Teacher Self-Efficacy and Stress in Special Education: Evidence from Rural Schools in CAR, Philippines

The psychological well-being of special education teachers is crucial to the successful implementation of inclusive education; however, their experiences with stress and perceived self-efficacy remain underexamined in rural contexts. This study examined the levels of self-efficacy and stress among special needs education teachers in selected rural schools in the Cordillera Administrative Region, Philippines, and determined the nature of their relationship. Employing a descriptive-correlational research design, the study involved special needs education teachers. Standardized instruments – the Teacher’s Self-Efficacy Scale and the Wilson Stress Profile for Teachers – were adapted and validated to assess seven dimensions of self-efficacy and nine dimensions of stress. Descriptive statistics revealed that participants had a high level of self-efficacy, most notably in disciplinary management and parental engagement, and a high level of stress, with time management, intrapersonal conflict, and physical symptoms being the most prominent stressors. An analysis of the relationship showed no significant relationship between self-efficacy and stress. These findings underscore the need for holistic, system-based interventions, including policy-driven mental health initiatives, inclusive and context-responsive professional development programs, and sustained research efforts that investigate mediating factors in rural special education contexts. The study offers empirical evidence for stakeholders and policymakers to develop targeted reforms that enhance teacher retention, well-being, and instructional quality within marginalized educational environments.