Stress Management Competencies Of Public-School Administrators In Jolo II District, Division of Sulu: Teachers’ Perspectives

Al-Fradznie Amlih; Masnona Asiri

doi:10.62596/mtdejn79

Authors

Al-Fradznie P. Amlih School of Graduate Studies, Sulu State College, Jolo 7400, Philippines Author
Masnona S. Asiri School of Graduate Studies, Sulu State College, Jolo 7400, Philippines Author

DOI:

https://doi.org/10.62596/mtdejn79

Keywords:

Stress Management Competencies, School Administrators, Emotional Regulation, Time Management, Interpersonal Skills, Organizational Stress

Abstract

Effective stress management among school administrators is essential for maintaining organizational efficiency and fostering a supportive educational environment. This study assessed the extent of teachers’ views on the stress management competencies of public-school administrators in Jolo II District, Division of Sulu. It employed a descriptive-exploratory research design, involving 100 teacher-respondents selected through purposive sampling and utilizing statistical tools such as frequency, percentage, weighted mean, standard deviation, Pearson’s correlation, t-test, and ANOVA. The study examined stress management across emotional regulation, time management, interpersonal skills, problem-solving and decision-making, and wellness and self-care practices, while considering respondents’ demographic profiles. Findings revealed that most respondents were 36 years old and above, predominantly female, married, with five years or less in service, and holding bachelor’s degrees. Results indicated that administrators’ stress management competencies across all domains were generally perceived as favorable, with an “Often” rating. Differences were observed across civil status and educational attainment in specific domains of stress management. A very high positive significant correlation was found among the sub-levels of stress management competencies, supporting Lazarus and Folkman’s (1984) Transactional Model of Stress and Coping. The study highlights the importance of interpersonal relationships and task delegation as formal coping mechanisms to mitigate institutional stress.

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