Attitudes in the Teaching Profession, Stress, and Teaching Performance among Public Elementary School Teachers in Davao De Oro: Basis for an Intervention Plan

Abstract

This study determined the significance of the influence of attitudes in the teaching profession and stress on teaching performance among elementary school teachers in the selected public elementary schools in Davao de Oro Division. This quantitative study employed particularly descriptive correlational design. Three adapted and validated survey instruments were used to determine the levels of attitudes in the teaching profession, stress, and teaching performance. Data gathered were then analyzed and interpreted. Mean, Standard Deviation, Pearson r, and multiple regression analysis were the statistical tools used for the data treatment. The results revealed that the level of attitudes in the teaching profession was rated very high. The level of stress was rated moderate and the level of teaching performance was rated very high. Further, attitudes in the teaching profession had a strongly positive relationship with teaching performance, and stress had a weak negative relationship with teaching performance. Furthermore, in a singular capacity, the result also showed that attitudes in the teaching profession was a significant predictor on teaching perfomance. Importantly, the combined influence of the two independent variables, attitudes in the teaching profession and stress on teaching performance was significant. An intervention plan was formulated to address attitudes in the teaching profession and stress affecting teaching performance.