There are three (3) school heads and eighty-three (83) teaching staff as respondents. The study used a descriptive-correlational method, the quantitative-qualitative approaches This study utilized a researcher-adapted and modified instruments. The questionnaire is divided into four parts. The first part of the questionnaire dealt with the relevant information as to school heads/teachers followed by the level of stress related to multi-tasking responsibilities then extent of teachers’ stress, performance level of teacher capability and lastly is the interview guide. As to the findings, the level of stress related causes of teaching to multi-tasking learning responsibilities are the reflected results in Multi-tasking teaching in terms of behavior, frequent cause of stress among teachers described as Often. As to teacher/administrator relations highlighted that teachers sometimes experience stress from administrative relationships, interpersonal conflict with administrators is relatively low demands beyond teachers’ capacity as a key stressor. As to the parent/teacher relations frequent stress factors reflected. Parents’ lack of engagement also contributes to teachers’ frustration. On time management it is a major stressor for teachers. On the Documenting Activities documentation tasks represent an extremely heavy workload. The highest source of pressure is the lack of adequate resources and support. Teachers’ capability of performance is high. Content knowledge and pedagogy teachers possess a very high level of capability. On the significant correlation between the level of stress related factors and teachers’ performance, there is a strong correlation between stress-related factors and performance. It is significant correlation between the level of stress related factors and teachers’ performance. it is recommended that the output of the study be considered for recognition of stress strategic intervention plan.
Ingan et al. (Tue,) studied this question.