The Impact of the Stress Management in Improving the Instructor's Professional Efficacy in Mariners Polytechnic Colleges Foundation (MPCF) in Canaman, Province of Camarines Sur

Abstract

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.