Stress and social emotional competence of public school teachers

Abstract

This study’s primary purpose was to determine the stress domain that best influences public elementary school teachers’ social- emotional competence. The study utilized a descriptive non-experimental design of research using correlational technique. The study was conducted among 155 public elementary school teachers who are currently teaching in Hagonoy District in the Division of Davao del Sur for School Year 2019-2020, and were selected through universal sampling. Two measurements were used to gather the data from the respondents. The instruments that were used were modified and adapted questionnaires. Results showed that the teachers’ overall average stress level teachers is high, and the teachers’ social emotional competence tends to have a high average. Further, there is no overall significant relationship; however, individual factors have combined significant correlation. In this study, promoting and indulging teachers in any activities relative on how to combat stress is needed to assure that teachers will typically have a positive attachment to their teaching career. Future researchers could focus more on areas for new study gaps regarding the teachers’ stress and social-emotional competence. They could provide more information about the relationship of two variables in different location or could be done in secondary or tertiary level. Keywords: stress, social emotional competence, public elementary school teacher