Stress Management Practices of School Heads as Antecedent of Instructional Competence of Teachers

This study investigated the influence of school heads’ stress management practices on the instructional competence of teachers in San Roque District, Davao City Division. Utilizing a quantitative descriptive-correlational research design, the study engaged 197 public elementary school teachers selected through stratified random sampling, based on population estimates and sampling criteria generated via the Raosoft calculator. The research focused on three core domains of stress management practices: assessment of teacher’s stress, stress management coaching, and wellness and health programs, all of which were perceived as consistently implemented by school heads. Teachers' instructional competence was likewise found to be strongly evident, as reflected in their mastery of content knowledge, effective application of varied instructional strategies, and informed use of assessment tools. A significant relationship was established between the stress management practices of school heads and the instructional competence of teachers, with wellness and health programs identified as the most influential factor. These findings underscore the essential role of school leadership in creating supportive and responsive work environments that enhance teaching effectiveness. School heads are recommended to implement and sustain structured stress management practices through regular stress assessments, coaching, and wellness programs to effectively enhance teachers’ instructional competence and overall performance.