Teaching-Related Paperwork: Examining Linkage to Occupational Stress of Public School Teachers in Primary Education
Abstract
The multi-related print paperwork of teachers is insurmountable even with the integration of technologies and state-of-the-art devices. Electronic form of paperwork is also voluminous that contributes to the experienced stress of teachers. Hence, teachers desire for a degree of liberation from numerous printed-related tasks or electronic related paperwork. This study aimed to examine the links between teaching-related paperwork and occupational stress of the teachers. This study employed correlation research design. It involved all 106 teachers, but only 77 questionnaires were retrieved. Following the survey method, self-constructed and adapted questionnaires were used to gather the needed data. Frequency distribution, weighted mean, and Pearson Product Moment Correlation Coefficient served as Statistical treatments applied for this study. Results showed that the teachers exhibit very great extent teaching-related paperwork and low level of occupational stress. The analysis further revealed that there was a significant relationship between the variables. Hence, this study concluded that teachers’ teaching-related paperwork contributes to their level of occupational stress. It is generally recommended that policy makers should evaluate and review the school teaching related-paperwork to lessen or reduce their requirements, conceptualize the paperwork according to the primary records on the Division Level, and set systematic schedules for submission of the paperwork requirements in sequential time frame.
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