OCCUPATIONAL STRESS AND SELF- EFFICACY OF EARLY CHILDHOOD TEACHERS IN TAGUM CITY

Maria Shella Cabanero, Camille M. Maputol, Chie Ann B. Marquez, Estella Marie P. Alicante-Marte
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Abstract

This study focused primarily on the occupational stress and self-efficacy experienced by early childhood teachers, with a specific focus on Tagum City. A cohort of 100 early childhood educators participated in this research. Employing a descriptive-correlational methodology, the study aimed to assess the levels of occupational stress and self-efficacy among teachers and to uncover any significant associations between these variables. The findings revealed a moderate level of stress, with specific stressors including working conditions, curricular activities, and classroom management. However, teachers demonstrate high levels of self-efficacy, indicating a strong belief in their teaching abilities. The findings also highlighted a significant relationship between the self-efficacy and occupational stress of early childhood teachers in Tagum City, as evidenced by an R-value of 0.021. These results highlighted the importance of addressing stressors and promoting self-efficacy among educators to improve their well-being and effectiveness in the classroom. Future research and interventions should focus on supporting teachers in managing stress and enhancing self-efficacy to benefit the educational landscape. KEYWORDS: Occupational Stress, Self-efficacy; Early Childhood Teachers, Descriptive-correlational, Philippines
塔古姆市幼儿教师的职业压力和自我效能感
本研究主要关注幼儿教师所经历的职业压力和自我效能感,特别侧重于塔古姆市。100 名幼儿教育工作者参与了这项研究。本研究采用描述性相关方法,旨在评估教师的职业压力和自我效能感水平,并揭示这些变量之间的重要关联。研究结果显示,教师的压力水平适中,具体压力因素包括工作条件、课程活动和课堂管理。然而,教师表现出较高的自我效能感,表明他们坚信自己的教学能力。研究结果还显示,塔古姆市幼儿教师的自我效能感与职业压力之间存在明显关系,R 值为 0.021。这些结果凸显了解决压力因素和提高教育工作者自我效能的重要性,以改善他们的福祉和课堂效率。未来的研究和干预措施应侧重于支持教师管理压力和提高自我效能感,以造福教育事业。 关键词:职业压力,自我效能感;幼儿教师,描述性-相关性,菲律宾
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