World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue VI (June 2026), pp.221-232
Riedgbelle Jhecz N. Maglaqui
Faculty Member, STI College Kalibo
ORCID: 0009-0003-1411-7357
ABSTRACT
Mental stress is increasingly recognized as a critical psychosocial hazard in academic institutions, with potential consequences for both employee well-being and organizational performance. This study examined the influence of perceived mental stress on the job performance of personnel at STI College Kalibo, Aklan, Philippines, during the Academic Year 2025–2026, with the end goal of proposing a Comprehensive Well-Being Program. Employing a descriptive-correlational research design, the study involved 44 personnel selected through stratified random sampling. Data was gathered using a researcher-made, expert-validated questionnaire assessing mental stress across three dimensions: general, work-related, and interpersonal stress and job performance across task and contextual dimensions as rated by immediate supervisors. Findings revealed that all three stress dimensions were rated High with emotional exhaustion and miscommunication identified as the most prominent stressors. Despite elevated stress levels, both task performance and contextual performance were rated Satisfactory by supervisors, reflecting a pattern consistent with the "performing-while-burning-out" phenomenon. Among demographic variables, civil status was the sole significant differentiator, while age, sex, job position, and length of service yielded no significant differences. Pearson correlation analysis revealed a non-significant relationship between mental stress and job performance suggesting that existing institutional resources may be temporarily buffering performance from stress-induced deterioration. These findings underscore the need for a proactive, evidence-based Comprehensive Well-Being Program to prevent progressive psychological resource depletion before it undermines long-term institutional effectiveness.
Keywords: mental stress, job performance, task performance, contextual performance, academic institution, well-being program
https://doi.org/10.65494/pinagpalapublishing.359
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