Environment and Social Psychology

Supervision strategies in managing stress of instructors due to inevitable academic overloads and pressures

Jumil J. Alcasoda, OFM

School Director, Saint Francis College Guihulngan, Negros Oriental Incorporated, Guihulngan City, 6214, Negros Oriental, Philippines

Anesito L. Cutillas

College of Arts and Sciences & Education; Director, Center for Social Innovations, Cebu Technological University – Argao Campus, Argao,Cebu,6021,Philippines

Rachelle O. Sabella

College of Arts and Sciences, Cebu Technological University - Argao Campus, Argao, Cebu, 6021, Philippines

Rhea Jane L. Caynila

College of Arts and Sciences, Cebu Technological University - Argao Campus, Argao, Cebu, 6021, Philippines

Korina Jean M. Regis

College of Arts and Sciences, Cebu Technological University - Argao Campus, Argao, Cebu, 6021, Philippines

DOI: https://doi.org/10.59429/esp.v10i6.3824

Keywords: Supervision; Strategies, Stress; Instructors

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Abstract

This study underscores the importance of responsive academic supervision in addressing stress caused by academic overload among instructors, particularly within resource-constrained higher education settings. Faculty benefit from a combination of workload accommodations, emotional support, and open communication, all of which contribute to greater resilience and job satisfaction. While many supervisory practices were seen as supportive, participants also identified gaps between institutional rhetoric and meaningful structural change. This highlights the need for sustained efforts to align faculty well-being initiatives with concrete policy adjustments. The study contributes to a growing body of literature on faculty stress management by presenting context-specific supervisory strategies relevant to regional institutions. It also underscores the need for leadership approaches that are both empathetic and systemically supported. Future research may explore how these findings apply across diverse institutional types and examine how supervisory practices evolve under emerging pressures such as digitalization, accreditation demands, and shifting student expectations.

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