The study aimed to determine the relationship between stress-related variables and coping strategies as correlates of sense and dimensions of self-efficacy of teachers. The data gathered on the profile of the teacher according to age most of them are (thirty-one to forty) 31 - 40 years old while when it comes to gender, majority of respondents are female. According to civil status majority of the respondents are in married life. Additional to that, when it comes to educational attainment most of the respondents are with masteral units. For the designation of the teachers, most respondents are teacher I and when it comes to length of teaching experience one to ten (1-10) years are dominant. There is a significant relationship between stress-related areas (such as work-related stress and time management) and teachers self-efficacy. Additionally, the dimension of self-efficacy related to emotional state has a  significant relationship with stress-related areas. Most coping strategies and self-efficacy dimensions have a significant relationship, except for distancing coping and escape avoidance coping. However, distancing coping and escape avoidance coping are highly related to the dimension of self-efficacy related to emotional state only. There is no significant relationship between the emotional state dimension of self-efficacy and planful problem-solving or positive appraisal coping strategies.   It is recommended that school heads and administrators prioritize addressing work-related stress among teachers. Strategies to manage and reduce work-related stress may be implemented, such as providing support systems, workload management, and training programs that promote stress management skills.

Self Efficacy

coping strategies

WORK-RELATED STRESS

DIMENSION OF SELF EFFICACY