LEVEL OF STRESS MANAGEMENT BY SPECIAL EDUCATION (SPED)TEACHERS AT THE DIVISION OF ZAMBOANGA: BASIS FOR APROPOSED MENTAL HEALTH PROGRAM

Abstract

Mental health primarily influences how a person can handle stress, formulate decisions, and conduct social interactions. The study specifically aimed to answer the following questions pertaining to the level of stress management by the special education teachers at the Division of Zamboanga to yield the basis for a proposed mental health program (a) demographic profile of the respondents; (b) the level of stress management of teachers. This quantitative study specifically aimed to determine the extent of stress management engaged by the Special Education (SPED) teachers at the Division of Zamboanga mainly in their personal, occupational, organizational, and physical work environment. The recent study found that the majority of the SPED teachers-respondents had already rendered service for the span of ten years and above of their teaching practice and the majority of them were ranked in their position of Teacher 3. On the indicators of stress management, they were all moderately managed. Furthermore, based on the computed chi-squares correlating age, sex, educational attainment, length of service, and position to personal, occupational, organizational, and physical work environments were unanimously greater than that of their critical values. Thus, the null hypothesis was rejected, interpreting the results that the demographic profile and the stress management level were significantly related. Consequently, improving teachers' life satisfaction/quality of life, promoting a selfcare program, and promoting work-life balance as a way of life by enabling them with skills and tools that can allow them to manage their time was conceptualized as an intervention program.