Background: Teaching in maritime higher education places simultaneous demands on instruction, assessment, student support, and administrative work. Objective: The study described stress management and perceived professional efficacy among instructors at a Philippine maritime college, and compared rank patterns across program-size groups. Methods: A cross-sectional questionnaire was administered to 39 instructors during the second semester of academic year 2025–2026. The 80-item instrument covered five stress management and six perceived efficacy domains. Domain means and published Kendall concordance statistics were summarized. Results: The mean stress management score was 3.28/5, with emotional regulation (3.53) and professional role management (3.50) highest and interpersonal resilience (2.92) lowest. The mean perceived efficacy score was 2.97/5; professional commitment (3.24) was highest and student engagement (2.78) lowest. The source tables report rank agreement for interpersonal resilience (W = 0.82) and classroom management (W = 0.85), based on three program-size groups; these analyses require checking against the original ranks and treatment of ties. Conclusion: Faculty reported practices and perceived functioning in the ―Evident‖ range, with identifiable areas for local support. Cross-sectional self-report scores cannot establish that stress management caused gains in professional efficacy.

References

[1] Agyapong, B., Obuobi-Donkor, G., Burback, L., & Wei, Y. (2022). Stress, burnout, anxiety and depression among teachers: A scoping review. International Journal of Environmental Research and Public Health, 19(17), 10706.

[2] Agyapong, B., Brett-MacLean, P., Burback, L., Agyapong, V. I. O., & Wei, Y. (2023). Interventions to reduce stress and burnout among teachers: A scoping review. International Journal of Environmental Research and Public Health, 20(9), 5625.

[3] Chang, M. L., & Taxer, J. (2021). Teacher emotion regulation strategies in response to classroom misbehavior. Teachers and Teaching, 27(5), 353–369.

[4] Duan, S., Bissaker, K., & Xu, Z. (2024). Correlates of teachers’ classroom management self efficacy: A systematic review and meta-analysis. Educational Psychology Review, 36(2), 43.

[5] Carroll, A., Forrest, K., Sanders-O’Connor, E., Flynn, L., Bower, J. M., Fynes-Clinton, S., et al. (2022). Teacher stress and burnout in Australia: Examining the role of intrapersonal and environmental factors. Social Psychology of Education, 25(2), 441–469.

[6] Maas, J., Schoch, S., Scholz, U., Rackow, P., Schüler, J., Wegner, M., & Keller, R. (2021). Teachers’ perceived time pressure, emotional exhaustion and the role of social support from the school principal. Social Psychology of Education, 24(2), 441–464.

[7] Mijakoski, D., Cheptea, D., Marca, S. C., Shoman, Y., Caglayan, C., Bugge, M. D., et al. (2022). Determinants of burnout among teachers: A systematic review of longitudinal studies. International Journal of Environmental Research and Public Health, 19(9), 5776.

[8] Skaalvik, E. M., & Skaalvik, S. (2020). Teacher burnout: Relations between dimensions of burnout, perceived school context, job satisfaction and motivation for teaching. A longitudinal study. Teachers and Teaching, 26(7–8), 602–616.

[9] Madigan, D. J., Kim, L. E., Glandorf, H. L., & Kavanagh, O. (2023). Teacher burnout and physical health: A systematic review. International Journal of Educational Research, 119, 102173.

[10] Fathi, J., Greenier, V., & Derakhshan, A. (2021). Self-efficacy, reflection, and burnout among Iranian EFL teachers: The mediating role of emotion regulation. Iranian Journal of Language Teaching Research, 9(2), 13–37.

[11] Lauermann, F., & ten Hagen, I. (2021). Do teachers’ perceived teaching competence and self efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes. Educational Psychologist, 56(4), 265–282.

[12] Hettinger, K., Lazarides, R., & Schiefele, U. (2024). Longitudinal relations between teacher self efficacy and student motivation through matching characteristics of perceived teaching practice. European Journal of Psychology of Education, 39(2), 1299–1325.

[13] Cann, R. F., Riedel-Prabhakar, R., & Powell, D. (2021). A model of positive school leadership to improve teacher wellbeing. International Journal of Applied Positive Psychology, 6(2), 195–218.

[14] Schulze-Hagenest, T., Carstensen, B., Weber, K., Jansen, T., Meyer, J., Köller, O., & Klusmann, U. (2023). Teachers’ emotional exhaustion and job satisfaction: How much does the school context matter? Teaching and Teacher Education, 136, 104360.

[15] Li, J., Xue, E., & He, Y. (2023). Investigating the effect of cognitive–behavioral, mindful-based, emotional-based intervention and professional training on teachers’ job burnout: A meta-analysis. Behavioral Sciences, 13(10), 803.

[16] Anton, J., & Van Ryzin, M. J. (2024). Reducing teacher stress and burnout and enhancing self efficacy through technology-supported small-group instruction. Social and Emotional Learning: Research, Practice, and Policy, 4, 100053.

[17] Sugiharti, T., & Osma, A. N. (2024). Guided inquiry learning model to improve scientific literacy on energy and its transformation. International Journal of Science and Mathematics Education, 1(3), 34–43. https://doi.org/10.62951/ijsme.v1i3.296

[18] Nuryanti, D., Kusumastuty, I., & Osma, A. N. (2025). Virtual exchange programs for cross cultural communication and global collaboration among university students. International Journal of Educational Technology and Society, 1(3), 52–61. https://doi.org/10.61132/ijets.v1i3.413

[19] Werdiningsih, R., Osma, A. N., & Nursanty, E. (2024). Coding futures: Rethinking digital literacy policies in senior high schools as catalysts for inclusive economic growth. International JournalofEducationalEvaluationandPolicyAnalysis,1(1),33–49. https://doi.org/10.62951/ijeepa.v1i1.395

[20] Springer, A., Oleksa-Marewska, K., Basińska-Zych, A., Werner, I., & Białowąs, S. (2023). Occupational burnout and chronic fatigue in the work of academic teachers—moderating role of selectedhealthbehaviours.PLOS ONE, 18(1), e0280080. https://doi.org/10.1371/journal.pone.0280080

[21] Klusmann, U., Aldrup, K., Roloff, J., Lüdtke, O., & Hamre, B. K. (2022). Does instructional quality mediate the link between teachers’ emotional exhaustion and student outcomes? A large-scale study using teacher and student reports. Journal of Educational Psychology, 114(6), 1442–1460. https://doi.org/10.1037/edu0000703