ESP-3497

Published

2025-07-18

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Vol. 10 No. 7 (2025): Published

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Research Articles

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Copyright (c) 2025 Jason V. Ang , Adelyn L. Tonalete, Jinky M. Macabago, Joan J. Sinagpulo, Leni Jean I. Cabillan

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How to Cite

V. Ang, J., L. Tonalete, A., M. Macabago, J., J. Sinagpulo, J., & I. Cabillan, L. J. (2025). Diffusing stress caused by work-related experiences among faculty members. Environment and Social Psychology, 10(7), ESP-3497. https://doi.org/10.59429/esp.v10i7.3497

Diffusing stress caused by work-related experiences among faculty members

Jason V. Ang

School of Teacher Education, Biliran Province State University, Naval, Biliran, 6560, Philippines

Adelyn L. Tonalete

School of Engineering, Biliran Province State University, Naval, Biliran, 6560, Philippines

Jinky M. Macabago

School of Teacher Education, Biliran Province State University, Naval, Biliran, 6560, Philippines

Joan J. Sinagpulo

School of Teacher Education, Biliran Province State University, Naval, Biliran, 6560, Philippines

Leni Jean I. Cabillan

Cabucgayan National School of Arts and Trades, Libertad, Cabucgayan, Biliran, 6567, Philippines


DOI: https://doi.org/10.59429/esp.v10i7.3497


Keywords: Teacher education faculty; work-related stress; emotional exhaustion; coping strategies; faculty well-being; institutional support

Abstract

Faculty members experience multifaceted stress due to the convergence of teaching, research, institutional service, and student mentorship obligations. This study explores the emotional and professional consequences of such stressors and analyzes the coping mechanisms employed by faculty to manage these ongoing challenges. Employing a qualitative exploratory design, semi-structured interviews were conducted with 25 Faculty members across various academic ranks. Thematic analysis revealed two primary domains: the emotional exhaustion resulting from institutional pressures, and the strategies faculty employ to sustain their well-being. Participants reported a cycle of chronic fatigue, reduced teaching engagement, and diminished job satisfaction, often exacerbated by administrative burden and lack of institutional recognition. While individual coping mechanisms such as time management, boundary-setting, and collegial support provided some relief, their effectiveness was limited in the absence of systemic support. The findings underscore the urgent need for sustained, policy-driven interventions that prioritize faculty well-being to prevent burnout and ensure the continuity and quality of education and related programs.

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