2025 IJRSE – Volume 14 Issue 1
Available Online: 15 December 2024
Author/s:
Baria, Jilah Mae*
University of Mindanao, Philippines (jilah143@gmail.com)
Avelino, Ionne
University of Mindanao, Philippines (Ionne_avelino@umindanao.edu.ph)
Abstract:
This study aimed to determine which domain in the teacher’s stress and social support significantly influences the performance of elementary public school teachers. The researcher used the quantitative, non-experimental design utilizing a correlational technique with regression analysis. The respondents were the 182 elementary public school teachers of Santo Tomas West District Division of Davao del Norte who were chosen through a stratified random sampling technique. This study revealed that teachers stress in terms of information load, interpersonal load, change load, activity structure, and time structure was low. This study also revealed that social support in terms of non-school sources of support and school sources of support was very high. This study showed that teachers’ performance in instructional process, classroom management, interpersonal relationships, and professional responsibilities was very high. Moreover, the result of the study revealed that teachers’ stress and social support have a significant relationship to teachers’ performance. However, only social support has a significant influence on teachers’ performance. Lastly, all the domains of social support, namely non-school and school sources of support, significantly influence teachers’ performance.
Keywords: MAED educational management, teachers stress, social support, teachers performance, SDG indicators: #4 Quality Education
DOI: https://doi.org/10.5861/ijrse.2025.24165
Cite this article:
Baria, J. M., & Avelino, I. (2025). Influence of teachers’ stress and social support to teachers’ performance. International Journal of Research Studies in Education, 14(1), 25-39. https://doi.org/10.5861/ijrse.2025.24165
* Corresponding Author