Sources of Stress, Self-Efficacy and Turnover Intention among English Language Teachers: A Correlation Analysis

Abstract

Aims: This study aimed to determine the relationship between sources of stress, self-efficacy, and turnover intention among English language teachers. Study Design: Quantitative descriptive–correlational research design was employed. Place and Duration of Study: The study was conducted among English language teachers of selected schools in Davao City during the 2025 academic year. Methodology: A total of 215 English language teachers were selected through simple random sampling. Standardized survey questionnaires were used to measure sources of stress, self-efficacy, and turnover intention. Descriptive statistics were used to determine the levels of the variables, while Pearson correlation analysis was employed to examine the relationships among them. Results: The findings revealed that teachers experienced a high level of stress, a very high level of self-efficacy, and a low level of turnover intention. Correlation analysis indicated that sources of stress and self-efficacy were not significantly related to teachers’ turnover intention (p > .05), showing very weak relationships among the variables. Conclusion: Sources of stress and self-efficacy do not significantly correlate with turnover intention among the respondents. The findings do not fully support the assumptions of Social Cognitive Theory in this context, suggesting that other factors may better explain teachers’ turnover intention. Further studies are recommended to explore other predictors.