Volume 07 Issue 04 April 2024
1Jessrel S. Fuentevilla, 2Kristal May S. Vivares
1Pagadian Capitol College, College of Criminology,Rizal Avenue, Tuburan District, Pagadian City, Zamboanga Del Sur, Philippines
2Misamis University, College of Criminology, H. T. Feliciano St. Aguada, Ozamiz City, Philippines
DOI : https://doi.org/10.47191/ijsshr/v7-i04-44Google Scholar Download Pdf
ABSTRACT
Teachers' stress levels and mental health are crucial aspects that help them holistically manage and lead their classrooms. This quantitative study determined the impact of mental health and stress levels among Criminology faculty in relation to their learning resource development. It was conducted at the selected schools in the province od Zamboanga del Sur that offers a Criminology program. There were 108 criminology faculty who served as the study's respondents and were chosen through purposive sampling. The instruments used in this study were the Mental Health Survey, Stress level Questionnaire, and Learning Resource Development. The findings showed that the level of mental health among the Criminology faculty was high. The level of stress among the Criminology faculty was average. Therefore, the level of learning resources development among the Criminology faculty was very high. Mental health is no significant relationship to learning resource development. However, wellbeing and positive mental health are highly significant in learning resource development. The level of stress is no significant relationship to learning resource development. Positive mental health is a significant predictor of learning resource development. Thus, anxiety and stress do not predict learning resource development. It is recommended that further studies be c onducted using strong qualitative tools to investigate the level of stress and mental health related to learning resource development.
KEYWORDS:criminology faculty, learning resource development, teachers’ mental health, teaching proficiency, teachers’ stress level
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