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The Relationship between Occupational Stress and Self-Efficacy among Secondary School Teachers

Author

Listed:
  • Suico, Chedee James S

    (Department of Education, Senior High School Students, Philippines)

  • Dy, Janreel A

    (Department of Education, Senior High School Students, Philippines)

  • Tuazon, Diana Rose A

    (Department of Education, Senior High School Students, Philippines)

  • Zenith, Kaye S

    (Department of Education, Senior High School Students, Philippines)

  • Asople, Artemio R

    (Department of Education, Senior High School Students, Philippines)

  • Barreza, Jaymar E

    (Department of Education, Senior High School Students, Philippines)

  • Berte, Jerwin Jade I

    (Department of Education, Senior High School Students, Philippines)

  • Jungco, Eunizel Jean C

    (Department of Education, Senior High School Students, Philippines)

  • Piastro, Eryk Psalm D

    (Department of Education, Senior High School Students, Philippines)

  • Sarin, Rexel B

    (Department of Education, Senior High School Students, Philippines)

  • Supranes, Judy Mark V

    (Department of Education, Senior High School Students, Philippines)

  • Krystal Joy M. Clamares

    (Department of Education, Senior High School Teachers, Division of Davao de Oro, Philippines)

  • Anna Marie O. Pelandas

    (Department of Education, Senior High School Teachers, Division of Davao de Oro, Philippines)

Abstract

This study dealt the influence of occupational stress towards the self-efficacy of teachers in Lorenzo S. Sarmiento Sr. National High School. The primary goal of the study was to determine the level of occupational stress and teacher’s self-efficacy in terms of their respective indicators, the significant relationship between occupational stress and teacher’s self-efficacy, and what domains of occupational stress that significantly influenced teacher’s self-efficacy. Also, this study utilized a quantitative-correlational design with 60 respondents among teachers in Lorenzo S. Sarmiento Sr. National High School. The average weighted mean, Pearson R, and multiple regression analysis were the statistical tools used in this study. Along with this, results showed a very low level of occupational stress among teachers in terms of high job demand, job insecurity, and interpersonal conflict. Likewise, results showed very high level of teachers’ self-efficacy regarding of locus of control, persistent behavior, and professional mastery. Hence, there is an indirect relationship between Teacher Self-Efficacy and Occupational Stress. The correlation results show that teacher self-efficacy is often high when occupational stress is low.

Suggested Citation

  • Suico, Chedee James S & Dy, Janreel A & Tuazon, Diana Rose A & Zenith, Kaye S & Asople, Artemio R & Barreza, Jaymar E & Berte, Jerwin Jade I & Jungco, Eunizel Jean C & Piastro, Eryk Psalm D & Sarin, R, 2024. "The Relationship between Occupational Stress and Self-Efficacy among Secondary School Teachers," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(4), pages 2424-2429, April.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:4:p:2424-2429
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