Level Of Job Stress, Coping Strategies and Teaching Performance of Iloilo State College of Fisheries-San Enrique Campus Amidst Covid-19 Pandemic

ABSTRACT


IJFMR23033848
Volume . In this competitive era, every educational institution is setting new goals to compete not only at the local level but also in a global perspective. Consequently, a teacher at the crux of an educational system had to bear the responsibility to prepare the young generations to build a nation with purpose and tackle the challenges of tomorrow. Studies among teachers have indicated that stress has an alarming negative effect on their psychological, physical and behavioral response. Teachers are professionals, who work in the environment full of physical and emotional stress. An understanding of the nature and effects of stress will enable them to face the challenges on the call of time  and to cope effectively with the bundle of stress of life and work. According to , coping strategies refer to cognitive and behavioral efforts to modulate internal and external demands appraised as exceeding personal resources.
However, the efficacy of any given coping strategy may also depend on a number of other factors, including perceived controllability of the stressor, availability of sufficient coping resources, and nature of the outcomes (Folkman & Moskowitz, 2000;Lazarus & Folkman;Zeidner & Saklofske, 1996).
To address the alarming issues and problems regarding the faculty's stress, the researcher would like to find out the level of job stress, coping strategies and teaching performance of ISCOF-SEC teachers amidst Covid-19 pandemic.

Objectives of the Study
This study aimed to determine the level of Job Stress, Coping strategies and Teaching Performance of Iloilo State College of Fisheries-San Enrique Campus amidst COVID-19 pandemic.
Specifically, it sought answers to the following questions: 1. What is the profile of the respondents in terms of sex, educational attainment, position, and length of service? 2. What is the level of Job stress of ISCOF-SEC faculty amidst COVID-19 pandemic when taken as an entire group and when classified as to sex, educational attainment, position, and length of service?
3. What is the teaching performance of ISCOF-SEC faculty amidst COVID -19 pandemic when taken as an entire group and when classified as to sex, educational attainment, position, and length of service?
4. What are the coping strategies of ISCOF-SEC faculty amidst COVID -19 pandemic when taken as an entire group and when classified as to sex, educational attainment, position, and length of service? 5. Is there a significant difference in the level of Job stress of ISCOF-SEC faculty amidst COVID -19 pandemic when taken as an entire group and when classified as to sex, educational attainment, position, and length of service? 6. Is there a significant difference in teaching performance of ISCOF-SEC faculty amidst COVID -19 pandemic when taken as an entire group and when classified as to sex, educational attainment, position, and length of service? 7. Is there a significant difference coping strategies of ISCOF-SEC faculty amidst COVID -19 pandemic when taken as an entire group and when classified as to sex, educational attainment, position, and length of service?

Conceptual Framework of the Study
The antecedent variables of the study are sex, educational attainment, position, and length of service, the independent variable is job stress and the dependent variable are the coping strategies and teaching performance.
Antecedent Variable Independent Variable Dependent Variable Figure 1 -The Schematic diagram showing the interplay between the antecedent variable, independent variable and dependent variable of the study.

Scope and Limitations of the Study
The purpose of this descriptive research study is to find out the level of job stress, coping strategies and teaching performance of the faculty of Iloilo State College of Fisheries-San Enrique Campus. The respondent were the thirty (30) randomly selected Faculty who responded to the survey questionnaire. Data needed for this study were gathered through the researcher-adopted questionnaire which determined the level of job stress, coping strategies and the teaching performance of the faculty amidst COVID-19 pandemic.
The data gathered were processed and analyzed using the mean, t-test and ANOVA were set at .05 level of significance.

Significance of the Study
The result of this study may benefit the following: Curriculum Planner. As a body or group of professional educators who are responsible for the development or improvement of the curriculum, the result of this study may guide them to integrate proper stress management. Administrator. This study will help the college Administrator more awake about faculty needs that have to be satisfied and acted upon. Likewise, it can serve as an eye opener that understanding the level of job stress is vital in relation to the teaching performance. Furthermore, it can lead to design trainings that would help teachers to be readily prepared. Faculty. The results of this study may enable them to know the extent of job stress which they experienced and on the basis of such information, they may undertake necessary measures to cope with it and prevent possible adverse effects on the teaching-learning process. By that, Faculty may be more resilient on how to turn stress into a more productive and beneficial way of their teaching performance. In addition, it may help them realize that managing one's stress makes positive outlook in life.

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Volume 5, Issue 3, May-June 2023 7 Students. The result of this study may greatly benefit the students themselves. The findings may help students to understand the relationship of teachers' job stress and teaching performance. It may help students realize the teachers must be able to handle job stress to maintain good teaching performance. Further, it may inspire students to learn more knowing the stress of teachers in the teaching-learning process.
Researchers. Researchers with the same interest may be able to bench mark on the findings of the study undertaken.

Definition of Terms
The following terms were defined conceptually and operationally in order to have a clear understanding of the concept of how they were used in the study to eliminate confusion: Educational Attainment. It is the highest academic achievement of an individual (Webster, 1993). As used in this study, this refers to the highest degree obtained by the respondents categorized into Bachelor's Degree, Bachelor's Degree with M. A. units, Master's Degree, with units in Doctoral Degree and Doctorate. Effect. It refers to something that inevitably follows an antecedent (such as a cause or agent) (The APA Dictionary of Psychology 1st Edition) In this study, the effect is the final consequence of a sequence of actions or events expressed qualitatively or quantitatively. Possible results include advantages, disadvantages, gain, injury, loss, value, and victory. There may be a range of possible outcomes associated with an event depending on the point of view, historical distance, or relevance. Reaching no result can mean that actions are inefficient, ineffective, meaningless, or flawed. Coping Strategies. These refer to the specific efforts, both behavioral and psychological, that the ISCOF-Sec Faculty tolerate, reduce, or minimize stressful events during lockdown.
According to Lazarus & Folkman (1984), coping strategy is a cognitive and behavioral effort to modulate internal and external demands appraised as exceeding personal resources. Covid-19. A mild to severe respiratory illness that is caused by a coronavirus (severe acute respiratory syndrome coronavirus 2 of the genus Betacoronavirus), is transmitted chiefly by contact with infectious material (such as respiratory droplets) or with objects or surfaces contaminated by the causative virus, and is characterized especially by fever, cough, and shortness of breath and may progress to pneumonia and respiratory failure. (Coronavirus Disease 2019 . In this study, covid-19, formerly, this disease was referred to as '2019 novel coronavirus' or '2019-nCoV.' The COVID-19 virus is a new virus linked to the same family of viruses as Severe Acute Respiratory Syndrome (SARS) and some types of a common cold. Length of Service. It is the total time spent at a job or some other socially beneficial activity (Encyclopedia Dictionary).
As used in this study, this refers to the total number of years rendered by the respondents as classroom teacher and will be categorized into (5) years,6-10 years, 10-15 years and 16 years and beyond. Level of Job Stress. It is the level of difficulties encountered by the respondents in the performance of his/her job. It will be categorized as "Very high" ranging from 4.20-5.00; "High" ranging from 3.40-4.19; "Average" ranging from 2.60-3.39; "Low" ranging from 1.80-2.59; "Very low" ranging from 1.00-1.79. Outbreak. A sudden or violent increase in activity or currency. (Coronavirus Disease 2019 (COVID-19).

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Volume 5, Issue 3, May-June 2023 8 In this study, the outbreak is a sudden increase in occurrences of a disease in a particular time and place. It may affect a small and localized group or impact thousands of people across an entire continent. Four linked cases of a rare infectious disease may be sufficient to constitute an outbreak. Pandemic. Occurring over a wide geographic area (such as multiple countries or continents) and typically affecting a significant proportion of the population. (Coronavirus Disease 2019 .
In this study, the pandemic is defined as "an epidemic occurring worldwide, or over a very wide area, crossing international boundaries and usually affecting a large number of people". The classical definition includes nothing about population immunity, virology, or disease severity. Sex. It refers to either male or female into which humans and most other living things are divided on the basis of their reproductive functions.
As used in this study, this refers to the male or female respondent. Teaching Performance. It refers to the degree to which an individual employee executes a particular role or responsibility, in accordance with certain specified standard (Nayyare, 1994).
As used in this study, this refers to the accomplishment and fulfilment of the respondents as indicated in the result of the questionnaire intended to determine their teaching performance. It will be categorized into: "Outstanding" ranging from 4.20-5.00; "Very Satisfactory" ranging from 3.40-4.19; "Satisfactory" ranging from 2.60-3.39; "Unsatisfactory" ranging from 1.80-2.59; "Poor" ranging from 1.00-1.79.

CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES
This chapter deals with the literature and studies relevant to the present research particularly on the level of job stress of the teachers and its relation to their teaching performance. It includes topics on: (1) Job Stress (2) Stress among Teachers (3) Teachers' Performance (4) Educational Attainment and Job Stress (5) Position and Job Stress (6) Factors That Affect Effective Teaching (7) Teachers at Work (8) Coping Strategies (9) Summary A number of researchers have defined job stress in different words such as, Kazmi, Amjad, & Khan (2008) in Bajade L. et. al.,(2017). They said that job stress is "a change in one's physical or mental state, In other words, disturbance or imbalance from normal state. Stress is caused by disturbed events in work environment, social environment, and in routine life (work, family and social life) and also caused by emotional, psychological, mental and physical illness".
Arnold and Feldman (2000) defined stress as "the reactions of individuals to new or threatening factors in their work environment". Since our work environments often contain new situations, this definition suggests that stress is inevitable. This definition also highlights the fact that reactions to stressful situations are individualized and can result in emotional, perceptual, behavioral and psychological changes. Stress can be considered as involuntary response to dangerous situation. When we face a situation which our brain is incapable of handling, it puts the body on alert by producing hormones, which are required in fight or flight situations, that cause to increase blood pressure, rapid heartbeat, reduce blood supply to the skin, cessation of digestive activities, increase perspiration, additional release of sugar and pass it into the system to cope with additional energy requirement, decrease in immune system's functions to preserve it for later action. (Kaur, 2011).
Moreover, "Stress come from any situation or circumstance that require behavioral adjustment, any change either good or bad is stressful or whether it is positive or negative change, the physiological response is the same" (W. Colligan& M. Higgins, 2010). Many other researchers found that work stress arises when an individual experiences a demand that exceeds his/her real or perceived abilities to successfully cope with the requirement of the job, resulting in disorder to his/her emotional and physiological balance. Stress is created because of workers' under privileged skills that are not matched with the demands of job as it creates job dissatisfaction among the workers state of mind. Otherwise, the expanded dissatisfaction with one's job may show the way to job stress. Job stress can lead to poor performance, health and even injury (United States National Institute of Occupational Safety and Health, Cincinnati, 1999). It is a physical, mental and emotional wear and tear brought about by incongruence between the requirement of job and capabilities, resources and needs of the employee to cope with the job demands

Stress among Teachers
Stress in teaching profession restrains the quality of the teachers and the same creates a misery in the minds of the teachers due to heavy workload, unsecured state of job, low pay emoluments , lack of career development, lack of communication, harassments in the school or college by peer teachers/workers/students/others, family and financial problems. Teachers stress erodes the peacefulness in the mind and life of teachers. It has negative effect on their work performance. Teacher stress may be defined as the experience by a teacher of unpleasant, negative emotions, such as anger, anxiety, tension, frustration or depression, resulting from some aspect of their work as a teacher (Kyriacou, 2001). In general, people believe that the teacher's life is stress free or less stressed in nature. It's because of the myth in the community that teachers has to work only two to three class hours in school or college and they are in leisure for the remaining five to six hours. Whether it is true or not, teaching profession is also not exempted from the stringy stress. Wilson (1979) in his work on Teaching Teachers to De-stress", found that 90% of teachers in California experienced at least some sort of stress and 95% of teachers are willing to take stress coping training events to manage their stress. Vance, Miller, Humphreys & Reynolds (1999) in their study for the "Teacher Education Division Council for Exceptional Children" pointed out that in an average 30,000 teachers involved in special education wants to leave from their profession every year to stay away from the stressful special school environment. Stress in teaching profession is acknowledged extensively and it was found that their mental health is significantly poorer than that of other high stressed professions (Travers and Coooper, 2000). King and Peart (1992) found that 66% of teachers had vigorously considered leaving the teaching profession which is an outcome of stress. Schaufeli and Enzmann (1998) scrutinized 73 different studies pertaining to the United States with an aim to find which work-related field is more vulnerable to stress. They found that emotional fatigue level is high among the teachers. Reglin & Reitzammer (1998) stated that the teachers are more stressed in this regard. Kyriacou, et al. (2003) found that the school level factors impact negatively on teacher preservation. Nayak (2008) in her study about the factors influencing stress and coping strategies among the degree college teachers of Dharwad city stated that 28.5% of (34% of male and 23% of female) college teachers are always blended with stress due to the complex nature of work.

Teachers' Performance
Ryan (as cited by Young, 1996)  teacher typically does in a normal teaching situation; abilities, refers to what the teacher is able to do when trying his best. Both tendencies and abilities are assessed in terms of an explicitly stated level of mastery so that if the teacher does not perform at or above this level, he/she is considered to be inadequately trained.
The performance tendencies and abilities are selected and defined with reference to their effects on students' achievements. Faure (1992) in Paracale (2004) stressed that since the strength of a school is in the quality of its faculty, it behoves the person in charge of them to see to it that they give optimum performance. The teachers supply the necessary vital force to make the school a place for students who will be learning to live, learning to learn, so as to be able to absorb new knowledge all through life; learning to think freely and critically; learning to love the world and make it more human; and learning to develop in a trough creative work. Yap (as cited by Paracale , 2004) opined that a teacher of mediocre performance based on feedback information needs to be given more training and guidance to help him/her attain the optimum capacity. Incompetents, then, should be eliminated for the sake of the children and youth who come to school to learn. The school cannot afford to provide inferior knowledge, for them it could be recreant to its duty to the community where it is situated.
Teachers are the most valued assets of any country. They impart knowledge and skills to the students, who after completion of their studies, join the different sectors of country and start contributing towards the development of country's economy. Recent global changes have resulted in creation of new challenges in shape of global competition, technological advancements, quality, standardization and cost minimization, which have hardly hit each and every sector throughout the world; the educational sector has no exemption. The academician working in different educational institutions are under immense pressure to meet the expectations of their costumers, no matter either these costumers are students, parents, or employers. In this process of meeting the expectations of costumers, the teachers are exposed to certain unwanted internal or external environmental factors, which hamper their routine abilities and results in development of feeling of exhaustion and strain. Once teachers develop such like symptoms then their performance and satisfaction level is decreased and thus the overall productivity of educational institution is suffered. The effects of teachers' stress on the performance have widely been recognized. Research studies like (Amjad et. al.,2011) shows that the stress has very negative effects in shape of low morale, absenteeism, poor teaching quality, less students satisfaction, and turn over on the overall performance of teachers. Under these process certain factors like resources, both personal as well as job resources buffer the negative effects of stress on the performance.
Commonly, job performance refers to the degree to which and individual employee executes a particular role or responsibility, in accordance with certain specified standards (Nayyar, 1994). Whereas teacher's performance means the behavior of a teacher which change differently with the change in surrounding environment, in such way that when a particular task is assigned to teacher, he/she successfully takes action to carry out that task. In fact, the process of imparting education to the students is dependent on the good performance of the teacher. Therefore, many factors contribute to it. A good teacher has not only to teach in way that he/she can satisfy the class with his prominent teaching style, moreover he/she has to manage time and other duties assigned to him/her apart from teaching, like managing ethnics and discipline in class, motivating students, ensuring students' interaction, and maintaining a proper link with the parents of students and administration of educational institution (Hanif, 2010). The teachers' performance can be broadly divided into three major categories: task performance, contextual performance and adaptive performance (bakker, et al., 2007). The task performance means set of behaviors by which an employee recognizes and comprehends that the organizational goals have been highlighted and explored. Task performance is actually the technical behavior and activities involved in the employee's job (Griffin, et al., 2000). Here the employee proficiency with which he/she can perform technical activities is actually tested (Borman& Brush, 1993). From teaching perspective, the task performance means set of job-regulated behaviors, which a teacher can do. The teachers' task performance consists of teaching effectiveness, teacher-student interaction, and teaching value (Cai and Lin, 2006). Apart from the task performance, the contextual performance refers to the employees' activities, which do not contribute to the technical core but it support the organizational, social and psychological environment in which the organizational goals are followed (Borman& Brush, 1993). It is consisted of occupation morality, job dedication, assistance and cooperation among the teachers (Cai and Lin, 2006). Lastly, adaptive performance which refers to a new performance concept in which learning comprises a major performance dimension. Under this new concept of performance, there is a departure from the past conceptualization of performance in which learning was viewed as a prerequisite for performance. Now, under the adaptive performance, the learning itself is seen as a part of performance, which should be considered as performance element (London &Smither, 1999). According to Pulakos, the adaptive performance consists of dimensions like handling emergencies, handling stress at work, solving problems creatively, demonstration of interpersonal adaptability, and showing physically oriented adaptability. These three types of teachers' performance are not only connected with each other but also influenced each other, however, these types can be distinguished and studied separately (Cai and Lin, 2000). Furthermore, they are equally important in contributing towards the overall performance of an employee (Conway, 1999) in such way that they present the three prerequisite of employees' effective performance i.e. proficiency, adaptability and pro-activity (Griffin, et al., 2007).

Position and Job Stress
Hepner as cited by Bajade et al. (2017) conducted a study on a job stress experienced by the executives and subordinate of Du Pont Company in America. The six year study showed that stress emanated from within the individual. Every person have a natural level at which his body and mind function normally. But when the optimal limit of individual's endurance and psychological tolerance exceed, ill effects result. The investigation further revealed that heart attack rate was higher among the subordinate than the executive. The possible reason was the companies tend to select well-adjusted persons for top level position that is individuals whose personalities were strong enough to cope with stressful like situation. Villa (1998) in Bajade et al. (2017) revealed in her study that the higher the administrative rank or position, the higher was one's job satisfaction and the lower the rank, the lower was the job satisfaction. The more stressors experienced, the lower it was interpersonal values to practice rightfully and the lower the job satisfaction felt caused by the conflict between stressor and values.

Educational Attainment and Job Stress
Higher degree after the baccalaureate give an individual a better preparation and a better theoretical training to cope successfully with the daily work in school, home and community that by using questionnaires in collecting the pertinent data, it was appeared that teaching performance ratings of instructors were independent on their educational qualification. Those who obtained their masters' and doctorate degree were rated higher by the students.

Factors that Affect Effective Teaching
According to (Ketchum, 2002 in Agolo et al. 2016) there are number of factors that can affect how effective the teacher and how successful the students in mastering subjects (a) The Appropriate Training, having the appropriate training to teach a specific subject is an important factor in being able to teach that class effectively. For teaching in the public school system, teachers should have taken courses in the subject they wish to teach. For teaching college level courses, a PhD in the discipline or related field is normally required, although community colleges accept a master's degree and some universities allow someone with a master's to teach while pursuing a PhD, (b) The Clear and Concise, good communication skills must in order to effectively teach, (c) Learning Environment, schools that offer students a positive learning environment, including the use of technology in the classroom and a quality library, give students an edge in mastering math, English, science and other subjects.
Moreover, (d) The Innovative Teachers, teachers who are good at sparking the imagination of students through hands on learning activities or other creative approaches draw students into the joy of learning. Students no longer see new ideas as something to dread. A teacher who uses a creative approach can make a difference, and (e) Student Behavior, managing student behavior and maintaining discipline in classroom is vital to creating a learning environment where each student feels that they share their thoughts and ideas with teachers and with their peers. It also helps the teacher to stay on track in presenting materials on schedule, and enable to fulfill the required curriculum for that academic year, semester or quarter.

Teachers at Work
As often said: "the man who can make hard things easy, is a real teacher". Thus, the teacher must be aware of the fact that two essential teaching skills are the ability to demonstrate and the ability to explain. A good demonstration is in itself a strong motivation. It is a concrete teaching, giving the learner something to watch and something to imitate. To be a successful demonstrator, one should have a good command of language and a planned sequence of activities and information to facilitate better understanding. A good explanation is sufficient enough for understanding. In as much as teacher earns his daily bread by teaching, he/she should develop the art of explaining. Behind an easy to follow explanation is one's ability to define clearly and understand the aim, the purpose and the core of what you are trying to explain. The next concern is to suit the language to the learners' level, taking care to use simple language to define new terms and to present the lesson in a less difficult manner, the known to the unknown and the concrete to the abstract and by making use of analogy, comparison, contrast, example, illustration, logic and causal relationship. Good delivery is as important as judicious planning, organizing the sound methodology. One must be enthusiastic, pleasant, patient, sincere, poised and mentally alert. A wellmodulated voice, capable of intonation, inflections and speaking techniques can help bring about a clear discussion.

Coping Strategies for Stress
The teaching profession is a stressful career that affects the actions, decision-making, and general job satisfaction of those engaged in it. McGrath et al. (1989) posit that the results of previous studies show that among elementary teachers, those coping effectively with stress prefer to use active methods rather than passive. On the other hand, those elementary teachers who burnout from stress often can no longer be involved in enjoyable activities, and moreover have their own anger at this very situation compound the distress. Furthermore, teachers who work in low-stress environments engage in more extensive activities than those in a stressful atmosphere. Emphasis, therefore, on the teachers' internal locus of control was recommended in order to help in reducing the negative effects of stress (McGrath, et al., 1989). Teachers' stress can be better managed through school rules and administrative support, and a strong team approach by members of staff towards the development of well-rounded students.

Summary
The related literature and studies discussed in this chapter serves as the foundation for the analysis of the data gathered for the current research.
These studies reviewed made clear the definition of job stress, the stress among teachers, the teachers' performance, position and job stress, and the educational attainment job stress, factors that affect effective teaching and teachers at work.
Job stress is already a part of our life. It is necessary for us to function well in our chosen profession, but when the amount of stress will exceed beyond our coping capabilities, adaptation requires a major effort that may produce psychological and physiological response that may result to health problem, bad relationship with other family member, burnout and most of all may lead to poor performance, if not well-managed totally.
In conclusion, we can say that job stress can either have a negative or positive effect in our life and performance as a person. It depends on us on how to deal with it.

CHAPTER III METHODOLOGY
This chapter presents the Research Design, Respondents of the Study, Research Instrument, Validity and Reliability of the Research Instrument, Data-Gathering Procedure, Data-Processing Procedure, and the Statistical Tools Used.

Research Design
The descriptive research method was used in this study. This research design was best fitted to the study because it went beyond the description of the problem or situation. It attempted to explain the possible factors related to the problems that were observed in descriptive study. The factors related to the study however, need not be viewed as real causes of the problem but factors associated with or contribute to the occurrence of the problem (David, 2002).

Respondents of the Study
The respondents of the study were the randomly selected thirty (30) faculty of Iloilo state College of Fisheries-San Enrique Campus who are presently teaching in the said school, during the Academic Year 2021-2022. The respondents were classified as to sex, educational attainment, position, and length of service.

Sampling Technique
In order to determine the sample of the study, probability sampling was utilized using simple random sampling technique. In this sampling method, each member of the population has an exactly equal chance of being to be selected (Lauren Thomas 2020).

Research Instrument
Data needed for this study were gathered through the researcher-adopted questionnaire which was duly validated by the panel of validators who are experts in the field of research.
The questionnaire was composed of four parts. Part 1 focused on the respondent's personal data, Part II focused on the questionnaire proper intended to determine the level of job stress of the respondents.
Part III focuses to determine the teaching performance of the respondents which consist of 20 questions Part IV focused questionnaire on coping strategies of the respondents which consist of 13 questions.
The five-point Likert scale was used in this study. The respondents were asked to check the column that corresponds to their answer as indicated in the descriptive scale with the corresponding weight.

Validity of the Research Instrument
Prior to the determination of the validity of the research instrument adopted by the researcher, the questionnaire was duly validated by the panel of validators who are experts in the field of research.
Validity refers to the appropriateness, meaningfulness, correctness and usefulness of inferences that a researcher makes. In a content-related evidence of validity, the content and format must be consistent with the definition of variables and sample of the subject to be measured and is also helpful in validating the items in questionnaire (Fraenkel & Warren, 2007).

Reliability of the Questionnaire
Reliability is referred to the stability of findings, whereas validity is represented by the truthfulness of findings (Altheide & Johnson, 1994). Without assessing reliability and validity of the research, it will be difficult to describe for the effects of measurement errors on theoretical relationships that are being measured (Forza, 2002). By using various types of methods to collect data for obtaining true information.

Data Gathering Procedure
Permission to conduct the study was secured from the Adviser and Campus Administrator of the Iloilo State College of Fisheries-San Enrique Campus. Permits from the individual respondents were obtained to allow the researcher to conduct the study. The researcher personally distributed to the respondents during the approved schedule to conduct the study. The researcher guided the respondents in answering the questionnaires. Duly filled-up questionnaires were retrieved from the respondents. The data gathered were processed and analyzed using the appropriate statistical tools.

Data Processing Procedure
The following statistical tools were used in analyzing the data gathered: Mean. The mean was used to determine the level of job stress, teaching performance and coping strategies of the Iloilo state College of Fisheries-San Enrique Campus faculty amidst Covid-19 pandemic. The formula for mean is: x = Σx Where: x = mean Σ = summation x = observations n = number of sample observations t-test. The t-test was used to determine whether significant differences exists in the level of job stress, teaching performance and coping strategies when classified as to sex. ANOVA. This statistical tool was used in determining whether significant differences exists in the level of job stress, teaching performance and coping strategies when classified as to educational attainment, position and length of service.

CHAPTER IV PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the findings, analysis and interpretation of the gathered data. Generally, this study aimed to determine the level of job stress, coping strategies and teaching performance of ISCOF-SEC faculty when taken as an entire group and when classified as to sex, educational attainment, position, and length of service during the Academic Year 2021-2022.
Specifically, it aimed to find out the level of job stress, coping strategies and teaching performance of the respondent when classified as to sex, educational attainment, position, and length of service amidst COVID-19 pandemic.
This study also aimed to ascertain if significant differences exist in the level of job stress, coping strategies and teaching performance of ISCOF-SEC faculty when classified as to sex, educational attainment, position, and length of service of the faculty of Iloilo State College of Fisheries-San Enrique Campus. The Level of Job Stress of ISCOF-SEC Faculty when taken as an entire group and when classified as to Sex, Educational Attainment, Position and Length of Service. Table 2 shows the level of job stress of ISCOF-SEC faculty when classified as to sex, educational attainment, position and length of service. Entire Group. The data showed that the level of job stress of the respondents when taken as an entire group was "very low" with a mean of 1.61. This result implied that the ISCOF-SEC faculty were already comfortable and satisfied with their job. Sex. The result showed that both male and female respondent of ISCOF-SEC faculty have "very low" level of job stress as shown with the mean score of 1.59 and 1.62 respectively. This implies that in terms of sex both male and female ISCOF-SEC faculty where capable enough in learning processes amidst COVID-19 pandemic. Educational Attainment. The data revealed that when respondents were classified as to educational attainment, ISCOF-SEC faculty with units in MA, master's degree and doctorate degree have "very low" level of job stress with a mean of 1.25, 1.61 and 1.53 respectively. In with units in Doctorate, it was "low" as shown with a mean score of 2.01. This means that the higher the attainment, it goes with the level of job stress due to their functions. According to Bargasa, as cited by Bajade et al. (2017), a higher degree after Baccalaureate gives an individual a better preparation and better theoretical training to cope successfully with the daily work in school, home and community. Position. The result showed that when the respondents were classified as to position, the ISCOF-SEC faculty who are Instructor I, II and III, Assistant Professor I and IV, Associate Professor IV and V have "very low" level of job stress, with a mean score of 1.71, 1.43, 1.29,1.47, 1.48,1.38, 1.77 respectively. On the other hand, Assistant Professor II and Associate Professor III have "low" job stress with a mean of 2.28 and 2.10 respectively. Length of Service. The result showed that when the respondents were classified as to length of service, the ISCOF-SEC faculty have "Very low" job stress with indicated mean score of 1.60 (below 5 years), 1.51 (6-10 years), 1.41 (11-15 years) and 1. 79 (16 years beyond) respectively.

The Teaching Performance of ISCOF-SEC Faculty When taken as entire group and when Classified as to Sex, Educational Attainment, Position and Length of Service
The teaching performance of ISCOF-SEC faculty when classified as to sex, educational attainment, position, and length of service is presented in table 3. Entire Group. The data showed that the teaching performance of the respondents when taken as an entire group was "outstanding" as indicated by the mean of 4.54. This result implied that the ISCOF-SEC faculty were already comfortable and satisfied with their job in terms of teaching performance. Sex. The data showed that both male and female faculty were "outstanding" in teaching performance amidst COVID-19 pandemic with a mean score of 4.49 and 4.50 respectively. Educational Attainment. The data showed that when respondents were classified as to educational attainment they were "outstanding" with an indicated mean score of 4.90, 4.57, 4.58, 4.49 respectively. This means that the higher an educational attainment, the better is the teaching performance. Position. The data showed that when respondents were classified as to position they were "outstanding" with the following mean score of 4.52, 4.90, 4.70, 4.33, 4.60, 4.77 and 4.90. Length of Service. When classified as to length of service, the result showed that the faculty have "outstanding" teaching performance with a mean scores of 4.46 (below 5 years), 4.41 (6-10 years), 4.78 (11-15 years) and 4.53 (16 years and beyond).  Table 4. Shows the mean result on the coping strategies of ISCOF-SEC faculty when classified as to sex, educational attainment, position and length of service. Entire Group. The data showed that the coping strategies of the respondents when taken as an entire group were "average" as indicated by the mean of 3.36. Sex. The data showed that male respondents have "high" coping strategies with a mean score of 3.49. On the other hand, the female respondent have "average" with a mean score of 3.27. Educational Attainment. The data showed that when classified as to educational attainment the respondents with units in MA and Doctorate Degree were "average" in coping strategies with an indicated mean score of 3.31 and 3.28 respectively. While those with Master's Degree and with units in Doctorate have "high" result with mean score of 3.44 and 3.46. Position. The data showed that when classified as to position, the respondent Instructor 1,II, III, Assistant Professor II and IV have "average" with mean scores of 3.47, 3.42, 3.69, 3.54 and 3.58 respectively. On the other hand, the Assistant Professor I, Associate Professor III, IV and V have" average "coping strategies with mean scores of 3.28, 3.31, 3.08 and 3.02. Length of Service. When classified as to length of service, the result showed that the faculty below 5 years in service have "high" coping strategies with a mean score 3.46. On the other hand, those with 6-10 The data revealed that there is no significant difference in the level of job stress among faculty when classified as to sex, (28)= .214, p(.832) >.05.
In this regard, the null hypothesis that there is no significant differences on the level of job stress of the ISCOF-SEC faculty amidst Covid-19 pandemic when classified as to sex was not rejected.

Difference in the Level of Job Stress of the ISCOF-SEC Faculty Amidst COVID-19 Pandemic when Classified as to Educational Attainment, Position and Length of Service
ANOVA results showed the difference in the level of job stress of ISCOF-SEC faculty when classified as to educational attainment, position and length of service is presented in table 5b. Educational Attainment. The data revealed that there is no significant difference in the level of job stress among the faculty amidst covid-19 pandemic when classified as to educational attainment F(3,26)= 2.146, p(119) >.05. Therefore, the null hypothesis which states that there is no significant difference on the level of job stress of the ISCOF-SEC faculty amidst COVID-19 pandemic when classified as to educational attainment was not rejected. Position. The data revealed that there is no significant difference in the level of job stress of ISCOF-SEC faculty when classified as to position F, (8,21)=2.042,(0.91)>0.05.
Thus, the null hypothesis which states that there is no significant differences on the level of job stress of the ISCOF-SEC faculty amidst COVID-19 pandemic when classified as to educational attainment was not rejected. Length of service. The data revealed that there were no significant difference in the level of job stress of ISCOF-SEC Faculty when classified as to length of service F, (3,26)=1.37,P (.275) >0.05. Therefore, the null hypothesis which states that there is no significant difference in the level of job stress of the ISCOF-SEC faculty amidst COVID-19 pandemic when classified as to length of service was not rejected.

Difference in the Teaching Performance of the ISCOF-SEC Faculty amidst COVID-19 Pandemic when Classified as to Sex
The t-test results showed the difference in the teaching performance of ISCOF-SEC faculty when classified as to sex is presented in table 6a.
The data revealed that there is no significant difference on the teaching performance amidst covid-19 pandemic when classified as to sex t(28)=.597, P (.555)>0.05.
Hence, the null hypothesis which states that no significant difference in the teaching performance of the ISCOF-SEC faculty amidst COVID-19 pandemic when classified as to sex was not rejected. ANOVA results showing the difference on the teaching performance of ISCOF-SEC faculty when classified as to educational attainment, position and length of service is presented in table 6b. Educational Attainment. The data revealed that there is no significant difference in the teaching performance of ISCOF-SEC faculty amidst covid-19 pandemic when classified as to educational attainment F(3,26)= .346, P(.792) >0.05.
In this regard, the null hypothesis which states that there is no significant differences in the teaching performance of ISCOF-SEC faculty amidst COVID-19 pandemic when classified as to educational attainment was not rejected. Position. The data revealed that there is no significant difference in the teaching performance of ISCOF-SEC faculty amidst covid-19 pandemic when classified as to position F(8,21)= .736 P(.660) >0.05. Therefore, the null hypothesis which states that there is no significant differences in the teaching performance of the ISCOF-SEC faculty amidst COVID-19 pandemic when classified as to position was not rejected. Length of service. The data revealed that there is no significant difference in the teaching performance ISCOF-SEC faculty when classified as to length of service F (3,26) =1.038, P (.392) >0.05.
Thus, the null hypothesis which states that there is no significant difference in the level of job stress of the ISCOF-SEC faculty amidst COVID-19 pandemic when classified as to length of service was not rejected.

Difference in the Coping Strategies of the ISCOF-SEC Faculty amidst COVID-19 Pandemic when Classified as to Sex
The t-test results showed the difference in the coping strategies of ISCOF-SEC faculty when classified as to sex is presented in table 7a.
The data revealed that there is no significant difference on coping strategies amidst COVID-19 pandemic when classified as to sex t (28) =1.60,P(.108)>0.05.
The null hypothesis which states that there is no significant difference in the coping strategies of the ISCOF-SEC faculty amidst COVID-19 pandemic when classified as to sex was not rejected.

Difference in the Coping Strategies of the ISCOF-SEC Faculty amidst COVID-19 Pandemic when Classified as to Educational Attainment, Position and Length of Service
The ANOVA results showed the difference on the coping strategies of ISCOF-SEC faculty when classified as to educational attainment, position and length of service is presented in table 7b. Educational Attainment. The data revealed that there is no significant difference in the coping strategies of ISCOF-SEC faculty amidst COVID -19 pandemic when classified as to educational attainment F(3,26)= .433, P(.731) >0.05.
In this regard, the null hypothesis which states that there is no significant differences in the coping strategies of ISCOF-SEC faculty amidst COVID-19 pandemic when classified as to educational attainment was not rejected. Position. The data revealed that there is no significant difference in the coping strategies of ISCOF-SEC faculty amidst COVID-19 pandemic when classified as to position F(8,21)= 1.326 P(.284) >0.05.
Thus, the null hypothesis which states that there is no significant difference in the coping strategies of the ISCOF-SEC faculty amidst COVID-19 pandemic when classified as to position was not rejected. Length of service. The data revealed that there is no significant differences on the coping strategies ISCOF-SEC Faculty when classified as to length of service F (3,26) =.230, P (.875) >0.05.
In this regard, the null hypothesis which states that there is no significant difference in the coping strategies of the ISCOF-SEC faculty amidst COVID-19 pandemic when classified as to length of service was not rejected.

CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary, findings, conclusions and recommendations.

Summary
This descriptive study was conducted to find out the level of job stress, coping strategies and teaching performance of ISCOF-SEC Faculty amidst COVID-19 pandemic. It further sought to determine if significant differences existed in the level of job stress, coping strategies and teaching performance of ISCOF-SEC Faculty when classified as to sex, educational attainment, position and length of service.
The respondents were the thirty (30) randomly selected faculty of the Iloilo State College of Fisheries-San Enrique Campus.
A duly validated researcher-made questionnaire was utilized in determining the level of job stress, coping strategies and the teaching performance of ISCOF-SEC Faculty amidst COVID-19 pandemic.
The data gathered were analyzed using the mean, t-test and ANOVA.

FINDINGS
1. The ISCOF-SEC faculty were very low in the level of job stress when taken as an entire group and when classified as to sex. When classified as to educational attainment, ISCOF-SEC faculty with units in MA, master's degree and doctorate degree were "very low" in the level of job stress. While with units in Doctorate, they got "low" in the level of job stress amidst COVID-19 pandemic. When classified as to Position, the ISCOF-SEC faculty who are Instructor I, II and III, Assistant Professor I and IV, Associate Professor IV and V were "very low" in the level of job stress. On the other hand, Assistant Professor II and Associate Professor III were "low" job stress amidst COVID-19 pandemic. In terms of length of service ISCOF-SEC faculty were "Very low" in level of job stress.
2. The respondents had an average level of coping strategies when taken as an entire group. In terms of sex, male respondent of ISCOF-SEC Faculty were with "High" coping strategies. On the other hand, the female respondents were "average" in coping strategies. When classified as to educational attainment, the respondents with units in MA and Doctorate Degree were "average" while in Master's Degree and with units in Doctorate were "High" on the level of coping strategies.
When classified as to position the respondent Instructor I, II, III, Assistant Professor II and IV were "average", while Assistant Professor I, Associate Professor III, IV and V were" average" in their level of coping strategies.
When classified as to length of service, the result showed that the ISCOF-SEC faculty below 5 years were "High", while in 6-10 years, 11-15 years, 16 years and beyond were" average" level in coping strategies.
3. There were no significant differences on the level of Job stress amidst covid-19 pandemic when classified as to sex. In this regard, the null hypothesis that no significant differences on the level of job stress of the ISCOF-SEC faculty amidst Covid-19 pandemic when classified as to sex was not rejected. 4. There were no significant differences on the level of Job stress amidst covid-19 pandemic when classified as to educational attainment. In this regard, the null hypothesis which states that no significant differences on the level of job stress of the ISCOF-SEC faculty amidst COVID-19 pandemic when classified as to educational attainment was not rejected.
5. There were no significant differences on the teaching performance amidst covid-19 pandemic when classified as to sex. The null hypothesis which states that no significant differences on the teaching performance of the ISCOF-SEC faculty amidst COVID-19 pandemic when classified as to sex was not rejected.
6. There were no significant differences on teaching performance amidst covid-19 pandemic when classified as to educational attainment, position and length of service. In this regard, the null hypothesis which states that no significant difference on the teaching performance of the ISCOF-SEC faculty amidst COVID-19 pandemic when classified as to educational attainment, position and length of service was not rejected.
7. There were no significant differences on coping strategies amidst covid-19 pandemic when classified as to sex. The null hypothesis which states that no significant differences on the coping strategies of the ISCOF-SEC faculty amidst COVID-19 pandemic when classified as to sex was not rejected.
8. There were no significant differences on Coping Strategies amidst covid-19 pandemic when classified as to educational attainment, position and length of service. In this regard, the null hypothesis which states that no significant difference on the Coping Strategies of the ISCOF-SEC faculty amidst COVID-19 pandemic when classified as to educational attainment, position and length of service was not rejected.

CONCLUSIONS
In view of the results and findings, the following conclusions were made: 1. In terms of sex, male respondent of ISCOF-SEC Faculty were "High" level of coping strategies than female.
2. When classified as to educational attainment, ISCOF-SEC faculty with units in MA, master's degree and doctorate degree holder have "very low" level of job stress.
3. The level of job stress of the ISCOF-SEC faculty amidst Covid-19 pandemic does not vary according to their sex. 4. The teaching performance of the ISCOF-SEC faculty amidst COVID-19 pandemic does not vary according to their sex. 5. The teaching performance of the ISCOF-SEC faculty amidst COVID-19 pandemic does not vary according to their educational attainment, position and length of service.
6. In terms of length of service ISCOF-SEC faculty were "Very low" in level of job stress. 7. When classified as to educational attainment the respondent with Master's Degree and with units in Doctorate were "High" level of coping strategies.
8. When classified as to position the respondent Instructor 1,II, III, Assistant Professor II and IV, Assistant Professor I, Associate Professor III, IV and V had the same level of coping strategies which is Average. 9. The teaching performance of the ISCOF-SEC faculty amidst COVID-19 pandemic does not vary according to their sex. In connection with this, I would like to ask permission from your good office to allow me to conduct my study to your faculty as my respondents.
Your favorable response and cooperation is highly appreciated. In connection with this, I would like to ask for your help to provide me the necessary data for my study. Please feel free to answer the questionnaires. Rest assured that the information you shared shall be kept strictly confidential.
Your favorable response and cooperation is highly appreciated. The following statements are meant to determine your level of job stress as faculty of Iloilo State College of Fisheries-San Enrique Campus. There are no correct or wrong answers here. The answers you give will be held with utmost confidentiality. You might or not have experienced the following situation, but for the purpose of this study you are requested to indicate your honest assessment of yourself by putting a checkmark in the space provided using the following: Scale for the response: "5" Always "4" Very Often "3" Often "2" Seldom -Indicates that the statement somewhat applies to you -Indicates that the statement frequently applies to you -Indicates that the statement very frequently applies to you -Indicates that the statement always applies to you