Exploring Connection of Occupational Stress to Severance Intention: Evidence from Public-School Teachers in Cebu City, Philippines

Abstract

Occupational stress has become a growing concern in the teaching profession, particularly in public-school settings where educators face increasing demands and limited resources. This study examined the relationship between occupational stress and intention to sever among public school teachers in Cebu City, Philippines. Using a quantitative descriptive-correlational research design, data were collected from licensed public-school teachers through a structured survey questionnaire measuring five domains of occupational stress: workload, role conflict, administrative support, classroom management, and work–life imbalance, along with severance intention. Descriptive results revealed that teachers generally agreed that all five domains contributed to their occupational stress, with administrative support, classroom management, and workload showing relatively higher mean scores. Spearman’s rank-order correlation analysis indicated that workload (ρ = .306, p < .001), role conflict (ρ = .353, p < .001), and work–life imbalance (ρ = .347, p < .001) were positively and significantly associated with severance intention, while administrative support (ρ = −.294, p < .001) was negatively and significantly related to severance intention. Classroom management was not significantly associated with severance intention (ρ = .140, p = .088). The findings suggest that organizational and psychosocial stressors play a significant role in shaping teachers’ intentions to leave the profession, whereas perceived administrative support serves as a protective factor. To inform policy and intervention strategies, it is essential to translate these findings into actionable recommendations for school administrators and policymakers to improve teacher retention and well-being in the public school system.