Exploring Correlations Between School Culture, Teacher Self-Efficacy, and Stress Coping Mechanisms

This study investigated the relationships among school culture, teacher self-efficacy, and stress coping mechanisms of 250 public-school teachers in the Division of Valencia City, Bukidnon. Using a quantitative, descriptive-correlational design, data were gathered through standardized scales for school culture (α = 0.85), teacher efficacy (α = 0.82), and stress coping (α = 0.88). Results indicated high levels across all variables. Correlation analysis revealed significant positive relationships between school culture and coping (r = 0.728) and between self-efficacy and coping (r = 0.167). Regression analysis identified professional development as a significant predictor of stress coping. The findings suggest that fostering a collaborative culture and enhancing instructional efficacy are vital for teacher resilience.

school culture, self-efficacy, stress coping mechanisms, professional development, teacher well‑being

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