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

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.