Stress Management Practices: Its Influence on Teachers’ Performance and Classroom Effectiveness in the Province of Bukidnon
DOI:
https://doi.org/10.65339/ijsis.V1.I3.217Keywords:
Classroom Effectiveness, Cognitive-Behavioral Strategies, Mindfulness-Based Stress Reduction, Problem-Solving Skills, Stress Management Practices, Teacher Well-Being, Teachers’ PerformanceAbstract
This study examined the relationship between stress management practices and teachers’ performance and classroom effectiveness among public elementary school teachers in Bukidnon, Philippines. Anchored in the Transactional Model of Stress and Coping, the study employed a quantitative descriptive-correlational design involving 100 teachers from four districts in Damulog and Kadingilan, selected through quota sampling. Data were collected using a researcher-made, four-point Likert-scale questionnaire and analyzed using means, standard deviations, and Spearman’s rank correlation. Findings indicated favorable perceptions of mindfulness-based stress reduction practices, including meditation and breathing exercises (M = 3.21), perceived stress reduction (M = 3.19), emotional regulation (M = 3.22), and overall well-being (M = 3.23). Problem-solving skills obtained the highest mean among cognitive-behavioral strategies (M = 3.32). Teachers also reported favorable instructional quality (M = 3.25), classroom management (M = 3.11), student engagement (M = 3.13), and assessment and feedback (M = 3.26). Significant positive relationships were observed between cognitive reframing and student engagement (rₛ = 0.6782, p < 0.001) and between problem-solving skills and assessment and feedback (rₛ = 0.6307, p < 0.001). However, monitoring negative thoughts was not significantly associated with instructional quality or classroom management. The study concluded that cognitive-behavioral strategies were positively associated with several dimensions of classroom effectiveness and recommended integrating stress management workshops, reflective practices, and collaborative teaching approaches into professional development programs. The findings support Sustainable Development Goals 3 (Good Health and Well-Being), 4 (Quality Education), and 8 (Decent Work and Economic Growth). The study contributes to institutional and educational sustainability by providing evidence to inform teacher wellness initiatives, strengthen professional support systems, and sustain effective teaching practices in rural schools.
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