Digital Object Identifier
10.18870/hlrc.v16i1.1884
ORCID
Rico D. De Asis, https://orcid.org/0009-0005-7409-7188
Abstract
Objectives: This study examines how multiple stress dimensions (levels, sources, effects, and coping mechanisms) relate to teaching performance in resource-constrained Southeast Asian public higher education, addressing the geographic concentration of faculty stress research in Western contexts.
Methods: Using multiple regression analysis with 80 permanent faculty members across three campuses of a state university system, I assessed relationships between stress factors and teaching performance. The study employed validated stress assessment instruments examining stress levels, sources (student, teacher, environment, work-related), effects (self, family, work), and coping mechanisms.
Results: Self effects of stress demonstrated the strongest negative relationship with teaching performance (R² = .125, p = .001), exceeding stress sources (all R² < .015). Work effects showed small-to-moderate associations (R² = .052, p = .043) and family effects showed small associations (R² = .038, p = .082). Stress coping mechanisms showed no significant relationship with performance (p = .791). Civil status emerged as the strongest demographic predictor of stress (R² = .108, p < .001), while educational attainment was the strongest predictor of performance (R² = .077, p = .013).
Conclusions: Faculty maintain high teaching performance (81.25% very satisfactory or higher), despite moderate stress levels, revealing a stress–performance paradox in which accumulated stress symptoms, rather than stressor exposure, are associated with performance deterioration. Coping mechanisms serve protective rather than enhancement functions under structurally embedded institutional stressors.
Implications: Findings advance theoretical understanding by demonstrating differential impacts across stress dimensions and contribute empirical evidence from an under-researched geographic context. Findings suggest institutional interventions should prioritize wellness programs and workload management over individual coping strategies, with implications for faculty adaptation in resource-limited developing regions globally.
Recommended Citation
De Asis, R. D.
(2026).
Maintaining Excellence Under Pressure: The Stress–Performance Paradox in a Multi-Campus State University System.
Higher Learning Research Communications, 16 (1).
DOI:10.18870/hlrc.v16i1.1884
Included in
Educational Leadership Commons, Other Social and Behavioral Sciences Commons, Psychology Commons, Sociology Commons
