Causal Modeling of Occupational Hazards and Teaching Performance: The Mediating Roles of Job Satisfaction and Stress

Vollständiger Abstract

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Teachers’ working environment plays significant factors on their well-being and effectiveness in delivering quality education. This study investigates causal relationship between occupational hazards and teaching performance together with job satisfaction and stress as mediating variables among the public secondary school teachers in the Division of Oriental Mindoro. The study utilized a descriptive-correlational causal research design employing Structural Equation Modeling (SEM). The respondents of the study were 354 among public secondary school teachers in the Division of Oriental Mindoro selected through proportional random sampling during the School Year 2024-2025. An adapted survey questionnaire was used to measure occupational hazards, job satisfaction, stress and teaching performance. Data were analyzed using weighted means, Pearson Product Momen Correlation, Multiple Linear Regression Analysis and SEM. Results reported that occupational hazards in terms of workplace safety, health, psychosocial and ergonomics hazards were experienced by the teacher-respondents to a very low extent. in addition, the findings reported Job satisfaction across advancement, achievement, responsibility, working condition, salary and supervision was rated at a high extent. Meanwhile, stress in terms of physical, mental, behavioral, and emotional aspects was at low extent. teaching performance across all domains got the mean description of high level. Generally, results indicated that occupational hazards had sa significant negative relationship with job satisfaction but no significant relationship with stress and teaching performance. Job satisfaction was found to have a significant positive relationship with teaching performance and a significant negative relationship with stress. Stress, on the other hand, significantly and negatively influenced teaching performance. Moreover, job satisfaction emerges as a significant predictor of teaching performance, while stress also significantly affected performance negatively. The results supported a structural model where occupational hazards indirectly influence teaching performance through job satisfaction.