MEDIATING EFFECTS OF OCCUPATIONAL STRESS ON TEACHER'S PSYCHOSOCIAL SKILLS AND JOB PERFORMANCE IN MODULAR DISTANCE LEARNING (MDL)

The main thrust of the study was to assess the level of occupational stress, psychosocial skills, and job performance of public secondary teachers in the districts of Maribojoc, Antequera, Catigbian, Balilihan, and Cortes (MACBAC) in modular distance learning (MDL). Through random sampling, the study involved a total of 119 respondents. Specifically, it presented the respondents’ profile on age, sex, highest educational attainment, and length of service. In assessing the level of teachers’ occupational stress, this study focused on occupational role, personal strain, and personal resources. In assessing the respondents’ psychosocial skills, it focused on performance skills, interpersonal skills, and self-management skills. In assessing the teachers’ job performance, the study employed the documentary analysis using the Annual IPCR results. The study used the weighted mean as the basis for analysis and interpretation of descriptive data. As to findings, the study has a cohort of teachers aged at least 30 years old, females with academic units in a Master’s Degree Program, and with a length of service of 6 years at minimum. Moreover, the study revealed less stressful job experience of the respondents in modular distance learning (MDL) based on the overall mean of 2.44, high psychosocial skills based on the overall mean of 3.27, and a very satisfactory job performance based on the mean performance rating of 4.15. The Two-Way Chi-Square Tests revealed the profile on age, sex, highest educational attainment, and length of service were not significantly related to the level of their occupational stress and psychosocial skills. However, length of service and psychosocial skills were significantly related. Further, by using Pearson Product Moment Correlation Coefficient, the study found the three variables were insignificantly correlated. The study concluded the respondents were resilient in the implementation of modular distance learning (MDL), specifically during the academic year 2021-2022. As an end view, the study proposed an action plan on improving teachers’ occupational well-being.