This study examines the stress levels and job satisfaction of Special Education (SPED) teachers at Sa PED school in Mandaue City, Cebu, during the 2024–2025 academic year. School year Guided by the Job Demand-Control Model, Maslow's Hierarchy of Needs, and Self-Determination Theory, the study aimed to determine the relationship between occupational stress and job satisfaction, and to propose workplace support strategies. A quantitative descriptive-correlational design was employed with complete enumeration of 37 SPED teachers. Data were collected using the Teacher Stress Inventory (TSI) and the Minnesota Satisfaction Questionnaire (MSQ), and analyzed through descriptive statistics, Pearson's correlation, t-tests, and ANOVA. Results revealed that teachers experienced moderate overall stress (grand mean = 2.69), particularly in work-related stressors (M = 3.26), time management (M = 3.03), and professional distress (M = 2.84). In contrast, stress manifestations related to emotions, behavior, and physiology were generally low. Despite these stressors, teachers reported high job satisfaction (grand mean = 3.82), especially in task enrichment (M = 3.86) and empowerment and leadership (M = 3.77). Correlation analysis showed a negligible, non-significant association between stress and job satisfaction (r = 0.089, p = .601), indicating that satisfaction may be maintained despite moderate stress levels. Findings underscore the need for balanced interventions, such as workload management, leadership support, and recognition systems, to sustain teacher well-being and retention in SPED contexts.
Misa et al. (Tue,) studied this question.