TEACHER STRESS AND SCHOOL CULTURE AS PREDICTORSOF TEACHING PERFORMANCE OF PUBLICSCHOOL TEACHERS

Abstract

The study determined the singular and combined influence of teacher stress and school culture on teaching performance among public school teachers in Lupon West District. There were 329 respondents who were selected using stratified random sampling technique. The researcher employed a quantitative research design using descriptive-correlational technique. The study also used an adopted, modified, and validated survey questionnaire was utilized. Additionally, mean, pearsonr, and linear regression were used to analyze the data. Results revealed that the level of teacher stress was low while the levels of teaching performance and school culture were very high. Furthermore, there was a significant relationship between teacher stress and teaching performanceand between school culture and teaching performance. The findings also showed that teacher stress and school culture have singular and combined influence on teaching performance. This implies that the lesser the teacher stress is and the healthier the school culture is, the better the teaching performance becomes.