Pressure-Related Issues and Self-Effectiveness of Public Secondary School Teachers

Abstract

The study determined the extent of pressure-related issues and the extent of self-effectiveness of public secondary school teachers. This study employed non-experimental quantitative research design utilizing descriptive-correlation method. Validated questionnaire and Universal sampling procedure were utilized considering the minimal number of teachers in the research locale. One hundred twenty (120) public secondary school teachers were the respondents of the study. Using mean, pearson-r, and regression analysis, the findings revealed that the extent of pressure-related issues was extensive while the extent of self-effectiveness of public secondary school teachers was also extensive. Moreover, the overall results disclosed that indicators for pressure-related issues have a strong positive relationship to the self-effectiveness of public secondary school teachers. Further, results from the regression analysis revealed the following have a strong influence of pressure-related issues on self-effectiveness of public secondary school teachers: Relationships and Career Development. It was recommended that teachers should maintain a positive work outlook by responding to calls to duty with efficiency and timeliness, expressing oneself in terms of work-related challenges in order to gain administrative support and insights from colleagues, and actively participating in psychosocial wellness and professional development trainings. It is also recommended that teachers and school administrators should have a good preparation and attitude towards teaching and of their respective relationships, career development, home and work interface to avoid pressure.