The Mediating Effect of Occupational Stress on the Relationship Between Teachers' Psychosocial Skills and Job Performance in Modular Distance Learning (MDL)

Abstract

The COVID-19 pandemic prompted the implementation of Modular Distance Learning (MDL) in Philippine schools, creating new instructional demands and challenges for teachers. This study examined the occupational stress, psychosocial skills, and job performance of public secondary school teachers in the MACBAC districts of Bohol during the implementation of MDL. Specifically, it determined the levels of these variables, explored their relationships, and examined differences based on selected demographic characteristics. A quantitative descriptive-correlational design was employed involving 119 randomly selected public secondary school teachers. Data were gathered using adapted and validated instruments on occupational stress and psychosocial skills, while job performance was assessed through Individual Performance Commitment and Review Form (IPCRF) ratings. Descriptive and inferential statistical techniques were utilized in the analysis. The findings revealed that teachers experienced a slightly stressful level of occupational stress, demonstrated high psychosocial skills, and attained a very satisfactory level of job performance. Educational attainment was significantly associated with psychosocial skills, while no significant relationships were found among occupational stress, psychosocial skills, and job performance. Likewise, no significant differences were observed in the study variables when grouped according to educational attainment. The findings suggest that teachers maintained professional effectiveness and adaptive functioning despite the challenges associated with modular instruction.