AS A teacher from a family of educators—generations who have poured their hearts into shaping young minds—I see the recent tragic incident of a dedicated veteran teacher, Ma’am Agnes Buenaflor, who collapsed during a scheduled classroom observation, received first aid, was rushed to the hospital, and unfortunately passed away at age 58.
This educator exemplified the quiet dedication that defines so many in the teaching profession—pouring endless hours into shaping young minds while navigating the demands of the job. Tragically, she passed away amid the very system intended to foster professional growth, highlighting the often-overlooked toll that such environments can take. That said, it’s important to recognize that causes of such outcomes aren’t always singular. Stress may play a role, but other factors—like pre-existing medical conditions—can contribute significantly. I can relate to that from my own personal experience, where health challenges have reminded me that life’s vulnerabilities extend beyond workplace pressures alone.
Thirty years ago, I found my mother, Perpetua —a college professor—crying alone in the bathroom, likely after a harsh evaluation or criticism, despite how hard she worked. She always went the extra mile, making handmade visuals, detailed lesson plans, grading papers, creating tests, and organizing activities. Teaching was our family’s only income, so she juggled being a mom and a provider. Even when illness struck, she kept going, fainting in class but getting back up to teach. In the end, the constant stress and exhaustion took their toll, and she passed away from cancer at just 50 years old.
Teachers in the Philippines are the backbone of our nation’s future, yet they often carry burdens that go far beyond lesson planning and grading. The Results-Based Performance Management Systems, with its emphasis on classroom observations under the Philippine Professional Standards for Teachers (PPST), aims to promote quality and accountability. However, teachers’ groups like the Teachers’ Dignity Coalition and Alliance of Concerned Teachers have long highlighted how these “high-stakes” evaluations—requiring extensive preparation, rehearsals, and paperwork—add layers of stress, especially after breaks or amid heavy workloads. What should be supportive often feels punitive, diverting energy from authentic teaching to performative compliance.
Having taught in the United States as an international educator, I can say that the teacher evaluation process shares many similarities. It is undeniably high-stakes: poor evaluations can result in the termination of your contract and a forced return to your country. Although evaluations are designed to be objective and based on clear criteria, they often generate significant stress and anxiety. Many teachers feel as though their entire career—or even their life depends on the outcome. Fear and anxiety build intensely before, during, and after classroom observations.
Nevertheless, this pressure is an inherent part of the process. Such rigorous evaluations serve an important purpose: they help maintain teaching quality and ensure alignment with the school’s standards and mandates.
However, as educators, we must remember that while these challenges are inevitable, we are not powerless against them. By prioritizing our mental, emotional, and spiritual well-being—through self-care, support networks, and mindful preparation—we can face these battles with resilience and continue serving our students without sacrificing our own health.
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Cai Polancos is a dedicated special education teacher and adjunct professor. He loves traveling with his family. As an introvert, he finds joy in quiet, reflective pursuits like reading, gardening, and creative writing. Connect with him on X @cdpolancos!
