Chapter I

THE PROBLEM

Introduction

It is often said that laughter is the best medicine, and most of the people are applying this principle. People often hear this expression from different kinds of people especially when they are facing problems in their lives. Some are saying that laughter is a smile that has taken on life.
Laughter according to Oster (2009) is music of life. He believes that a patient with a well developed sense of humor had a better chance of recovery than a solid individual who seldom laugh. Sharing a chuckle is a reminder that although someone may be seriously ill, human beings are still more powerful than their disease and they can still have the power to overcome their illness. So even with laughter, it gives a person some much needed relief, increasing to store personal energy and developing the stress coping skills. And positive thinking builds resilience to stress and positive emotions strengthen the immune system.
Laughter could not only help the physical health of a person but it also can help him in coping stress. Laughter is considered as the most common and effective way in coping stress. Studies show that laughter can make a person young. It can avoid the aging effect of stress, help in being optimistic, and assist a person surpass his problems.
Nowadays, people are experiencing stress, and for those who can’t cope with it, sometimes it can lead to death. But, what is stress? How does it affect the mindset of the people especially to those who has professions? How do these people cope up with stress? Stress may be defined as a neutral physiological phenomenon which is part of a person’s daily life and work. More specifically, it is defined as a general adaptive syndrome or non-specific response that demands placed upon the human body. These demands could either stimulate or threaten the individual (Selye, 2000). One of the causes of stress is failure of what a person to do what he is supposed to do. Stress is commonly faced by busy people, and may affect the performance of an individual. Oftentimes, stress is caused by failure to achieve the task they had to perform because they could not focus well. According to Cliff (2002), high stress levels have been linked to depression, anxiety, cardiovascular disease, musculoskeletal problems, impaired immune response and cancer. On the other hand, stress is a good thing for it can energize and motivate a person to deal with challenges. But prolonged or excessive stress- the kind that overwhelms one’s ability to cope- can take a severe psychological and physical sickness too. Teachers are always experiencing stress because they have been given challenging responsibility to educate and mold young minds to become good citizen. With all these challenges, teachers are prone to anger and burnouts in the workplace. Teachers usually experience stress because of the negative thoughts not only for the students but also with their situation which greatly affect their teaching performance. The ability of teachers efficiently and effectively in their profession is affected to the detriment of their students’ welfare (Briton, 2003). Thus, teachers are often strict and unapproachable because of stress. Some of the teachers that were approachable and easy to be with are observed to be capable of handling. With those aforesaid concepts on stress, the researcher conducted this study in order to determine the effects of laughter to the stress coping mechanism of the teachers in Mindanao State University. This study also measured the effectiveness of laughter to the stress coping mechanism of these teachers and its corresponding benefits. The researcher believed that this study would be of great help to teachers not only in Mindanao State University but also to those who are facing stress in their own field.

Statement of the Problem The study sought to investigate the effects of laughter on the stress coping mechanism of teachers in Mindanao State University.
Specifically, the researcher sought answers to the following questions: 1. Which among these stressors have the greatest effect to teachers? 2.1. Home 2.2. School; and 2.3. Peers 2. What are the effects of laughter to the stress coping mechanism of the teachers? 3. Do male and female teachers differ in their ability to exercise laughter as their stress coping mechanism?

Scope and Delimitation: This study was delimited to the effects of laughter on the stress coping mechanism of the teachers in Mindanao State University. The researcher focused on the common stressors especially at home, school and peers. The study was delimited on the causes of stress of the teachers and the benefits of laughter as their way of improving their life. The respondents of this study were one hundred thirty- three (133) teachers of Mindanao State University selected through random sampling out of the total population of two hundred (200) teachers. Sixty-one (61) of them are male and seventy-two (72) of them are female.

Significance of the Study
This study was undertaken to determine the effects of laughter to the stress coping mechanism of the teachers. The findings of the study would be of help to the following:
The School Administrators. This would guide them in planning school activities that would lessen stressful feelings among teachers and students. It would also lead them to discover other device measures to minimize stress in schools. The Teachers. This would help them develop a higher level of awareness regarding with stress as it assists them to determine other ways on how to cope with stress, as well as help them in knowing the benefits of laughter as a stress coping mechanism. Upon knowing the ways in coping stress and the benefits of laughter to the stress coping mechanism of the teachers, it would encourage them to become optimistic in life. The Students. This would give them sufficient information that would help them find ways on how to deal with stress. It would also encourage them to use laughter as a stress coping mechanism and to look positively in their way of living. The Researcher. This would help her to identify the causes of stress and its effect to the life of a teacher. Upon knowing the effects of laughter as a stress coping mechanism, it would assist her on what to do and how to handle with problems that would cause stress. Moreover, this study would also give her information on the possible effects of laughter and its benefits to the physical, emotional, and social health.
Other Researcher. This study would give them information on the effects of laughter to the stress coping mechanism of the teachers. This would also give them understanding about the effects of laughter and the common stressors of the teachers that may help on the development of their study.
Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and studies which have bearing to the present study.

Related Literature

The Effects of Laughter

Sestina (2009) pointed out in the Pedagogy 2009 that laughter is still the best medicine when life or career can be stressful and difficult, sometimes it’s nice to sit back and laugh. She said that humor can be effective tool for dealing with job-related stress. It maintains a harmonious relationship with family, colleagues, as well as for the students. Laughter can be a good motivation for the people to bond and connect with each other. She further emphasized that humor is one of the secrets why she had good rapport with the students and it was justified with her consistent high teaching performance evaluations for the students. Thus, it motivates the students to keep attending to her class. Moreover, laughter motivates and captures the interests of the students in the learning process. Humor and playfulness are powerful tools which can help any teacher to accomplish his task well. If the teacher can keep students awake and maintain their interest during the boring hours, she belongs indeed to the rank of the best. As teachers, there is a need to laugh with our students but not laugh at them. But by all means, let’s not stop laughing at ourselves. Dayco (2009) stated that when a person speak seriously, say something funny. She added that laughter can relieve tension, soothe the pain of disappointment and strengthen the spirit for the formidable tasks that lie ahead. It is a powerful drug that can work miracles. One of man’s oldest and most accepted health beliefs is the therapeutic value of laughter that the art of medicine consists of amusing the patient while nature cures the disease. And most of the doctors today will acknowledge that happy patients generally respond more favorably to treatment than do cheerless and complaining ones. Additionally, Provine (2000) posited that laughter is a social response which dies out if it is isolated and captured, as well as induced or inhibited by one’s environment. This makes sense because people are more likely to laugh out loud when in a group than when alone. According to him/her, there are three basic theories why a person laughs. First, is the relief theory proposes that laughter works as a release valve to relieve tension. Second, is the superiority theory which says that people laugh because they feel in higher position, detached from an unfortunate situation. This apparently is the reason why people laugh at others. Thirdly, the incongruity theory, which suggests that people laugh when an actual event happens which contradicts one’s sense of what should have happened. While all of these theories are interesting and viable, they do not account for many of the other reasons that people might laugh. To others, people laugh when they’re nervous or frightened, for instance. This laughter is not so much a release of tension as an uncontrollably for no reason at all or laugh when what one really wanted to do is cry.
Provine (2000) further added that laughter is generally subdued during conversation. Speech will dominate and laughter serves as a phrase break creating a punctuation effect in language. Laughter therefore has a specific role in conversations and should not take place if is not necessary. Therefore, in authentic communication, humor in the classroom should only be on the right and proper situation. It shouldn't be used without preparation and clear objective. He also emphasized that females laugh more than male. Thus, females seem to enjoy more than the males when the humor are used in the classroom.
According to Chaudhuri (2001), laughter is a social phenomenon and it is so contagious. When one bears laughter; it releases this neurotransmitter into the brain then release certain chemicals into the body. He further added that the act of laughing reduces the production of certain hormones associated with stress which disrupt the balance of immune system. When one laughs, the body produces more gramma-interferon t-cells, or disease fighting cells.
Mandel (2010) also emphasized that laughter improves respiration, increases the number of immune cells, lowers blood pressure, and decreases the likelihood of the second heart attack. Studies also reveal that anticipating humor such as by going to see a comedy that has received rare reviews or by looking forward to reading the cartoon section of a newspaper or a funny e-mail-jump starts the immune system and lowers blood pressure. She also suggests that laughter can activate the instinct of a person. When a person relaxed, he can come up with positive solutions or at least process the grief within the much larger context of his life. The more laughter is practiced as a coping mechanism, the more adept the person becomes at reducing the inflammatory response of stress by quickly decompressing.
Moreover, Berk (2002) stated that these are some benefits of laughter. According to him, laughter can improve mental functioning and that laughter increases catecholamine levels in the body, which improves over-all mental functioning. The effects can have a direct impact on learning. Inducing laughter prior to and during coverage of a specific topic in class can prime students’ brains so they have increased alertness and memory. Another effect of laughter is it exercises and relaxes muscles. His description of the stages of laughter indicates, laughing creates a total body response that is clinically beneficial. A “belly” laugh can exercise chest and abdominal muscles and improve their tone, which can be particularly important for bedridden or wheelchair-bound people, or students who are held hostage in class hour after hour then must study on their posterior for interminable time periods. He also describes laughter as a form of jogging for the innards. With these effects of laughter, there are muscle relaxation effects throughout the body. Laughter can also improve respiration. Laughter exercises the lungs and the chest muscles, thereby conditioning the lungs, which improves respiration. Laughing can improve and help the normal breathing pattern as it increases ventilation, clears plugs and phlegmwards, and enhances the oxygen level. Laughter can also stimulate circulation. Laughter can also decrease stress hormones. When a person is stressed, his body goes sour. Since laughter is regarded as a type of stress, eustress, which is healthy stress, researchers have been able to quantify the effects of laughter on the neuroendocrine and stress hormones.

Holmes (2005) highlighted that laughter has a beneficial and healthy effect on the body’s immunity. He concluded that laughter is a eustress state which is now widely accepted. He further explained that after the exposure to humor the body will have natural killer cells increase in number and activity, strengthening immunity, the fight-or-flight distress response is suppressed in a reduction of stress hormones. The diaphragm will also receive an aerobic workout through laughter, increasing its ability to use oxygen. The effects of pain can be less pronounced as laughter offers a powerful distraction. One study saw patients being told one-liners after surgery and before painful medication were administered. Those exposed to humor perceived less pain than who were not given the chance to laugh. With laughter, the muscles involved in the act of laughing receive a workout; those not directly involved relax. Intellectual performance is boosted, particularly in the ability to retain information.
Humor and laughter strengthen a person’s immune system, boost his energy, diminish pain, and protect him from the damaging effects of stress. Best of all, this priceless medicine is fun, free, and easy to use. Laughter is a powerful antidote to stress, pain, and conflict. Nothing works faster or more dependably to bring one’s mind and body back into balance than a good laugh. Humor lightens one’s burdens, inspires hopes, connects a person to others, and keeps him grounded, focused, and alert. With so much power to heal and renew, the ability to laugh easily and frequently is a tremendous resource for surmounting problems, enhancing one’s relationships, and supporting both physical and emotional health. Laughter relaxes the whole body. It boosts the immune system, triggers the release of endorphins, protects the heart. Laughter also has mental health benefits. It adds joy and zest to life, eases anxiety and fear, relieves stress, improves mood and enhances resilience. Laughter also have social benefits. It strengthens relations, attracts others, enhances teamwork, helps defuse conflict and promotes group bonding. Humor helps a person keep a positive, optimistic outlook through difficult situations, disappointments, and loss. More than just a respite from sadness and pain, laughter gives courage and strength to find new sources of meaning and hope. Even in the most difficult of times, a laugh–or even simply a smile–can go a long way toward making you feel better. (http://www.helpguide.org).

Effects of Laughter to the Teachers

Although many adults remember at least one or two teachers from their school days they considered “funny” or “humorously entertaining”, organized that the use of humor approaches in the classroom is a relatively new concept in the field. While there have long been witty/funny teachers whose personalities has made them a hit with students, research-tested, curriculum based humor strategies have not been explored in great depth. As recently as the 1990s, the structured use of humor in elementary school and middle school classrooms was elusive at best, and flat out dissuaded by administrators at worst. During those early days of ‘failing schools’ hysteria, public attention to standardized test results and teacher accountability increased. One result of that trend was a general streamlining of teaching strategies. A teacher who might be working to infuse and support her curriculum and teaching style with humor, for instance, might be questioned about the legitimacy and time-effectiveness of such an approach. Due in large part to lingering skepticism and traditional perceptions on laughter in the classroom, teachers who endeavor to invigorate their lessons with structured use of humor may still have to account for their actions. Teachers who are familiar with the work and strategies of humor-in-the-classroom pioneers can make a valid argument for its inclusion (http://www.scientificjournals.org).

According to Burgess (2000) learning is more fun, more effective, and better connected when it involves humor in setting of classroom management and teaching strategies. His suggested that humorous conversation prompts and teacher’s responses to students’ questions vary in complexity. Regarding classroom management, he asserts that creating a humorous classroom actually works to reduce disciplinary issues before they arise. He says; “Laughter and humor will hold kids’ attention, thus helping them retain the information they’re learning. Humor also helps reduce tension… in the kids and the teacher. Laughter is a great stress reliever. It can make a school day seem shorter and your load lighter. It can help you cope with crisis, break monotony, and live longer.” The point is to make the classroom a little more warm and inviting, which results in a class-wide attitude better suited to learning and more apt to be effective (http://www.scientificjournals.org).
Moreover, laughter helps people forget about themselves, their problems, their fears and allows them to lose themselves momentarily. This momentary loss may be interpreted by some teachers as a loss of control, poor classroom management and therefore something to be avoided. However, humor as with all activities in the communicative language classroom, must be well prepared and have a specific objective.
One reason for using humor is that as a human trait it is a self-effacing behavior. It can allow the shy or timid student in your class to participate with the group. If it is used properly humor allows the student to feel a part of the class and possibly contribute without losing face, feeling exposed or vulnerable. This is of particular importance in a communicative classroom where the accent is on verbal authentic communication, participation and interaction. It's a way of reaching out to those students who are too afraid or nervous to attempt expressing themselves in their second language. Humor is as human and as authentic as the need to communicate. As with other facets of their lives it plays a major role in our every day social interaction. People should therefore not ignore it but instead make it part of their everyday classroom learning (Provine, 2000).
As stated earlier, Kristmanson (2000) stressed the importance of the affective environment in second language teaching. It can't be emphasized enough that students are more willing to participate and take risks in using their second language in a classroom that allows them to do so without fear of criticism and ridicule. It's important for the teacher to create a "positive atmosphere" for learning. Humor, by decreasing anxiety and stress can, contribute to this positive classroom, to class unity and learning.
According to Robin (2002), laughing can lead to urination. He stated that when laughing happens, the volume sensors in the atria fo the heart sense the increase blood volume and the reflexive reaction to this is for the brain to dilate the blood vessels in the kidneys, thus, processing more blood into extra-cellular fluid and urine so promoting urination. By urinating, the blood volume and hence blood pressure are reduced, bringing the body back to homeostatic condition appropriate to an inverted posture. Of course, one of the feet again, having urinated, the blood pressure and blood volume will then be momentarily low, and long term homeostasis in the upright posture can then be restored only by the intake of fluids.

Laughter as a Stress Coping Mechanism

Humor and Laughter should be used as coping mechanisms for stress, though it seems to only be used as an outlet for the emotion produced by humor or happiness. Do people laugh because they are happy, or are they happy because they laugh? Many times a humorous speaker can help people see the light in the darkness situations. Both of these are probably true, but people only exercise the former. Laughter is a fascinating phenomenon that works like a medicine. Although most drugs affect everyone differently, laughter is always the same. It exercises one’s entire body causing him to feel relaxed and pain free. And this is where a professional humorous speaker can help people improve their next meeting or event. The fact that laughter and humorous speaking is good for one's health should be quite evident. So why not laugh? When one laughs, it is like taking a drug, yet there is no such thing as an overdose or, "laughter toxicity," as humorous speaker, Dr. Madan Kataria says “Maybe people can now say a laugh a day keeps the doctor away." Dr. Kataria is a world authority on laughter and humorous speaking. There’s no doubt that laughter feels good, and that a humorous speaker can help, but is there real neurophysiology behind it and what can you do about it? In a paper being presented in an American Physiological Society session at Experimental Biology 2006, humorous speaker, Lee S. Berk of Loma Linda University, reported that there is no real science and psychophysiology, but just the anticipation of the “mirthful laughter” provided by humorous speakers involved in watching favorite funny movie has some very surprising and significant neuroendocrine/hormone effects (http://www.dougdvorak.com). Seaward (2006) stated that humor therapy or laughter integrates a little cognitive reappraisal, a little behavior modification, and a lot of fun. Employing laughter as a coping style involves a conscious effort to live life on the lighter side. Humor therapy does not try to eclipse the emotions associated with anger, fear, or sadness; it only attempts to neutralize them so that there is no balance to your emotional responses. To best apply the use of humor in life, take note of what sense of humor best identify with and see if it sharpens the edges a little.

Effects of Stress to the Teachers

Hulupi (2001) described how teachers are stressed because of low salary to make both ends meet. Other engaged in small business like food and drink stalls, work as motorcycle/taxi drivers. Some teachers complained that teacher’s welfare needs such as health insurance at pension plans and work conditions as well as career planning woefully inadequate earnings, teachers are not expected to perform professionally.
Furthermore, Delisio (2001) pointed out in her article in Education World 2001 that teachers are feeling more stress with more to do in less time. Combine those issues with handling more special needs: parental pressures and the weight of high-stakes resting and some educators are heading down the path of turn out.
Canda (2001) emphasized that nobody is completely free from stress and it does not have to be totally avoided. Stress can be extremely pleasant and unpleasant to the individual. It depends on one’s self concept and attitude towards coping with stress. Stress can be minimized or channeled for one’s growth and development through different strategies which may be adapted in order to lessen the amount of stress in one’s life. “Control stress before it controls you” was advertised by the Philippine Daily Inquirer (2000). To prevent stress from reading critical levels, there is a need to take immediate measure throughout the day. Certain techniques are temporary but when done on regular basis, they are very helpful to releasing stress before it has chance to unhealthy levels.

Related Studies

A study was conducted by Wolosin (2010) on “Personality and Social Psychology” resulting the similarities of female and, male in practicing laughter through cranking a joke. For males, groups containing a greater number of dyads that were cognitively similar with respect to their initial ranking of stimuli laughed more frequently than groups containing fewer cognitively similar dyads; for both sexes, cognitive similarity tended to be associated with a pleasant group atmosphere, fewer awkward silences, and a more relaxed style of interaction. Results suggest that laughter in informal groups is related to communication efficiency.

Another study on “The Stress Level and Teachers’ Teaching Performance” was conducted by Dalaten (2009). In his study, he found out that male teachers are highly stressed on unpleasant working environment and too much to do over a short period of time while on female teachers it was the lack of resources. He also identified the following to be sometimes as coping strategies among male teachers: making prioritized by listing things to be done in order of their performance, breaking bigger assignment into manageable to chunks and working on them one after the other starting with the difficult one, saying no to assignment that are impossible to accomplish in a short period of time, relaxing and resting after an exhaustive task, recognizing their own strength and weaknesses, thinking positively that everything will turn into out well according to their expectations, and having contented of who they are and by not comparing themselves to others, and having to exercise and pay games to change their mood, and turning to their hobbies during free time. On the other hand, the female teachers result to: always maintain self confidence and a high self-esteem. They often think positively that everything will turn out well according to their expectations, contented of they are and by not comparing their selves with others, giving help without expecting return, and being considerate and understanding of students differing characteristics and attitudes.

Another study was conducted by Lactotao (2006) about “Teachers’ Stressors: Their Relationship to Job Satisfaction and Teaching Performance of Elementary School Teachers”. In her study, she found out that teachers are moderately stressed by school factors and that teacher’s performance ranges from satisfactory to outstanding. However, her findings are different from that of Nobleza that the school stressors are not significantly related to the teachers teaching performance.
Moreover, Lozada (1996) as cited by Lactaotao (2006) emphasized that learners in the elementary, secondary, and tertiary level are not performing well in their job because they failed to cope with their daily needs, and the educational needs of their children. Thus, they are physically, mentally and emotionally exhausted which may affect their relationships towards their colleagues and superiors.
In addition, the result of the study conducted by Mrozek (2005) on “Teacher Stress” has shown that along with serviceman, social workers and linguists, teachers have surfaced at the start of the new millennium as the most afflicted with rising stress. Most alarming is that 30% of all novice teachers are leaving the profession. Annual teacher turnover is higher when compared with turnover of all other occupations. A report in June 2002 issue of the National Association of Secondary School Principles showed that annual turnover of professions other than teaching average eleven percent (11%) while annual turnover for the teaching profession was 15.7 percent. The report further stated that high turnover coupled with the demographic trend of increased secondary school enrollment has caused a severe shortage of secondary school teachers. With this findings, he summed up with this teachers’ stress poor classroom working conditions (small room, many students); lack of adequate instructional materials and teaching resources; lack of proper facilities within a school (heating/cooling, lighting, media facilities, noise, room structure); Job security – budget cuts mean teacher cuts; Decreased job mobility; Low salaries; Little opportunity for promotions; Annual incremental raises not in pace with cost of living; Interruptions during teaching time; Conflict between amount of time to teach and curriculum; Teachers roles: teacher, mother/father, coach, counselor; Heavy workload gives teachers no time to relax within a day; Teachers bring work home daily – no time to finish at work; High-Stakes Assessment Testing; Responsible to; Administration/Board Objectives & Policies; Responsible to the students, parents, school administration/board; Physical and Mental abuse by students. He also included in his study the effects of stress to the teachers. He summed up his findings and the Prolonged Unhealthy Stress Effects that he categorized into two. The first category was the physiological effects of stress. This physiological effects of stress includes Hair loss; Eating disorders; Tense, muscle ache and pain; Palpitations and chest discomfort; Fainting; Choking; Indigestion and nausea; Diarrhea and frequent urination; Tremors and twitching; Breathlessness and hyperventilating; Tension headaches. The second category was the cognitive, emotional and behavioral effects of stress which includes Lack of concentration/ability to think rationally; Easily distracted; Reduced memory; Increased errors; Organization & planning deteriorate; Tension increases; Change in personality; Irritable/Aggressive; Depression/Isolation; Reduced self-esteem; Speech problems; Less enthusiasm; Lower energy levels /Sleeplessness; Absenteeism; Burnout. In similar manner, Nobleza (2002) conducted a study on “Teachers Stressors and Students Disciplinary Problems” where she had correlated to the teachers’ performance in elementary schools. She also identifies that ineffective supervisory practices in improving quality teaching and inadequate support to teachers’ weaknesses in teaching are strongly agreed by the teachers as teachers’ school stressors. She also found out that teachers’ teaching performance is significantly related to the school stressors. Furthermore, administrative competence has significant influence on teachers’ competence.
The study about “Stress Coping Mechanism of Teachers in Lagao Alliance School” was conducted by Provido (2002). In her study, she found out that teachers sometimes used working during evening and weekends, talking colleagues, catching up with family during evening and weekends, talking colleagues, catching up with family during holidays, exercising, becoming more philosophical and having not worry, and developing priorities of school task. Often teachers utilized deciding on priorities, planning well ahead, and developing different styles of teaching and never that make compromises. Additionally, she identified the following some causes of stress among teachers: lack of students respect to teachers; not proportionate salaries and work land; conflict of responsibilities in school and at home; coping with innovation in education; tremendous work land; inability to cope with unreasonable parents. Often stress on student’s behavior and never on unclear administrative policies. The stress sometimes makes teachers to have lack of interest for teaching, impatient with students, moody and irritable class, less effective in the job, tardy, and disorganize in presenting their lesson. They never resort to absenteeism, refrain from participating to school activities, withdrawal syndrome, and inability to concentrate with their lesson. The forgoing studies are significantly related to the present investigation for they both deal on teachers’ stressors, coping mechanism and teacher performance and the interrelationship and difference among these variables. The present teacher gains much insight from the reviewed literature and studies on how to go about with study from the methodology to analysis and interpretation of the data to attain the objective of the study.
Dela Peña (2000) made a study on “The Sources of Stressors That Affects Their Job Performance in School from Among The Principals and Teachers”. The study revealed that slow decision making of administrators, lack of coordination among teachers, adherence to autonomy by administrators, poor communication flow, inadequate office equipment, inadequate instructional facilities, ineffective maintenance of school building and facilities, lack of campus sanitation and landscape and teachers poor attendance in meetings are among the many stressors as identified by them.

Null Hypothesis

Male and female teachers do not differ in their ability to exercise laughter as their stress coping mechanism.

Definition of Terms
For clearer understanding, the following terms were defined conceptually and operationally:
Laughter. Conceptually, this term refers to the involuntary movement of the muscles of the face, particularly of the lips, with a peculiar expression of the eyes, indicating merriment, satisfaction, or derision, and usually attended by a sonorous and interrupted expulsion of air from the lungs (http://www.brainyquote.com). In this study, this word refers to the stress coping mechanism of the teachers in Mindanao State University.
Stress. This pertains to the body's reaction to a change that requires a physical, mental or emotional adjustment or response. It can come from any situation or thought that makes you feel frustrated, angry, nervous, or anxious (http://dying.about.com). In this study, it pertains to the mental, emotional, and physical strain that is commonly faced by the teachers in MSU caused by overwork.
Stress Coping Mechanism. Conceptually, it pertains to any effort directed to stress management, including task-oriented and ego defense mechanisms, the factors that enable an individual to regain emotional equilibrium after a stressful experience (http://medical-dictionary.thefreedictionary.com). In this study, it pertains to the ways in which a teacher handles a minor or major stress.
Stressors. This term refers to a stimulus that causes stress (http://www.merriam-webster.com). In this study, stressors refer to the factors that contribute to the stress of the teachers especially at home, school, and with their peers that affects its performance
Home. This term pertains to the place where a person, family, or household lives (http://www.yourdictionary.com). In this study, home refers to the residence of the teacher where stress may also occur.
Peer. This term refers to one that is of equal standing with another: equal; especially , one belonging to the same societal group especially based on age, grade, or status (http://www.merriam-webster.com). In this study, in line with the teachers, peer attributed to their co-teachers, the faculties and staffs.
Teacher. This term refers to one who teaches or instructs; one whose business or occupation is to instruct others; an instructor; a tutor (http://www.brainyquote.com). In this study, teachers refer to the respondents of the study who are experiencing stress.
Mindanao State University. Operationally, this pertains to a university located at Fatima, Uhaw General Santos City where the study was conducted.

Chapter III

METHODOLOGY

This chapter presents the research methodology in the conduct of this inquiry. It deals about the researcher design, respondents of the study, the instruments to be used, and the procedure to be utilized in gathering of data, and the statistical treatment for data analysis.

Research Design This study used a descriptive-correlation method of investigation. This study focused on the common stressors of the teachers, the stress coping mechanisms and the effects of laughter as a stress coping mechanism of the teachers were identified. The common stressors of the teachers, their stress coping mechanisms and the effects of laughter to their stress coping mechanisms were also part of this investigation. Furthermore, the researcher determined whether laughter has an effect to the stress coping mechanism of the teachers.

Research Respondents The respondents of the study were randomly selected from the total population of two hundred (200). Using the Slovins’ formula, the researcher got one hundred thirty-three (133) selected teachers in Mindanao State University. Sixty-one (61) of them are male and seventy-two (72) of them are female. After the desired samples by sex were determined, the researcher used lottery technique to get the names of the chosen samples. For each gender, all the names of the teachers were placed in a box, and then the researcher picked the corresponding number of samples. The breakdown was given below:
Box 1
Distribution of Respondents according to Sex
N=133

Gender | Population | Number of Respondents | Female | 109 | 72 | Male | 91 | 61 | Total | 200 | 133 |

Data Gathering Procedure To facilitate the collection of data, these were the following steps undertaken. The researcher asked the school registrar for the total population of the teachers in Mindanao State University together with their names (see Appendix A). After which, the researcher conducted a questionnaire validation upon the direction of her adviser (see Appendix E). In effect, comments and suggestions from the validation were incorporated in editing the questionnaire. Subsequently, the researcher asked permission to the teachers to be her respondents of her study (see Appendix B). The researcher then explained the objective of the survey to the teachers and let them answer it.
Finally, the researcher collected the questionnaire as agreed by both parties. The data were then, categorized and tallied ready for the statistical analysis and interpretation (see Appendix G).

Research Instrument In this study, the researcher used a self-made questionnaire based on the results of related theories, literature and studies gathered from the previous researchers. The questions were designed to determine the common stressors of the teachers and the effects of laughter to the stress-coping mechanism of the teachers in Mindanao State University.
The questionnaire was divided into two parts. The first part consists of three sub-components which were composed of ten (10) questions each. The second part consisted of ten (10) questions. Part I, covered the common stressors of the teachers in terms of home, school, and peer. On this part, teachers were requested to supply the needed information about the common stressors of the teachers.
The Part II on the other hand covered the effects of laughter to the stress coping mechanism of the teachers. This part determined the benefits of laughter to the stress coping mechanism of the teachers.

Statistical Treatment To treat the gathered data, weighted mean and chi-square were used. To answer sub-problems 1 and 2, the researcher used the mean score, percentage and weighted mean.

The scale below indicated the rating scale to determine the common stressors of the teachers. Weighted Mean Interval | Verbal Interpretation | Description | 4.21 - 5.00 | Very stressful | Teacher encounters this level of stress and is observable 81 – 100% | 3.41 – 4.20 | Stressful | Teacher encounters this level of stress and is observable 61 – 80% | 3.41 – 4.20 | Moderate stressful | Teacher encounters this level of stress and is observable 41 – 60% | 1.81 – 2.80 | Less stressful | Teacher encounters this level of stress and is observable 21 – 40% | 1.00 – 1.80 | Least stressful | Teacher encounters this level of stress and is observable 1 – 20% |

The scale below shows the rating scale to determine the benefits of laughter as a stress coping mechanism of teachers. Weighted Mean Interval | Verbal Interpretation | Description | 4.21- 5.00 | Strongly Agree | Teacher had this intensity of emotion and is observable 81 – 100% | 3.41 – 4.20 | Agree | Teacher had this intensity of emotion and is observable 61 – 80% | 3.41 – 4.20 | Fairly Agree | Teacher had this intensity of emotion and is observable 41 – 60 % | 1.81 – 2.80 | Disagree | Teacher had this intensity of emotion and is observable 21 – 40% | 1.00 – 1.80 | Strongly Disagree | Teacher had this intensity of emotion and is observable 1 – 20% |
To answer sub-problem 3, chi-square was utilized to determine whether the male and female differ in their ability to exercise laughter as their stress coping mechanism.

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes and interprets the data gathered in this research study. The various results are presented in the succeeding tables with corresponding discussions and explanations. It also answers specific problems given in the previous chapter.

Common Stressors of MSU Teachers

Table 1 discusses the indicators of common stressors for teachers in Mindanao State University, General Santos City. The school stressors got the highest mean of 3.15 described as moderately stressful. Under this, the poor attendance and performance of students in class got the highest weighted mean of 3.41 which is reflected as stressful. It was followed by poor student participation and poor interest of school class activities with their respective weighted mean of 3.39, and 3.35. Moreover, lack of coordination among subordinates and slow in decision making got the lowest weighted mean of 2.81, and 2.87 reflected as moderately stressful. The peer stressors got the second highest mean of 2.84 reflected as moderately stressful. Under this, unfair practice of administrators and teachers’ discontentment towards administrator’s attitude in support to teachers’ activities in school which are the highest got the same weighted mean of 3.14 reflected as moderately stressful, followed by lack of coordination between and among the
Table 1
Weighted Mean Result on the Common Stressors of the Teachers

Indicators | WM | Description | A. A. Home stressors | 1. 1. Poor family interpersonal relationship | 3.15 | Moderately Stressful | 2. 2. Negative attitude of family | 3.11 | Moderately Stressful | 3. 3. Inadequate family income | 3.10 | Moderately Stressful | 4. 4. Inability to cope of children’s educational and basic needs | 2.99 | Moderately Stressful | 5. 5. Having more than 3-4 children to support | 2.56 | Less Stressful | 6. 6. Parents-in-laws and relatives living with you | 2.30 | Less Stressful | 7. 7. Interference of family members in decision making | 2.77 | Moderately Stressful | 8. 8. Family demands of time at home | 2.85 | Moderately Stressful | 9. 9. Family traditions, practices and beliefs that interfere with school tasks | 2.62 | Moderately Stressful | 10. Limited space at home for visitors | 2.68 | Moderately Stressful | Mean | 2.81 | Moderately Stressful | B. School Stressors | 1. Lack of coordination among subordinates | 2.81 | Moderately Stressful | 1. 2. Slow in decision-making | 2.87 | Moderately Stressful | 2. 3. Spoil system in job assignment | 2.95 | Moderately Stressful | 3. 4. Ineffective supervisory practices in improving quality teaching | 2.95 | Moderately Stressful | 4. 5. Inadequate support to teacher’s weakness in teaching | 3.17 | Moderately Stressful | 5. 6. Poor light, ventilation and water supply in each classroom | 3.32 | Moderately Stressful | 6. 7. Poor attendance and performance of students in class | 3.41 | Stressful | 7. 8. Poor interest of school class activities | 3.35 | Moderately Stressful | 8. 9. Poor classroom management | 3.24 | Moderately Stressful | 9. 10. Poor student participation | 3.39 | Moderately Stressful | Mean | 3.15 | Moderately Stressful | C. Peer Stressor | 1. Lack of coordination between and among the administrator and teacher | 3.08 | Moderately Stressful | 2. Lack of managerial contents | 2.98 | Moderately Stressful | 3. Unfair practice of administrators | 3.14 | Moderately Stressful | 4. “I don’t care” attitude of some teachers and personnel availability for work quality instruments | 3.05 | Moderately Stressful | 5. Teachers’ discontentment towards administrator’s attitude in support to teachers’ activities in school | 3.14 | Moderately Stressful | 6. Lack of time to be friends and talk about non-school related topics | 2.76 | Moderately Stressful | 7. Being considerate and understanding with your colleagues | 2.57 | Less Stressful | 8. Differing characteristics and attitudes | 2.77 | Moderately Stressful | 9. Keeping good sense of humor | 2.65 | Moderately Stressful | 10. Misunderstandings and conflict with colleagues | 3.01 | Moderately Stressful | Mean | 2.84 | Moderately Stressful | Over-all Mean | 2.96 | Moderately Stressful | Legend: 4.21 – 5.00 Very Stressful 2.61 – 3.40 Moderately Stressful 3.41 – 4.20 Stressful 1.81 – 2.60 Less Stressful 1.00 – 1.80 Least Stressful

administrator and teacher with the weighted mean of 3.08 reflected as moderately stressful. Moreover, being considerate in understanding with their colleagues got the lowest weighted mean of 2.57 which is reflected as less stressful, followed by keeping good sense of humor with their respective and lack of time to be friends and talk about non-school related topics weighted mean of 2.65 and 2.76.
The home stressors got the lowest mean of 2.81 reflected as moderately stressful. Under this, poor family interpersonal relationship, negative attitude of family, and inadequate family income got the highest weighted mean of 3.15, 3.11, and 3.10 reflected as moderately stressful. Moreover, parents-in-laws and relatives living with them, and having more than 3-4 children to support got the lowest weighted mean of 2.30 and 2.56 reflected as less stressful. These results indicated that the teachers described the different indicators in their stressors as moderately stressful. The home, school and peers were moderately stressful for them. This result the study of Dela Peña (2000), Nobleza (2002), and Mrozek (2005) that slow decision making of administrators, lack of coordination among teachers, adherence to autonomy by administrators, poor communication flow, inadequate office equipment, inadequate instructional facilities, ineffective maintenance of school building and facilities, lack of campus sanitation and landscape and teachers poor attendance in meetings are among the many stressors as identified by the teachers.

Table 2
Weighted Mean Result on the Effects of Laughter to the Stress Coping Mechanism of the Teachers Indicators | WM | Description | Laughter | 1. Reduces stress and depression | 4.23 | Strongly Agree | 2. Improves physical health | 4.14 | Agree | 3. Promotes better sleep | 3.92 | Agree | 4. Improve self confidence and self-esteem | 4.06 | Agree | 5. Releases endorphins(the feel good hormones) | 4.04 | Agree | 6. Lowers blood Pressure and cortisol levels(the stress hormone) | 4.02 | Agree | 7. Enhances social relationships with the community | 4.10 | Agree | 8. Makes me more appealing, providing an instant facelift | 4.04 | Agree | 9. Unites people of all ages, personality types and cultures | 4.15 | Agree | 10. Increases natural killer cells(to attack cancers and tumors) | 3.89 | Agree | Overall Mean | 4.07 | Agree |
Legend: 4.21 – 5.00 Strongly Agree 2.61 – 3.40 Fairly Agree 3.41 – 4.20 Agree 1.81 – 2.60 Disagree 1.00 – 1.80 Strongly Disagree

Table 2 reveals the effects of laughter to the coping mechanism of teachers. The results indicated that teachers strongly agree on that laughter reduces stress and depression with a weighted mean of 4.23 reflected as strongly agree, followed by unites people of all ages, personality types and cultures and improves physical health with their respective weighted mean of 4.15 and 4.14 reflected as agree. Moreover, increase natural killer cells (to attack cancers and tumors), promotes better sleep, and lowers blood pressure and cortisol levels (the stress hormone) got the lowest weighted mean of 3.89, 3.92 and 4.02 reflected as agree.
Generally, the data on the table 2 resulted the overall mean of the effects of laughter to the stress coping mechanism of the teachers reveals agree rating which means the teachers agree with the most of the benefits of laughter presented on the table. This confirms the statement of Provine (2000) that laughter improves social relationships because it is a social response which dies out if it is isolated and captured. Additionaly , the result agrees to the statement of Dayco (2009) that laughter can relieve tension, and soothe the pain of disappointment. It also ratifies the statement of Chaudhuri (2001) that laughter releases natural chemical to the body that helps improve the physical, emotional, and mental health of a person.

Table 3
The Difference on the Ability to Exercise Laughter as the Stress Coping Mechanism of Teachers

Sex | Chi Square (computed) | Chi Square (critical) | Remarks | Decision | Male | 4.104 | 9.488 | Not Significant | Accept Ho | Female | 3.499 | 9.488 | Not Significant | Accept Ho |

Table 3 presents the difference on the ability of teachers to exercise laughter as their stress coping mechanism. Since chi-square computed is less than the chi-square critical it can be inferred that male and female teachers did not differ in their ability to exercise laughter as their stress coping mechanism. This indicated that both male and female teachers practice laughter in the same degree to cope up with stress. The findings support the study of Wolosin (2010) resulting the practice of laughter of female and male as similar through cranking a joke. However, it contradicts the statement of Provine (2000) who stated that females seem to enjoy more than the males when the humor are used in the classroom.

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary, findings, conclusions and recommendations of the study.
Summary
The study sought to investigate the effects of laughter in the stress coping mechanism of teachers in Mindanao State University.
Specifically, the researcher sought answers to the following questions: 1. Which among these following stressors has the greatest effect to the teachers? 2.1 Home 2.2 School; and 2.3 Peers 2. What are the effects of laughter to the stress coping mechanism of the teachers? 3. Do male and female teachers differ in their ability to exercise laughter as their stress coping mechanism?

The respondents of this study were the one hundred thirty- three (133) faculty members of Mindanao State University selected through random sampling out of the total population of two hundred (200). Sixty-one (61) of them were male and seventy-two (72) of them were female.

Findings The following were the findings based on the gathered data: 1. Among the stressors, Home Stressors obtained the highest weighted mean of 3.15, described as moderately stressful. Specifically, the items: poor interest of school and class activities (wm = 3.35), poor classroom management (wm= 3.24) and poor student participation (wm= 3.34) were described as moderately stressful. However, the following items obtained the lowest means: parents-in-law and relatives living with them (wm= 2.30) and having more than 3-4 children to support (wm= 2.56) described as less stressful. 2. The teachers strongly agree that reduction of stress and depression (wm= 4.23) as the greatest effect of laughter to the stress coping mechanism of the teachers. Moreover, the increase natural kill cells (wm= 3.89) got the lowest weighted mean and described as agree. 3. Male and female teachers in MSU did not differ in the way they cope stress.

Conclusions Based on the findings of the study, the following conclusions were made:
1. The teachers in MSU were moderately stressful in the identified stressors such as home, school and peers. 2. They all agreed that laughter is a coping mechanism in handling stress. 3. Both male and female teachers had the same way of coping with stress.
Recommendations
Based on the findings of the study, the following recommendations were made: 1. The teachers can use laughter as prevention to sickness. 2. The teachers can use laughter to have better sleep. 3. The teachers can devise other ways to cope up with stress such facilitating regular sport sessions or exercises. 4. Teachers need to socialize with their colleagues to lessen the misunderstandings among them. 5. Teachers must conduct relevant and enjoyable activities that can motivate students to participate in class.

BIBLIOGRAPHY

A. BOOKS Berk, Ronald A.,: Humor as an Instructional Defibrillator: Stylus Publishing, LLC 22883 Quiksilver Drive Sterling, Virginia 20166, 2002

Canda, Adorra S,: 2001 “How to cope with Stress” Modern Teacher, Routledge Falmer 11 New Fetter Lane, London

Holmes, Elizabeth, 2005: “ Teacher Well-Being”: Routledge Falmer 2 Park Square, Milton Park, Abingdon, Oxon OX14RN

Mandel, Debbie, 2010: Addicted to Stress Jossey-Bass A Wiley Imprint 989 Market Street, San Francisco CA

Provin, Robert, 2000 : Laughter : A Scientific Investigation: Viking press, 258 pages

Robin, Mel, 2002: “ A Physiological Handbook for Teachers of Yogasana” Fenestra Books, 610 East Delano Strees, Suite 104, Tucson, Arizona 85705 USA

Seaward, Luke Seaward, 2006: “Managing Stress”, Jones and Berlett Publishers, 40 Tall Pine Drive Sudbury, MA 01776

B. PERIODICALS AND JOURNALS Padagogy 2008 Philippine Daily Enquirer

Educational World, 2001

C. UNPUBLISHED MATERIALS
Dela Peña, I, 2000: The Sources of Stressors That Affects Their Job Performance In School From Among The Principals and Teachers, Unpublished Thesis, Mindanao State University, General Santos City

Dalaten, Mujatidin, 2009: Stress Level And Teachers’ Teaching Performance, Unpublished Thesis, Mindanao State University, General Santos City

Lactaotao, Aurora T.,2006: Teachers’ Stressors: Their Relationship to Job Satisfaction and Teaching Performance of Elementary School Teachers, Unpublished Master’s Thesis, Mindanao State University, General Santos City

Minner, Hansel ,2001: Attitude Towards Work Management, Unpublished Thesis,The City College New York, New York

Mrozek, Ken, 2005: “Teacher Stress”, Unpublished Thesis, Archbishop Spalding High School, Canada

Nobleza, Merlyn N, 2002: Teachers’ Stressors and Pupils Disciplinary Problems: Their Correlation to the Teaching Performance of Elementary School Teachers, Unpublished Master’s Thesis, Mindanao State University, General Santos City

Tua Chaudhuri , 2008: “ A serious look at Laughter” Unpublished Thesis, Bryn Mawr College, Pennsylvania

Wolosin, Robert J,2010: “ Personality and Social Psychology” Unpublished Master’s Thesis, University of Michigan, USA

D. DICTIONARY/ENCYCLOPEDIA

Microsoft Encarta Premium, 2009 E. ONLINE SOURCES http://ririanproject.com http://www.scientificjournals.org http://www.dougdvorak.com
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