Emotional Stress and Instructional Quality among Elementary School Teachers of Getafe 1 District: Basis for an Action Plan

Abstract

This study examined the emotional stress and instructional quality of elementary school teachers in the Getafe I District and explored the relationship between these variables using survey questionnaires and Individual Performance Commitment and Review Form (IPCRF) ratings. Findings emphasized the importance of teachers’ profiles—such as age, gender, educational attainment, financial status, and assigned responsibilities—as these may influence both stress experiences and instructional performance. Most teachers are young, predominantly female, and manage multiple responsibilities while pursuing professional growth. Despite these demands, teachers generally experience low levels of emotional stress, although moderate exhaustion was observed. Among the stress domains, exhaustion ranked the highest (mean = 2.25, SD = 0.61), followed by psychological distress (mean = 1.93, SD = 0.39), emotional impairment (mean = 1.92, SD = 0.36), mental distance (mean = 1.90, SD = 0.57), and cognitive impairment (mean = 1.89, SD = 0.42), while psychosomatic complaints had the lowest mean (1.75, SD = 0.50). Instructional quality remained consistently high, with 99.06% of teachers receiving a Very Satisfactory rating and only 0.94% achieving an Outstanding rating. The results showed that workload, educational attainment, and financial status significantly influence both emotional stress and instructional quality, while age and gender do not. Notably, emotional stress has no significant relationship with instructional quality, indicating that teachers can maintain effective teaching despite stress. Overall, the study highlights teachers’ resilience and recommends that school administrators implement targeted support programs focusing on workload management, professional development, and wellness initiatives to sustain teacher well-being and instructional quality.