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Regression Analysis on Perceived Stressors and Teaching Practices of Teachers Towards Teaching Performance

Rholey R. Picaza1, Jeson N. Geroche 2, Rey Almer L. Gindap3,,,, sirgindapreyalmer@gmail.com3
Davao de Oro State College, Pob., Maragusan, Davao De Oro, Philippines1-2
Mapua Malayan Colleges Mindanao
Gen Douglas McArthur Matina Davao City, Philippines3


Stress is inevitable as everyone faces it as a normal part of life. A certain amount of stress is unavoidable, and an appropriate level might serve as a challenge to increase instructors’ efficiency. A descriptive-correlational design was utilized in this study, which employs statistical data to ascertain the strength of a relationship between two or more variables. It determined the levels of teachers’ educational practice, stress factors, teaching performance, and their relationships. The research locale of the study was the four campuses of Davao De Oro State College (DDOSC). Results revealed that the level of educational practices of teachers is very high. This suggests the very high manifestation of communication, relationship, and organization to the greatest extent or almost always. Correspondingly, the level of the perceived stressors of the teachers is sometimes manifested in terms of demand, control, relationship, role, change, and support. On the other hand, teaching performance obtained an overall mean of 4.11, described as high. The Pearson correlation coefficient showed that educational practices are not statistically correlated with perceived stressors given its p-value which is above the set level of significance. Further, the perceived stressor is statistically not correlated with teaching performance. Hence, it is recommended to give rewards or incentives to improve their education and have professional development for increasing teachers’ adoption of student-centered practices and improved activities.

Keywords: Teaching Practices; Teaching Performance; Stressors; Regression Analysis; Philippines

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