Investigating the Mental and Emotional Stress Among Middle-Level Managers of Schools Division of Abra: A Mixed-Method Explanatory Sequential Design

Abstract

This study investigated the nature, extent, and implications of mental and emotional stress experienced by middle-level school managers in the Schools Division of Abra, Philippines. Amid increasing complexity of school management brought about by evolving educational demands, policy shifts, and post-pandemic transitions, these managers—who serve as vital links between school heads and higher administrative levels—face mounting pressures that impact both their performance and well-being. Guided by the Transactional Model of Stress and Coping and the Job Demands-Resources (JD-R) Model, the research sought to: (1) examine the demographic profile of respondents; (2) assess stress levels caused by institutional and interpersonal factors; (3) identify coping strategies employed; (4) determine the relationship between demographic factors and stress; (5) examine the connection between stress levels and coping mechanisms; (6) evaluate the availability and effectiveness of existing mental health interventions; and (7) propose a sustainable and contextualized Mental Resilience and Well-being Support Program.

The study employed a mixed-method explanatory sequential design. Quantitative data were gathered through total enumeration using structured Likert-scale questionnaires administered to middle-level school managers across the division. Descriptive statistics, Pearson correlation, and regression analysis were used to analyze quantitative responses. This phase was followed by qualitative interviews and focus group discussions with a purposive subset of respondents to enrich the findings and offer contextual insights. Thematic analysis was applied to interpret qualitative data.

Results indicated that institutional stressors—particularly excessive workload, unclear or rigid policy implementation, lack of administrative and emotional support, and inadequate resources—were the most critical stress-inducing factors. Interpersonal challenges, including communication barriers, role ambiguity, and leadership conflicts, contributed moderately to stress. Demographic variables such as age, position, salary grade, and years of service were significantly associated with varying levels of perceived stress. Participants primarily relied on personal coping mechanisms, such as spiritual grounding, peer support, time management, and emotional regulation. However, organizational support structures, including mental health services and well-being programs, were inconsistently available and often reactive rather than proactive.

The study concluded that while middle-level school managers demonstrated resilience and effective individual coping strategies, the systemic and organizational gaps heightened their vulnerability to chronic stress. This highlighted the urgent need for a structured and comprehensive mental health intervention. In response, the researcher developed a four-phase Mental Resilience and Well-being Support Program encompassing Awareness, Capacity-Building, Leadership Support, and Program Institutionalization. Expert validation affirmed the program's relevance, practicality, and alignment with the needs of middle-level school managers.