📄 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.
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📚 How to Cite:
Maria Shella Cabanero, Camille M. Maputol, Chie Ann B. Marquez, Estella Marie P. Alicante-Marte , OCCUPATIONAL STRESS AND SELF- EFFICACY OF EARLY CHILDHOOD TEACHERS IN TAGUM CITY , Volume 9 , Issue 4, april 2024, EPRA International Journal of Research & Development (IJRD) , DOI: https://doi.org/10.36713/epra16541