Influence of Funding Practices and Workplace Conditions on Stress among Early Childhood Educators: A Diagnostic Research Design

Abstract

This study examined the influence of funding practices and workplace conditions on stress among early childhood educators using a diagnostic research design. The respondents were 171 teachers handling Kindergarten to Grade 3 learners in San Roque District, Division of Davao City, during the school year 2025–2026. Data were gathered through adapted survey questionnaires measuring funding practices, workplace conditions and stress levels among early childhood educators. Descriptive statistics, Pearson product–moment correlation and multiple linear regression were used to analyse the data. Results showed that funding practices were rated high overall, with government support rated very high and non-governmental organisation and community support rated high. Workplace conditions were also rated high, while stress among early childhood educators was rated low. Correlation analysis revealed a significant, moderately high negative relationship between funding practices and stress, indicating that better funding practices were associated with lower stress levels. Workplace conditions showed a weak positive relationship with stress, but this relationship was not statistically significant at the bivariate level. Regression analysis showed that funding practices and workplace conditions jointly explained 47.2% of the variance in stress. Funding practices had a significant negative influence on stress, while workplace conditions showed a significant positive influence in the regression model. The findings suggest that funding practices are important in understanding stress reduction among early childhood educators, while the role of workplace conditions requires further investigation.