Paper Contents
Abstract
AbstractThis study unwrapped teachers experiences in managing stress while maintaining positive work attitudes in secondary schools of the Digos City Division. Seventy-five (75) public secondary teachers participated in the study, which aimed to explore how their work attitudes influenced their stress management strategies. This study used a descriptive-correlational design to determine the relationship between work attitudesmeasured in terms of sense of efficacy, sense of community, and professional interestand stress managementviewed through academic-related, performance pressure, work-family, and bureaucratic constraint stressors. Standardized survey questionnaires were used to gather data. The analysis revealed that teachers displayed very extensive work attitudes and extensive stress management capabilities. The most evident challenges were performance pressure and work-family conflicts, often aggravated by administrative demands and lack of support. However, teachers adopted the following coping mechanisms: maintaining a strong sense of efficacy, seeking peer and community support, and upholding professional commitment. The insight drawn from the studys findings was the need for institutional support structures, wellness initiatives, and programs that nurture teacher efficacy and collaboration. These findings may guide professional development training on resilience, emotional intelligence, and time management, ultimately fostering a more supportive and effective teaching environment. Keywords: work attitudes, stress management, teacher efficacy, Digos City Division, public school teachers
Copyright
Copyright © 2025 Antina E. Gerolaga. This is an open access article distributed under the Creative Commons Attribution License.
