STRESS MANAGEMENT OF SCHOOL HEADS AND THE TEACHERS' PSYCHOSOCIAL WELL-BEING AND INSTRUCTIONAL COMPETENCE

Abstract

In this study, the researcher sought to determine the relationship of school leaders stress management skills on the teachers instructional performance and psychosocial well-being. It was anchored on Person-Environment Fit Theory, Job-Demand and Support Theory, and Effort-Reward Imbalance Model. The study followed the procedures of descriptive research method. A total of 170 teachers from public elementary and secondary schools in Victoria District were invited to answer the research questions. It was found that the level of school leaders management skills as to assessment of teachers stress, stress management coaching, wellness and health program was high among public schools and teachers have very stable psychosocial well-being as to autonomy, environmental mastery, personal growth, positive relations, purpose in life, and self-acceptance. Teachers were also found at very high level of instructional competence in various aspects. However, there were some areas for improvement identified though not urgent and serious i.e., conduct of periodic stress assessment, conduct of activities that help teachers release stress and budget allotment and monitoring of health and wellness programs. The results of the study led to the conclusion that the school leaders stress management skills has significant relationship with the teachers psychosocial well-being and instructional competence. Thus, leaders who are more skilled in managing workplace stresses could expect healthier and better performing teachers. Among the recommendations were periodic upskilling on stress management in the workplace conduct of periodic stress assessment adoption of a mental health assistance program and investigation of the lived experiences of school heads who manage teachers suffering from excessive stress or depression.