REGRESSION ANALYSIS ON PERCEIVED STRESSORS AND TEACHING PRACTICES OF TEACHERS TOWARDS TEACHING PERFORMANCE

Stress is inevitable as everyone faces it as a normal part of life. A certain amount of stress is unavoidable, and an appropriate level might serve as a challenge to increase instructors' efficiency. A descriptive-correlational design was utilized in this study, which employs statistical data to ascertain the strength of a relationship between two or more variables. It determined the levels of teachers’ educational practice, stress factors, and teaching performance and their relationships. The research locale of the study was in the four campuses of Davao De Oro State College (DDOSC). Results revealed that the level of educational practices of teachers is very high. This suggests the very high manifestation of communication, relationship, and organization to a greatest extent or almost always. Correspondingly, the level of the perceived stressors of the teachers is sometimes manifested in terms of demand, control, relationship, role, change, and support. On the other hand, teaching performance obtained an overall mean of 4.11, described as high. The Pearson correlation coefficient showed that educational practices is not statistically correlated with perceived stressors given its p-value which is above the set level of significance. Further, perceived stressor is statistically not correlated with teaching performance. Hence, it is recommended to give rewards or incentives to improve their education, and have professional development for increasing teachers’ adoption of student-centered practices and improved activities