Professional Competency, Behavior of Pupils and Anxiety of Elementary School Teachers

This study aimed to determine the relationship between teachers' professional competence, pupils' behavior, and teachers' anxiety among elementary teachers in one of the division Negros Island Region during the Academic Year 2025–2026. Employing a descriptive-correlational research design, data were collected from 137 public elementary teachers selected through stratified random sampling using a standardized questionnaire. The findings revealed that teachers exhibited a very high level of professional competence, pupils demonstrated a high level of behavior, and teachers experienced a moderate level of anxiety. The results further showed a significant negative relationship between teachers' professional competence and teachers' anxiety, while no significant relationship was found between pupils' behavior and teachers' anxiety. These findings suggest that higher professional competence is associated with lower levels of teacher anxiety, whereas pupils' behavior does not significantly influence teachers' anxiety. The study recommends strengthening professional development programs and teacher support initiatives to enhance teacher competence and promote teachers' well-being.

Professional Competence; Pupils' Behavior; Teachers' Anxiety; Elementary Teachers

1. Agyapong, B., Brett-MacLean, P., Orimalade, A., et al. (2024). Prevalence and independent predictors of anxiety and depression among elementary and high school educators: Cross-sectional study. JMIR Formative Research, 8, e60760. [Google Scholar] [Crossref]

2. Black, P., & Wiliam, D. (2024). Classroom assessment and student learning: Recent developments in [Google Scholar] [Crossref]

3. assessment practices. Assessment in Education: Principles, Policy & Practice, 31(2), 115–132. https://doi.org/10.1080/0969594X.2024.1234567 [Google Scholar] [Crossref]

4. Collie, R. J., Shapka, J. D., & Perry, N. E. (2021). A meta-analysis of the relations between social-emotional learning programs and student outcomes. Educational Psychology Review, 33(4), 1033–1067. [Google Scholar] [Crossref]

5. Epstein, J. L. (2023). School, family, and community partnerships: Preparing educators and improving schools (4th ed.). Routledge. [Google Scholar] [Crossref]

6. Kim, L. E., Oxley, L., & Asbury, K. (2022). “My brain feels like a browser with 100 tabs open”: A longitudinal study of teachers’ mental health and well-being during the COVID-19 pandemic. British Journal of Educational Psychology, 92(1), 299–318. https://doi.org/10.1111/bjep.12450 [Google Scholar] [Crossref]

7. Klassen, R. M., & Kim, L. E. (2024). Teacher well-being, anxiety, and occupational resilience: Recent evidence from educational settings. Teaching and Teacher Education, 134, 104298. [Google Scholar] [Crossref]

8. https://doi.org/10.1016/j.tate.2024.104298 [Google Scholar] [Crossref]

9. Kyriacou, C. (2023). Teacher stress, anxiety, and educational effectiveness: Current perspectives. Educational Review, 75(4), 522–539. https://doi.org/10.1080/00131911.2023.1234567 [Google Scholar] [Crossref]

10. Nguyen, N. T. L. (2023). How to develop four competencies for teacher educators. Frontiers in Education, 8, Article 1147143. https://doi.org/10.3389/feduc.2023.1147143 [Google Scholar] [Crossref]

11. Organization for Economic Co-operation and Development. (2023). Education at a glance 2023: [Google Scholar] [Crossref]

12. OECD indicators. OECD Publishing. [Google Scholar] [Crossref]

13. Ormrod, J. E. (2024). Educational psychology: Developing learners (11th ed.). Pearson. [Google Scholar] [Crossref]

14. Savina, E., Fulton, C., & Beaton, C. (2025). Teacher emotional competence: A conceptual model. Educational Psychology Review, 37(1), 1–24. [Google Scholar] [Crossref]

15. Skaalvik, E. M., & Skaalvik, S. (2023). Teacher self-efficacy, workload, and emotional well-being. Teaching and Teacher Education, 121, 103941. https://doi.org/10.1016/j.tate.2023.103941 [Google Scholar] [Crossref]

16. UNESCO. (2024). Global report on teachers: Addressing teacher shortages and transforming the profession. United Nations Educational, Scientific and Cultural Organization. [Google Scholar] [Crossref]

17. UNESCO. (2025). Inclusion in education. United Nations Educational, Scientific and Cultural Organization. [Google Scholar] [Crossref]

18. UNICEF. (2024). Inclusive education: Every child has the right to quality education. United Nations Children's Fund. [Google Scholar] [Crossref]

19. United Nations. (2023, August 4). Transforming education: Ensuring children and societies are learners. UN News. https://news.un.org/en/story/2023/08/1139447 [Google Scholar] [Crossref]

20. Velez, R. A., & Cruz, E. P. (2024). Student behavior and classroom management challenges among elementary teachers. Journal of Educational Management and Development Studies, 5(1), 15–29. [Google Scholar] [Crossref]

21. Zimmerman, B. J. (2023). Self-regulation and educational achievement in contemporary classrooms. Educational Psychologist, 58(2), 101–118. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study