Predicting Teaching Efficacy Among Early Childhood Education Teachers: The Roles of Work Stress, Occupational Well-Being, and Organizational Support
DOI:
https://doi.org/10.64612/ijiv.v2i7.194Keywords:
work stress, occupational well-being, organizational support, teaching efficacy, early childhood educationAbstract
This study examined the influence of work stress, occupational well-being, and organizational support on the teaching efficacy of Early Childhood Education teachers in the Diocese of Kabankalan District. Specifically, it described the respondents' demographic profile; determined the levels of work stress, occupational well-being, organizational support, and teaching efficacy; examined differences in these variables according to demographic characteristics; determined the relationships among work stress, occupational well-being, and organizational support; and identified the significant predictors of teaching efficacy. A quantitative descriptive-correlational research design was employed involving 57 Early Childhood Education teachers. Data were gathered using standardized research instruments and analyzed using frequency and percentage distributions, mean, standard deviation, Mann–Whitney U test, Kruskal–Wallis test, Spearman rank-order correlation, and multiple regression analysis. The findings revealed that the respondents experienced a moderate level of work stress, a moderately high level of occupational well-being, a high level of organizational support, and a high level of teaching efficacy. Most demographic characteristics did not produce significant differences across the study variables, except in selected dimensions of work stress, occupational well-being, and organizational support. Enthusiasm demonstrated significant positive relationships with occupational well-being and organizational support, while all dimensions of occupational well-being were significantly associated with organizational support. Multiple regression analysis revealed that occupational well-being was the only significant predictor of teaching efficacy. The study concluded that strengthening teachers' occupational well-being is essential for enhancing teaching efficacy. It is recommended that schools sustain supportive leadership, teacher wellness initiatives, and continuous professional development to promote teachers' well-being and instructional effectiveness.
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