Interplay of Job Satisfaction, Work Stress, and Bullying Tendencies among Basic Education Teachers in Private Schools

This study examined the interplay of job satisfaction and work-related stress in relation to bullying tendencies among private school teachers in Midsayap, North Cotabato. Using a descriptive-correlational research design, stratified random sampling was employed to select 125 full-time teachers. Job satisfaction, work-related stress, and bullying tendencies were measured using the Minnesota Satisfaction Questionnaire (MSQ), the Teacher Stress Inventory (TSI), and a Workplace Bullying Tendencies Scale, respectively. Results indicated generally high job satisfaction, moderately high work-related stress, and very low levels of bullying tendencies. Correlational analysis revealed a significant positive relationship between work-related stress and bullying tendencies, suggesting that higher stress levels were associated with an increased likelihood of bullying behaviors. In contrast, no significant relationship was found between job satisfaction and bullying tendencies. Regression analysis further confirmed that work-related stress was a significant predictor of bullying tendencies, whereas job satisfaction did not exert a significant influence. These findings highlight the central role of stress in shaping negative workplace behaviors and underscore the importance of implementing stress-reduction initiatives, psychosocial support, and wellness programs. For school administrators, the results emphasize the need to prioritize teacher mental health through targeted interventions to foster healthier, more supportive school environments.