Stress Profile and Blended Learning Competence As Moderated By Blended Teaching Readiness: Context of Teachers in Public Schools

The study determined the moderating effect of blended teaching readiness on the relationship between teacher stress profile and teacher's blended learning competence. A descriptive-correlational research design was utilized in this study. The data was analyzed using weighted mean, Pearson r, and path analysis. The respondent of the study were 300 public school teachers from the Island Garden City of Samal which was chosen using stratified sampling. Data from the respondents was collected using three sets of modified survey questionnaires. The content validity and reliability of these instruments were ascertained. The results showed that the level of teacher stress was low, while the levels of blended learning competency and blended teaching readiness were high. There was a negative correlation which is significant relationship between teacher stress profile and blended learning competence. Moreover, there was a significant positive relationship between blended teaching readiness and blended learning competence. Furthermore, the result revealed a partial moderation effect of blended teaching readiness on the relationship between teacher stress profile and teacher's blended learning competence. This implies that the readiness of teachers to engage in blended teaching methods influences how teacher stress affects their competence in blended learning. While teacher stress may generally have an impact on blended learning competence but the extent of this impact can be moderated by the level of blended teaching readiness.