Classroom Behavior and Teachers’ Sense of Efficacy as Mediated by Teacher Stress Level: Basis for an Action Plan

Abstract

One hundred two (102) grade level teachers of Tubigon West district experienced stress due to classroom behavioral issues that decrease their self-efficacy. Thus, this study is determined to explore how stress level mediate the relationship between classroom behaviors and teachers’ sense of self-efficacy in the school year 2025-2026. With that, the researcher used a correlational research design with a structured survey questionnaire to identify its levels and relationship. In addition, weighted mean, standard deviation, Pearson Product-Moment Correlation Coefficient, and mediation analysis were also used to analyze the data. In terms of classroom behavior, the findings revealed a “very high level of behavior” with an overall composite mean of 3.35 (SD = 0.58), this suggests that learners show positive engagement, participation, and attitudes toward their learning environment. In terms of teachers’ self-efficacy, the results indicate an overall composite mean of 3.62 (SD = 0.51) which reflects a “very high level”. This means that teachers still exert a very satisfactory performance despite the challenges they experienced. In terms of stress level, an overall composite mean of 2.33 (SD = 0.95) reflects a moderate level of stress among teachers which means that, teachers may experience stress at times, still they are able to manage them properly despite the demands of their profession. Overall, the results revealed that teachers’ stress levels significantly mediate the relationship between classroom behavior and teacher self-efficacy. Thus, it is recommended that school administrators should implement stress management and mentoring programs, provide continuous professional development, ensure proper workload distribution and conduct regular monitoring and evaluation.