Occupational Stress and Classroom Management Practices on Learning Resource Development of Public-School Teachers

Occupational Stress and Classroom Management Practices on Learning Resource Development of Public-School Teachers

Noreenbeth Paula L. Señal¹, Dr. Aprell L. Abellana²

¹Faculty, Kibenton Integrated School, Kibenton, Impasugong, Bukidnon

²Associate Professor IV, Central Mindanao University, Musuan Bukidnon

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0302

Received: 20 May 2025; Accepted: 24 May 2025; Published: 30 June 2025

ABSTRACT

This study explores the relationship between occupational stress, classroom management, and learning resource development among public-school teachers in Bukidnon, focusing on stressors like administrative demands, working environment, and professional distress. Results indicate that teachers experience moderate to high stress, primarily due to administrative pressures, which negatively affect classroom management and resource development. While teachers generally perform well in student engagement, relationship-building, and rule enforcement, need improvement. Those with lower stress and stronger classroom management skills tend to develop and use learning resources more effectively. Regression analysis reveals that professional distress related to meaningful work motivates resource development, whereas burnout and excessive administrative tasks hinder it. The findings highlight the need to reduce administrative burdens and improve working conditions to support teacher well-being, enhance classroom management, and foster better learning resource development, ultimately improving teaching effectiveness and student outcomes.

Keywords: Occupational Stress, Classroom Management, Learning Resource Development, Professional Distress, Administrative Demands, Teacher Well-being.

INTRODUCTION

The rapidly changing educational landscape has made the development of effective learning materials crucial for student success. Public school teachers face the challenge of designing resources that meet diverse learning needs, but often struggle due to significant occupational stress. Research shows that high stress levels, caused by heavy workloads, administrative duties, and curriculum demands, reduce teachers’ classroom effectiveness and engagement (Spilt et al., 2021; DepEd, 2023). Classroom management skills, which improve with experience, are also affected by stress, with nearly half of teachers reporting management challenges as a major stressor (DepEd, 2024). Additionally, creating quality teaching resources is vital for student engagement but is hindered by the multiple roles teachers must juggle and limited access to materials and technology, especially in under-resourced schools (Alsubaie, 2016; Bakker et al., 2017; Zhang et al., 2021). This study focuses on public school teachers in Bukidnon to examine how occupational stress and classroom management impact their ability to develop learning resources. By identifying key stressors and management issues, the research aims to inform interventions that support teachers and enhance their capacity to create effective instructional materials, ultimately improving student outcomes.

OBJECTIVES OF THE STUDY

The primary objective of this study is to investigate the relationship between occupational stress, classroom management practices, and learning resource development of public-school teachers in Division of Bukidnon. Specifically, it aims to:

Determine the occupational stress level in terms of the following:

administrative demands

working environment

professional distress

Assess the level of classroom management practices levels of public-school teachers in terms of the following?

Engagement Strategie

Building relationships and communication

Consistent Enforcement

Determine the level of learning resource development do teachers have in terms of?

Competence in Resource

Creation

Utilization of Available

Resources

Resource Adequacy

Ascertain the relationship of occupational stress and classroom management practices to learning resource development of public-school teachers.

Determine the variable that most effectively predict the development of learning resources among public school teachers.

Research Design

A descriptive correlational research design was utilized in this study to examine the relationships between occupational stress, classroom management practices, and learning resource development of public-school teachers in Bukidnon. Descriptive methods were used to describe the levels of occupational stress, classroom management practices, and learning resource development. The descriptive aspect helped ascertain and describe current practices within the educational context. While it provided valuable insights into how occupational stress and classroom management practices related to learning resource development, it was essential to interpret the findings with caution and recognize the limitations inherent in the design.

Instrument

This research study employed a standardized questionnaire that underwent content validation and reliability testing, and was pilot-tested with 30 public school teachers. The questionnaire demonstrated strong internal consistency with a Cronbach alpha coefficient of 0.947. Each item utilized a five-point Likert scale, ranging from “strongly disagree” to “strongly agree,” enabling respondents to provide detailed feedback on occupational stress and classroom management practices.

Statistical Analysis

This research study utilized descriptive statistics to analyze the data collected from the standardized questionnaire. Descriptive statistics, including means, standard deviations, frequencies, and percentages, were computed to provide a detailed summary of the respondents’ perceptions regarding building conditions and academic performance. Furthermore, inferential statistics, specifically Pearson’s correlation coefficient, were employed to investigate the relationship between occupational stress and classroom management practices and learning resource development.

RESULTS

Table 1. Level of occupational stress in terms of administrative demands

The findings highlight those administrative demands are a significant source of occupational stress among public-school teachers. The high average mean score of 3.53 indicates a significant overall agreement that administrative tasks contribute to their stress levels, and significantly impact various aspects of teachers’ professional functioning. Teachers under high stress due to administrative demands may have limited time and mental capacity to develop effective learning resources. The stress associated with managing paperwork, deadlines, and administrative tasks can divert attention away from designing engaging, innovative, and tailored learning materials.

The result agrees with the study of Kimama et.al (2024), who stated that bureaucratic aspects of education, in which administrative demands such as paperwork, documentation, and compliance with policies, can be time-consuming and mentally taxing for teachers. These administrative demands divert teachers’ focus from instructional activities, contributing to heightened stress and diminishing overall job satisfaction. The study of Gudelos and Mabitad (2025) added that teachers’ performance and well-being have been negatively impacted by ongoing stress due to excessive workloads, which is indicative of larger difficulties in one of the most demanding occupations in the world. It was highlighted also by Darling et.al (2017) that high levels of administrative demands can also reduce teachers’ engagement in professional growth activities that often contribute to resource development. Stress-related burnout may lead teachers to prioritize immediate administrative tasks over long-term professional development initiatives that enhance resource quality. However, despite these challenges, the resilience of teachers showcased their ability to manage their workload and uphold their dedication to students.

Table 2. Level of occupational stress in terms of working environment.

The result indicates that the working environment is a significant source of occupational stress. The higher the mean score for a particular indicator, the stronger the teachers’ agreement and the greater the impact of that factor on their stress levels. The indicators with the highest means point to classroom management difficulties, perceived lack of authority and recognition, and interference with personal life as the most stressful aspects of their working environment. The lower mean related to safety suggests that while safety is a concern for some, it is not as pervasive as other stressors.

The study of Majka (2024) agrees with the result that Lack of appreciation can manifest in various detrimental ways, from decreased motivation and productivity to increased turnover and stress. Unappreciation is also emphasized by Fields (2024) that feeling unrecognized can lead to stress, anxiety, and depression, contributing to a decline in mental health. When employees consistently feel overlooked, it can erode their self-esteem and create feelings of inadequacy. Although the efforts of public-school teachers were unappreciated or unrecognized, they still continue their dedication and work tirelessly beyond the classroom, investing their own resources and time.

The result indicates that “school policies enhance my sense of responsibility towards my education” obtained a mean score of 4.25 with a descriptive rating of “strongly agree.” These findings imply that this indicator was highly implemented. This means that when school policies develop, they promote students’ sense of responsibility, create a good learning environment, and increase student engagement. “School policies are consistently enforced and applied equitably to all students.” These measures have a mean score of 3.64 with a descriptive rating of “agree,” indicating that they were moderately implemented. The mean average of 3.96 indicates a moderate level of school policy implementation.

According to E. Usoh et al (2021), the study highlights the importance of school policies in enhancing students’ sense of responsibility and creating a good learning environment. this study aligns with the results, suggesting that school policies enhance students’ sense of responsibility toward their education. The result was supported by the study of Kontak, J., et al (2022), which highlights the importance of school policies in promoting students’ sense of responsibility and creating a healthy school environment.

Table 3. Level of occupational stress in terms of professional distress

The results of this study, indicating a moderate level of occupational stress among public school teachers (mean = 3.02), supports the study of Cammayo, Aquino, and Gomez (2021) found that emotional exhaustion is a primary component of teacher burnout in the Philippines, often exacerbated by the demands of the profession and insufficient resources. Similarly, Calumno et al. (2023) and Bernales (2022) reported moderate levels of emotional exhaustion and highlighted systemic resource inadequacies as significant contributors to teacher stress. In contrast, concerns about administrative support and job security were found to be less prominent, aligning with the present findings that these are not the main sources of occupational stress for Filipino teachers.

Table 4. Summary of Occupational Stress

The results indicate that teachers generally agree that they experience occupational stress, with an overall mean of 3.35. Among the specific indicators, administrative demands (mean  =  3.53)  and working environment (mean = 3.51) are the most prominent sources of stress, both falling within the “Agree” range. This suggests that teachers perceive paperwork, reporting, and administrative responsibilities, as well as conditions in their physical and social work environment, as significant contributors to their stress levels.

On the other hand, professional distress (mean = 3.02) is rated as “Neutral,” indicating that issues related to career progression, recognition, or professional relationships are perceived as less stressful compared to administrative and environmental factors.

Overall, the findings suggest that while professional distress is not a major source of concern, teachers consistently experience moderate levels of stress primarily due to administrative demands and working conditions. This highlights the need for interventions focused on reducing administrative burdens and improving the working environment to support teacher well-being and effectiveness.

Similarly, Ventayen et al. (2021) reported that Filipino educators face moderate occupational stress, with workload, administrative requirements, and inadequate facilities as the main contributors. These stressors were found to impact both teacher well-being and performance, highlighting the need for interventions to reduce administrative burdens.

As to support of the results, Eres and Atanasoska (2011) observed that teachers in Southeast Asia also reported moderate stress levels, with administrative work and the school environment as primary stressors. In recognition of these challenges, the Department of Education (2020) has acknowledged the significant impact of administrative workload and working conditions on teacher stress, recommending the streamlining of administrative tasks to enhance teacher welfare.

Collectively, these studies affirm that moderate occupational stress among teachers, particularly from administrative and environmental sources, is a well- established concern both in the Philippines and internationally.

Classroom Management Practices

Table 5. Level of classroom management practices in terms of engagement practices.

The highest mean was recorded for the statement, “I manage the class in a way which creates encouraging environment in the classroom for productive learning” (mean = 4.55, “Strongly Agree,” “Very High Agreement”), followed closely by “I use a variety of teaching strategies to engage students in the learning process” (mean = 4.43) and “I provide opportunities for students to work collaboratively on projects and tasks” (mean = 4.26). These results suggest that teachers are highly effective in creating a positive classroom environment, utilizing diverse instructional methods, and encouraging collaboration among students. In contrast, the lowest mean was observed for the statement, “I reward pupils for good behavior in the classroom” (mean = 3.34, “Neutral,” “Moderate Agreement”). This indicates that rewarding positive behavior is less consistently practiced compared to other engagement strategies.

The findings indicate that public school teachers demonstrate a moderate to high level of classroom management in terms of engagement strategies, as reflected by the overall mean of 4.06. The highest levels of implementation were seen in creating an encouraging classroom environment and employing a variety of teaching strategies, which are consistent with best practices for fostering student engagement and positive learning outcomes (Bernardo, 2017; Dela Rosa, 2018).

Table 6. Level of classroom management practices in terms of building relationships and communication.

Table 7. Level of classroom management practices in terms of consistent enforcement

DISCUSSIONS

The mean scores for each School Policy Implementation (SPI) item ranged from 3.5875 to 4.2375, indicating a generally beneficial view of policy implementation among the students. The overall average for SPI was 3.8994, which means that students, on average, consider the implementation of school policies to be positive. The deviations of most SPI questions were relatively low, it indicates that the responses were clustered closely around the mean. The mean score for each academic engagement (AE) item ranged from 3.4750 to 4.4250, indicating different levels of academic engagement among the students. The overall average for AE was 3.9813, showing moderate dedication to learning among students. The standard deviations for AE items were only moderate, indicating variation in the students’ responses.

There was significant correlation between the average scores of school policy implementation and academic engagement (r =.640, p <.001). This correlation indicates that as students perceive better execution of school policies, their level of academic engagement tends to increase.

The results indicate that public school teachers demonstrate a high level of classroom management in terms of consistent enforcement, with an overall mean of 4.26 (“Strongly Agree,” Very High Agreement). Teachers are highly effective in involving students in rule-setting, creating an encouraging and disciplined environment, eliminating gender bias, and clearly defining classroom rules and expectations. These practices align with the findings of Dela Rosa (2018), who noted that active student participation in rule-making and consistent communication of expectations are key to effective classroom management in the Philippine context. Similarly, Ventayen et al. (2021) and Cruz and Villena (2020) support the importance of clear, consistent, and inclusive enforcement of rules in fostering positive student behavior and classroom climate. While most aspects are highly implemented, there remains room for further strengthening the communication of consequences and discipline to ensure even greater consistency.

Table 8. Summary of Classroom Management Practices

OVERALL MEAN 4.06 AGREE High Agreement

The summary of classroom management practices, as presented in Table 9, reveals that teachers are generally engaged in implementing effective classroom management strategies, with an overall mean of 4.06 (“Agree,” High Agreement). Among the three key indicators, consistent enforcement received the highest mean score of 4.26 (“Strongly Agree,” Very High Agreement), indicating that teachers are particularly effective in consistently applying classroom rules and expectations. Both engagement strategies (mean = 4.06) and building relationships and communication (mean = 3.94) also fall within the “Agree” range, reflecting that teachers actively employ methods to foster student participation and maintain positive interactions within the classroom.

Studies in the Philippine context confirm that teachers are highly engaged in classroom management practices. Santander and Nabos (2024) found that Filipino teachers consistently apply effective engagement strategies, build positive relationships, and enforce rules to maintain a productive learning environment. Similarly, research by DepEd-Cagayan de Oro City Division (2025) showed that high level of classroom management contributes with positive student behavior and academic performance. These findings suggest that teachers demonstrate a high level of engagement in classroom management, with a particular strength in the consistent enforcement of rules and procedures. This level of engagement is essential for creating a positive learning environment, promoting student discipline, and supporting effective teaching and learning processes.

Table 9. Level of Learning Resource development in terms of competence recreation.

The overall average mean is 3.88 (“Agree,” High Agreement), indicating that teachers generally demonstrate a high level of competence in creating, adapting, and utilizing learning materials to enhance the teaching and learning process.

The highest mean scores were observed in the following indicators; making efforts in creating digital learning materials for students (mean = 4.51), availability of financial support affecting the ability to create high-quality educational materials (mean = 4.34), training to develop new educational resources provided by the school (mean = 4.32).

However, the lowest level of mean was recorded for the indicator, “I find that using open-source platforms helps me efficiently develop and share educational content with peers both locally and globally through online collaboration tools” (mean = 3.41). While still within the “Agree” range, this suggests a relative opportunity to increase familiarity and usage of open-source and collaborative digital platforms among teachers.

The findings reveal that teachers exhibit a high level of competence in resource recreation, as reflected by the overall mean of 3.88 (“Agree,” High Agreement). Teachers are highly engaged in creating digital learning materials, effectively utilizing technology, and benefiting from training and financial support provided by their schools. However, the relatively lower agreement on the use of open-source platforms for collaborative content development suggests an area for further professional development. These practices are consistent with the observations of Magsambol (2020) and Ventayen et al. (2021), who noted the proactive and innovative approaches of Filipino teachers in developing instructional materials to meet the diverse needs of their students. The results further underscore the importance of ongoing professional development, collaboration, and resource support in sustaining high levels of competence in learning resource development.

Table 10. Level of Learning Resource development in terms of utilization of resources

The lowest mean scores were recorded for the indicators; “I use existing books and let the students discover the topic we discussed” (mean = 3.41) , “The learning resources available are high quality and relevant for student’s learning” (mean = 3.41), “Adequate learning exercises and activities to achieve learning outcomes will assess student’s opportunities (mean = 3.41)”, Learning resources available to me are well integrated into my overall learning strategy (mean = 3.41)”,and ”I have received training on how to utilize the available learning resources effectively” (mean = 3.41). While still within the “Agree” range, these lower scores indicate areas where further improvement is possible, particularly in the integration of resources into teaching strategies, ensuring the quality and relevance of materials, and providing more training for effective utilization.

The findings indicate that teachers demonstrate a high level of agreement in utilizing available learning resources, as reflected by the overall mean of 3.46. Teachers consistently recognize the value of technological support, up-to-date instructional materials, and adequate support systems in maximizing the use of resources for student learning. However, slightly lower ratings for the integration of resources, quality and relevance of materials, and training on resource utilization suggest areas for further enhancement. These results align with the observations of Magsambol (2020) and Cruz and Villena (2020), who noted the ongoing need for improved access to quality resources and continuous professional development for Filipino teachers.

Table 11. Level of Learning Resource Development in terms of resources adequacy

The overall average mean is 3.88 (“Agree,” Moderately Implemented), indicating that teachers generally perceive the adequacy of learning resources as sufficient, though there are areas for improvement.

The indicators with highest mean scores were; “The learning resources provided are current and reflect the latest developments” (mean = 4.56), “The learning resources are regularly updated to remain relevant and useful for students’ learning needs” (mean = 4.44) and “There is a diversity of learning formats available to support different learning areas” (mean = 4.36).

These results suggest that teachers strongly agree that the resources they receive are up-to-date, regularly maintained, and diverse, supporting a broad range of topics and skills. On the other hand, the lowest mean scores were recorded for; “There is a sufficient variety of learning resources available across different subjects and disciplines” (mean = 2.41, Neutral, Moderately Implemented) lower ratings indicate that teachers perceive gaps in the variety of resources across subjects and in the systems for feedback and continuous improvement of resource adequacy.

Filipino research underscores similar issues. Magsambol (2020) highlighted persistent challenges in the sufficiency and distribution of learning materials, especially in public schools and during the shift to distance learning. Dela Rosa (2018) noted that while efforts have been made to update and diversify resources.

Table 12. Summary of Learning Resource Development

OVERALL MEAN 3.74 Agree High Agreement

The summary of learning resource development shows that teachers exhibit a high level of agreement in all key areas, with an overall mean of 3.74 (“Agree,” High Agreement). Teachers rated themselves highly in competence in resource recreation (mean = 3.46), utilization of resources (mean = 3.88), and resource adequacy (mean = 3.88). These results indicate that teachers are confident in creating and adapting learning materials, effectively using available resources, and perceiving the adequacy of resources to support teaching and learning.

These findings are similar to the findings of Magsambol (2020), who noted that Filipino teachers are proactive in developing and utilizing instructional materials, especially in response to changing educational needs. Similarly, Dela Rosa (2018) highlighted the importance of teacher competence and resource adequacy in enhancing the quality of education. DepEd policies also emphasize ongoing support for resource development and utilization in schools (Department of Education, 2020).

DISCUSSIONS

Table 13. Correlation Analysis

** Correlation is significant at the 0.01 level (2-tailed).

* Correlation is significant at the 0.05 level (2-tailed).

Positive correlations are also seen among the subscales of classroom management and learning resource development, indicating that these domains reinforce each other in practice. The analysis demonstrates that higher occupational stress, particularly burnout, is detrimental to both learning resource development and classroom management. Conversely, high classroom management skills are closely linked to greater engagement in learning resource development. These findings underscore the importance of reducing occupational stress and supporting classroom management to enhance teachers’ professional effectiveness.

Particularly, the correlation between Working Environment and Learning Resource Development is r=0.335r=0.335, p = .000**, which is highly significant. Similarly, the correlations between classroom management variables and learning resource development are very strong and highly significant (r=.987r=.987, p =.000).

The results agree with the study of Yazon and Ang-Manaig (2019) on Filipino teachers found significant relationships between emotional intelligence and various dimensions of occupational stress, such as professional distress and work-related stressors, indicating that occupational stress is a critical factor affecting Filipino teachers’ well-being and performance. A recent correlational study conducted in Cebu, Philippines, by the Cerdeña Elementary School Department of Education (2023-2024) examined elementary teachers’ classroom management strategies and found significant relationships between teachers’ experience, training, and the effective use of classroom management strategies, including engagement and communication. This agrees with the findings of strong positive correlations between engagement strategies, building relationships, communication, and consistent enforcement with classroom management effectiveness.

Table 14. Regression Analysis

R= 0.573 R² = 0.328 F-value = 121.116 PROB= .000

All four variables; classroom management, working environment (burnout), and administrative demands—significantly predict teachers’ learning resource development. Among these, Engagement Strategies is the best predictor, indicating that teachers who perceive their work as positively challenging are more engaged in developing and utilizing learning resources. Effective classroom management and positive occupational challenges enhance resource development, while occupational burnout has a substantial negative effect. Administrative demands also contribute positively, albeit to a lesser extent.

The R² of 0.328 indicated that approximately 32.8% of the variance in the dependent variable is explained by the predictors. This indicates a degree of explanatory high levels, suggesting that while other factors may also influence the outcome, these variables together have a meaningful impact. The overall model is statistically significant, as indicated by the F-value of 121.116 (p < 0.001), meaning that the predictors collectively explain a significant portion of the variance in the dependent variable.

Based on the results, regression equation can be expressed as: Y=1.641+0.407 X₁ +0.492 X₂ −0.369 X₃ +0.072 X4

Where:

Y = Learning resource development (dependent variable) X₁ = Engagement Strategies

X₂ = Professional Distress

X₃ = Building Relationships and Communication X4 = Engagement Strategies

The null hypothesis states that there is no significant relationship between the independent variables (engagement strategies, professional distress, building relationships and communication, administrative demands) and the dependent variable is rejected.

Given the significant F-value (p < 0.001) and the significant t-values for all predictors (p < 0.05), we reject the null hypothesis. This means there is sufficient evidence to conclude that the predictors collectively and individually contributed effect on learning resource development.

Engagement Strategies positively predict the dependent variable, with a coefficient of 0.407, indicating that improvements in engagement strategies are associated with increases in learning resource development or professional effectiveness.

CONCLUSIONS

The study of occupational stress and classroom management practices on learning resource development of public-school teachers found that public school teachers experience moderate to high levels of occupational stress. Among the stressors, administrative demands were the most significant, with teachers reporting that paperwork, deadlines, and compliance requirements heavily contribute to their stress. The working environment was also a major source of stress, including challenges such as classroom management difficulties, lack of authority, and insufficient recognition. While professional distress was affected, it was less prominent compared to administrative and environmental stressors. These findings indicate that organizational and systemic factors largely influence teacher stress.

Teachers demonstrated moderate to high levels of classroom management practices, particularly in the use of engagement strategies to motivate and involve students. However, there was variability and room for improvement in building relationships and communication with students, as well as in the consistent enforcement of classroom rules. This suggests that while teachers actively engage students, further support and training are needed to strengthen classroom climate and discipline.

Regarding learning resource development, teachers showed varying levels of competence in resource creation, utilization of available resources, and perceptions of resource adequacy. Those with lower occupational stress and stronger classroom management skills were more effective in developing and using learning resources. This highlights the importance of a supportive work environment and professional capacity in fostering resource development.

The study confirmed a significant relationship between occupational stress and classroom management practices on learning resource development. High occupational stress, particularly from administrative burdens and challenging work environments, negatively impacted teachers’ classroom management effectiveness and their ability to develop learning resources. Conversely, positive classroom management practices and lower stress levels were associated with greater engagement in resource development activities.

Stepwise regression analysis identified that occupational stress (professional distress), classroom management, occupational burnout, and administrative demands collectively predict learning resource development. Among these, occupational challenge was the highest positive predictor, indicating that teachers who perceive their work as meaningful and challenging are more motivated to develop learning resources. In contrast, occupational burnout and excessive administrative demands negatively affect this development.

This study highlights the complex interplay between occupational stress, classroom management, and learning resource development among public school teachers. To improve teaching performance and student outcomes, it is essential to reduce administrative burdens, improve working conditions, and provide targeted support for classroom management. Such interventions will help lower teacher stress, enhance professional capacity, and promote the development and effective use of learning resources.

RECOMMENDATIONS

Based on the findings of this study, which highlight the significant effects of occupational stress, classroom management, and administrative demands on learning resource development among public school teachers, several recommendations are proposed for key stakeholders in the education sector.

The Schools District Superintendent may develop and implement policies aimed at reducing administrative burdens on teachers. This might include streamlining reporting requirements, investing in digital tools to automate paperwork, and providing additional clerical support. Such measures would allow teachers to dedicate more time and energy to instructional activities and resource development. Additionally, establish comprehensive wellness programs incorporating mental health resources and stress schools’ management training.

The Schools District Supervisor may conduct regular monitoring and evaluation of teacher workload and stress levels within schools to identify areas needing intervention. They may also facilitate training sessions and peer support groups to help teachers develop coping strategies for occupational challenges and improve classroom management skills. They may coordinate with school principals to ensure administrative demands are reasonable and do not overwhelm teachers, balancing accountability with support.

The School Principal may create a supportive school environment that fosters open communication, collaboration, and mutual respect among staff to mitigate occupational burnout and improve working relationships. They may implement time management and resource planning strategies to help teachers balance their responsibilities effectively, reducing feelings of being overwhelmed. They may encourage and recognize teacher efforts in learning resource development and classroom management to motivate continuous professional growth.

Stakeholders may engage in collaborative programs that assist schools in providing additional learning materials and support services, alleviating some of the pressures on teachers. Promote awareness of the challenges teachers face to foster community understanding and support for educational improvements, supportive framework for educators, ultimately improving teaching quality and student outcomes.

Future researchers may conduct longitudinal studies to examine how occupational stress, classroom management practices, and learning resource development evolve over time. Exploring these dynamics across different educational settings-such as urban versus rural schools-may uncover context-specific challenges and inform tailored interventions. Such research would provide deeper insights to guide policies and practices aimed at enhancing teacher effectiveness and well-being.

ACKNOWLEDGEMENT

First and foremost, I thank God Almighty for His grace, strength, and guidance throughout the entire journey of this research. Without His blessings, this study would not have been possible.

I would like to express my heartfelt thanks to my Research Methods afviser, Dr. Aprell L. Abellana for her expert guidance and insightful ideas, which greatly enriched this study. Her wisdom and support were invaluable in completing this work.

My heartfelt thanks to Dr. Raul C. Orongan for his eloquence and research competence which turned out as result significant to the completion of this study.

I am also sincerely thankful to my family and friends for their unwavering support, understanding, and encouragement throughout the entire conduct of this study. Their love and motivation have been a constant source of strength.

I extend my heartfelt appreciation to my workmates and to my school head, Mr. Lebby M. Dumaguit who generously permitted me to have absences and provided the flexibility necessary to balance my professional responsibilities with the demands of this research. Their cooperation and support were instrumental in allowing me to focus on this study.

Lastly, I am grateful to all the teacher-respondents who participated in this research. Their openness and cooperation made this study possible

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