Stress Levels and Teaching Performance of Secondary English Teachers in Bantayan, Cebu Province

This study examined occupational stress and teaching performance among 100 secondary English teachers from 14 schools on Bantayan Island, Cebu Province, during the 2024-2025 academic year. A descriptive-comparative and correlational research design was employed. Data were collected using a perceived work stress questionnaire and existing Classroom Observation Tool ratings. The findings indicated a moderate overall stress level, with work overload and role ambiguity emerging as prominent workplace concerns. Teachers demonstrated high intrinsic motivation, moderate extrinsic motivation, and generally very satisfactory to outstanding teaching performance. Most demographic and professional characteristics showed no statistically significant differences in stress levels. However, the reported analysis indicated a significant difference by sex. The relationship between occupational stress and teaching performance was weak and statistically non-significant. The findings highlight the importance of manageable workloads, clearly defined responsibilities, professional development, and institutional support in promoting teacher well-being. Further research involving broader populations and additional organizational factors is recommended.