P-411 ENHANCING TEACHER WELL-BEING: THE IMPACT OF SELF-EFFICACY ON PERCEIVED STRESS IN PUBLIC HIGH SCHOOLS

Abstract

Abstract Introduction The teaching profession is widely recognized as one of the most demanding and stressful careers. Previous studies have indicated that a robust sense of self-efficacy plays a crucial role in alleviating teacher stress. This study aims to assess the impact of self-efficacy on perceived stress among teachers in public high schools in Tetouan, Morocco. Methods In April 2021, we conducted a cross-sectional survey involving 147 teachers of Experimental Sciences after obtaining approval from the provincial education delegation. Data were collected using a carefully designed questionnaire incorporating the Perceived Stress Scale (PSS) and the Teacher Self-Efficacy Scale (TSES), adhering to ethical principles outlined in the Helsinki Declaration. Results Among teachers, a negative correlation was observed between perceived stress and the three dimensions of self-efficacy: efficacy of student engagement (-0.249, p<0.01), efficacy of teaching strategies (-0.257, p<0.01), and efficacy of classroom management (-0.267, p<0.01). Notably, this correlation was more pronounced in women (-0.304, p<0.01) than men (-0.270, p<0.05). Discussion A low sense of efficacy can lead to decreased self-confidence and a perceived sense of helplessness in the face of professional challenges, resulting in heightened stress levels. This psychological mechanism could trigger various biological responses, such as the activation of the sympathetic nervous system and cortisol release, characteristic of stress reactions. Consequently, these biological responses can manifest as elevated levels of stress, compromising teachers’ mental and physical well-being. Conclusion The study underscores the significance of self-efficacy in stress management among teachers. Implementing interventions to bolster self-efficacy and prevent adverse effects of stress on teachers’ health is imperative.