ABSTRACT
Education is advertised as a prominent tool for learners to improve their potential. Teachers play an important role in improving education while the work environment in the academic field is said to be challenging with different stressors and variables. According to previous research, there are various reasons of emotional exhaustion among special education teachers and that required competencies are yet to be established. Meanwhile, efficacy is associated with the teachers’ confidence in their profession. Thus, the research’s objective was to identify the special education teachers’ emotional stability, teacher competencies, self-efficacy and their relationship. The research design used is descriptive-correlational in which the relationship of the independent variable to the dependent variables are determined. The forty (40) respondents of the study were the special education teachers from Calamba City, Laguna accumulated through purposive sampling. Data were gathered by using four point Likert scale survey questionnaires that undergo validation and pilot testing process. The study yielded very high results on emotional stability and self-efficacy. For teacher competencies, it stated high competency for evaluation and monitoring, teaching strategies and classroom management. Moreover, the research accumulated a result in correlation by using Pearson r that reached the conclusion that emotional stability and teaching competencies in terms of evaluation and monitoring, teaching strategies and classroom management gained low to moderate positive correlation. Meanwhile, the relationship between emotional stability and self-efficacy was established by the generated verbal interpretation of substantial positive correlation. Conclusively, the emotional stability of special education teachers had a probable tendency towards teacher competencies and efficacy. The conducted research proposed an action plan that can gradually improve the relationship of emotional stability, teacher competencies and self-efficacy.
Keywords: Educational Psychology, Emotional Stability, Teacher Competencies, Self-efficacy, Special Education, SpEd Teachers