STRESS MANAGEMENT AND TEACHERS' PERFORMANCE IN THE TERESIAN DAUGHTERS OF MARY-MANAGED SCHOOLS

Abstract

This study investigated the stress management and teachers’ performance in the Teresian Daughters of Mary-Managed Schools High School Department. The study used the non-experimental quantitative research design utilizing correlational method. The respondents were composed of 149 teachers in the Teresian Daughters of Mary-Managed Schools High School Department using a universal sampling. The statistical tools used were Mean, Pearson Product Moment Coefficient Correlation and Regression Analysis. The findings revealed that the teachers were able to always observe stress management. This suggests that they are able to control their stress by being respectful and responsible, managing and communicating existing and future work, managing the individual within the team and reasoning/ managing difficult situations. Meanwhile teacher’s performance is always observed by the teachers. This indicates that teacher is able to observe always the expected standard performance in terms of designing learning experiences for children, knowledge and understanding of subject matter, strategies for facilitating learning and interpersonal relationship. There is no significant relationship between the stress management and teacher’s performance in the Teresian Daughters of Mary- Managed Schools High School Department. None of the domains of the stress management that significantly influence of the teacher’s performance in the Teresian Daughters of Mary-Managed Schools High School Department. It is articulated in this study that that further study may be conducted on the other stress management indicators that may influence the teacher’s performance in the Teresian Daughters of Mary-Managed Schools High School Department. It was concluded that teachers who have always observed stress management do not have an impact to their performance. KEYWORDS: Stress management, Teacher’s performance, Teresian Daughters of Mary- Managed Schools.