School Climate, Work Stress, Motivation, And Performance of Higher Education Instructors: A Causal Model

This study investigates the complex interplay between school climate, work stress, motivation, and teacher performance in higher education institutions within Tangub City. Grounded in both international literature and local observations, it emphasizes how teacher morale and effectiveness are influenced by environmental, psychological, and organizational factors. Motivated by firsthand insights from teachers experiencing high stress and declining motivation, the research aims to develop a causal model that clarifies these interactions and informs targeted interventions to improve teacher well-being and institutional outcomes. This study developed a causal model of teachers' performance by examining the relationships between school climate, work stress, and motivation among teaching personnel at Tangub City General College (TCGC) and Northwestern Mindanao State College of Science and Technology (NMSCST). A descriptive-correlational design was used, and survey questionnaires were used to assess school climate, work stress, teacher motivation, and teacher performance. Structural equation modeling explored the relationships between variables, highlighting areas for improvement in conflict tolerance, scheduling flexibility, and recognition systems within the work environment. Results indicated that task distribution and communication issues significantly contributed to work stress, while psychological needs and professional development opportunities influenced motivation. Teachers generally performed well in creating supportive learning environments, although proficiency in technology use and instructional strategies was lower. The causal model revealed that psychological needs mediated the relationship between work stress, motivation, and performance, with Model 3 providing the best fit. The study underscores the importance of addressing extrinsic and intrinsic factors to enhance teacher effectiveness. Recommendations for policymakers and educational institutions include improving scheduling flexibility, workload distribution, professional development, and recognition systems to foster a supportive work environment and meet teachers' psychological needs. The study sample included 228 instructors selected through proportionate stratified random sampling to ensure representation across all strata.