OCCUPATIONAL Stress of Generation Z Teachers as Influenced by Efficacy for Classroom Management and Emotional FUNCTIONING

Abstract

Occupational stress is an increasing concern in the workplace, affecting the teacher’s mental health and job performance. This study aimed to determine the influence of efficacy for classroom management and emotional functioning on the occupational stress of Generation Z teachers. Quantitative research specifically the descriptive correlational research design was employed. The respondents were the public secondary school Generation Z teachers in the City of Mati. Adapted questionnaires were used to obtain information from the respondents. Mean, Standard Deviation, and Pearson product-moment correlation were used for the data analysis. The findings indicated a high level of efficacy in classroom management. Emotional functioning was found to be very high, and occupational stress among Generation Z teachers was found to be low. However, based on the correlation analysis conducted on the empirical data gathered, efficacy for classroom management and emotional functioning have no significant relationship with the occupational stress of Generation Z teachers in the City of Mati.