Group 6 - Chapter 1

MABALACAT CITY COLLEGE
Relationship of Technology Proficiency and Academic Stress Level of BPEd Pre-

Service Teachers: Basis for Intervention Program
A Thesis Presented to the Faculty of the Institute of Teacher Education

Mabalacat City College
Mabalacat City, Pampanga
In Partial Fulfillment of the Requirements for the Degree

Bachelor of Physical Education
By:
Diaz, Ernest Jude P.
Medina, Kyla Claire V.
Tulabut, Kenneth A.
September 2024
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Chapter 1
THE PROBLEM AND RELATED LITERATURE
Introduction
In today’s rapidly evolving educational landscape, the role of technology in
teaching has become increasingly important. Pre-service teachers deal with the dual
challenge of mastering complex educational technology while managing stress.
Technology proficiency, effectively using digital tools for teaching and learning, has been
linked to various positive academic outcomes. However, the connection between
technology proficiency and academic stress is still unexplored.
This study defines technical proficiency as effectively using various digital
resources for academic purposes, including navigating software and conducting online
research. The aim is to explore how pre-service teachers' comfort levels and frequency of
technology use influence their academic experiences and stress levels, as assessed through
a survey. Additionally, research by Arora and Srinivasan (2021) found that effective
technology use can significantly lower academic stress, suggesting that greater familiarity
with digital tools boosts pre-service teachers' confidence in their learning processes.
Together, these insights highlight the crucial role of technical competency in enhancing
student success and overall well-being. A. Santos and B. Dela Cruz (2022) examined how
well pre-service teachers at various universities in the Philippines are adapting to
technology. Their findings revealed that, while many students are comfortable with basic
digital skills, a lot struggle to apply technology effectively in their teaching. Many
participants expressed feeling unprepared to use more advanced educational tools, which
Institute of Teacher Education Relationship of Technology Proficiency

and Academic Stress Level
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they see as vital for their future roles. This points to a clear need for enhanced training
programs that focus on building these important tech skills, so that pre-service teachers can
meet the challenges of modern classrooms.
A. Zhai. (2020) Emphasizes the serious mental health effects of academic stress
experienced by pre-service teachers. Their findings show a strong correlation between
elevated stress levels and heightened symptoms of anxiety and depression. Many pre-
service teachers encounter intense pressures stemming from their coursework and hands-
on teaching experiences, which can contribute to feelings of inadequacy and burnout. This
research highlights the critical importance of educational institutions providing adequate
support, such as mental health services and stress management programs, to assist pre-
service teachers in coping with these challenges and enhancing their overall well-being. A
study by M. Alcaraz and L. Jover (2021) explored academic stress among pre-service
teachers in the Philippines, identifying key stressors such as heavy workloads, pressure to
succeed in practical teaching assignments, and anxiety over evaluations. The researchers
found that these stressors significantly impacted the mental health of students, leading to
feelings of inadequacy and burnout. Participants reported that their stress negatively
affected both their academic performance and overall well-being. The study highlights the
urgent need for universities to provide supportive measures, including counseling services
and stress management programs, to help pre-service teachers navigate these challenges
and promote a healthier educational environment.
The relationship between technological proficiency and academic stress is a
growing field of research. Academic stress has been highlighted as a crucial element

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impacting students' mental health and overall academic performance, with pre-service
teachers suffering higher levels of stress owing to the rigorous nature of their programs.
(Liu et al., 2020). In this situation, technology can reduce stress. Studies have indicated
that familiarity with educational technology can contribute to increased efficiency in
handling coursework and lesson planning, perhaps reducing the total stress faced by pre-
service teachers (Sharma et al., 2021).
Moreover, research indicates that integrating technology into physical education
can enhance teaching practices and enrich student learning experiences, which supports the
professional development of pre-service teachers (Higgins & Roesler, 2021). It’s essential
to understand the relationship between technology proficiency and academic stress because
this insight is key to designing effective training programs. Such programs can better equip
future educators to manage the demands of their profession while leveraging technology
to improve their teaching methods and reduce stress levels.
The main purpose of this study is to identify the relationship between technological
proficiency and academic stress levels among BPEd pre-service teachers. The study's
specific goal is to determine the various levels of technology skills, respondents' stress
levels, and their relationship to improve support systems for pre-service educators and,
ultimately, promote both technological adeptness and psychological well-being in the
context of physical education.

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Review Related Literature
To better understand the study, this chapter serves as background and groundwork
for the relevant research. It includes a summary of the relevant literature and studies that
the researchers believe will be helpful to the study.
Foreign Literature
In the words of T. Phan, E. Aguilera, and S. Tracz (2022), a blend of educational
technologies in the academic coursework of PST (Pre-Service Teachers) is an improvement
in their technological proficiency that shows usefulness, satisfaction, and effectiveness and
expands the skills of PST in educational technologies. emphasize that integrating
educational technologies into the coursework of pre-service teachers (PST) enhances their
technological proficiency. This suggests that improving technology skills can lead to
greater satisfaction and effectiveness, which I believe may help alleviate academic stress
among BPEd students.
According to M. Eskici and S. Çayak (2023), The results showed that teachers had
high proficiency and technology integration in their lessons. However, no differences were
found in technology proficiency and integration across gender, level of position, and
education. Nonetheless, teachers with a graduate degree were more proficient in
technology and integration than those with an undergraduate degree. The study also
revealed and strong positive relation between teacher technology proficiency and the
integration of technology in his lessons. Teachers with graduate degrees demonstrate
higher technology proficiency and integration. This finding highlights the importance of
educational background, suggesting that my intervention program should consider the

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varying levels of prior experience with technology among pre-service teachers.
Pre-service teachers should receive instructions on selected dimensions of digital
competence. Some of those are information and data literacy, communication and
collaboration, digital content creation, safety, and problem-solving. As stated by İ.
Reisoğlu A. Çebi (2020) The training focusing on digital ideology-based knowledge covers
the following: professional engagement, digital teleology, teaching and learning resources
online, assessment, and empowerment of learners. Further, the study also suggested that
these trainings should be effectively put into practice to ensure that pre-service teachers
can communicate about digital issues no matter their background. Underscores the
necessity of training pre-service teachers in key dimensions of digital competence. This
aligns with my goal to develop targeted interventions that not only enhance technology
skills but also equip students to handle academic pressures effectively.
The use of technology in teaching gets the recognition of how it affects learning
and teaching positively. Based on B. Akaadom (2020), Teachers must have the skills and
knowledge to use technology. The studies said that Pre-Service Teachers lack the technical
skills that are needed to use technology effectively inside the classroom, which cause for
the lack of technology training. Notes that many pre-service teachers lack the technical
skills needed for effective classroom technology use. This finding reinforces my belief that
a lack of training can contribute to academic stress, making a case for my intervention
program focused on skill enhancement.

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The result of investigating the influence of peer monitoring on the pre-service
teachers' proficiency indicates a significant improvement after finishing educational
coursework M. Giles and B. Willis (2020). The study highlights the importance of support,
motivation, and pairing to improve peer monitoring experience, which enhances their
technology proficiency. The positive impact of peer monitoring on technology proficiency
resonate with my research focus on collaborative learning environments. I intend to explore
how peer support can be integrated into my intervention strategies to further reduce stress.
The emergence of new technology provides opportunity to the society and the
schools. To blend in with current trends of the 21st century. J. Hero (2020). The emergence
of new technology offers opportunities for schools to adapt to 21st-century demands. I see
this as a crucial context for my study, as embracing technology can provide pre-service
teachers with the tools needed to manage their academic responsibilities and reduce stress.
According to R. Aslam, M. KhanAsad, and U. Ahmed (2021), there is a significant
relationship between the teacher’s technological pedagogical content knowledge and
technological proficiency in professional development and promoting digital citizenship
and responsibilities of every students. Establishes a relationship between technological
pedagogical content knowledge and proficiency. This informs my approach, as I plan to
include professional development elements in my intervention program to enhance both
technology skills and stress management strategies. The hours spent teaching with
technology influence proficiency levels. This reinforces the importance of providing ample

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opportunities for pre-service teachers to engage with technology, which I aim to
incorporate into my intervention design.
The study stated that there was no relationship between age, gender, years of
teaching experience, and what level they teach that affected their perceived technology
proficiency Y. Uzun (2022). However, the number of hours that they spend teaching using
technology in public and private schools affects their technology proficiency.
Improvements in technological proficiency among Pre-service teacher after completing
educational coursework. This directly supports my hypothesis that enhancing technology
skills can positively influence pre-service teachers' academic experiences and stress levels.
Teacher’s experiences with the use of technology in the classroom are sufficient.
To address the problem of the issue is the use of educational technologies toward the pre-
service teacher T. Aguilera, S. Tracz (2021). According to surveys on educational
proficiency both before and after completing educational coursework, the study stated there
was an improvement in the technological proficiency of PST. There's a positive correlation
between competence in technology skills and pre-service teachers' outcomes in terms of
satisfaction, usefulness, and effectiveness. These results provide support in technology
skills programs for pre-service teachers.
Technology became more important when COVID-19 occurred in our country. Due
to the pandemic, all people are forced to master the use of technology, especially workers
and students, because it is only the convenient way to do their obligations on specific tasks
P. Jurek, K. Kuusipuro, M. Olech (2021). The COVID-19 pandemic necessitated rapid

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technological adaptation. This context is particularly relevant to my research, as I plan to
investigate how increased technology proficiency can help mitigate academic stress during
such disruptive periods.
The students use emotion-focused coping when they feel about a situation to be
harmful or threatening, which is known as a negative appraisal. Students who evaluate
problems positively as chances for improvement are likely to take part in problem-focused
coping S. Sharma and B. Gupta (2023). The researchers stated that the students who have
advanced experience in the use of technology in online and blended education have lower
anxiety and are better prepared to deal with technostress. Students with advanced
technology skills experience lower anxiety levels. This finding strongly supports my
premise that improving technology proficiency can lead to reduced academic stress among
pre-service teachers.
The university experience presents significant challenges, requiring students to
leverage various strategies and resources to navigate the demands of their academic
environments. According to García-Martínez et al. (2021), university students encounter
distinct pressures that relate directly to my investigation of academic stressors. Gaining
insight into these pressures will enable me to design a more effective intervention program
to support pre-service teachers.
C. Yang, A. Chen, and Y. Chen (2021), Students identified academic-related
pressures like ongoing study, paper writing, test preparation, and monotonous professors
as the most significant daily issues.

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High levels of stress can result in various health problems, including fatigue, loss
of appetite, headaches, and gastrointestinal issues. Specifically, academic stress is linked
to increased anxiety, depression, and diminished academic performance (Travis et al.,
2020). This understanding is pivotal for my research, as I aim to explore how enhancing
technology proficiency can act as a coping strategy for managing academic stress. By
focusing on technology skills, I hope to reduce stress levels and enhance the overall well-
being of pre-service teachers.
According to Jawad Abbas (2020), Higher education students face stress due to
challenging syllabuses, unrealistic deadlines, and accommodation issues, as well as
difficulties in understanding assignments and adjusting to new cities. This insight informs
my research as I seek to identify how technology proficiency can serve as a coping
mechanism for managing academic stress.
University-related stress can lead to various health issues, including fatigue and a
decline in interest in studies, ultimately impacting students' academic performance and
overall well-being (Hernández et al., 2023). Recognizing that university stress can
adversely affect academic outcomes, I plan to incorporate technology skill enhancement
into my intervention program to help pre-service teachers manage their academic
responsibilities more effectively.
Academic stress arises from increased demands in teaching and learning processes,
causing discomfort, anxiety, and uneasiness. In university, this is exponentially increased

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due to changes in teaching approaches, student-teacher relationships, and adaptation to new
lifestyles. García-Martínez, I.; Pérez-Navío, E.; Pérez-Ferra, M.; Quijano-López (2021).
The inventory identified excessive workload, professors' evaluations, and
professors' personality as environmental stressors, while sleep disorders, chronic fatigue,
and drowsiness were reported as stress indicators J. Arellano, E. Pineda, M. Luisa, A.
Zarco, Irma. Aburto, and D. Arellano (2022).
L.Deng, and N. Tavares (2021). investigated how digital literacy affects academic
stress in higher education. Their findings indicate that higher technology proficiency
improves learning efficiency, which in turn reduces stress levels among students. This
underscores the importance of incorporating digital literacy into teacher education
programs to adequately prepare pre-service teachers. The link between enhanced
technology proficiency and reduced stress further supports my emphasis on integrating
digital literacy into my intervention program.
Conducted a comparative study on technology use and student stress E.
Papanastasiou and M. toubi (2022). The results indicate that effective technology use acts
as a coping mechanism, allowing students to manage their academic workload more
efficiently. This study reinforces the idea that enhancing technology proficiency can
mitigate stress. That effective technology use can help students manage their academic
workload more efficiently. This insight encourages me to explore strategies for improving
technology proficiency as a means to alleviate stress.

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Local Literature
M. Mendoza G. Catiis (2022), Educators adapt to the huge changes of technological
advancements. The skills of Educators technology integration that need to coordinate and
actualize in their area. Technological proficiency is high as it is in demand in the teaching
of 21st-century learning. That even with high technology proficiency, pre-service teachers
face academic stress. This finding underscores the need for comprehensive interventions
that address both skill enhancement and stress management.
conducted a correlational analysis that highlighted significant relationships among
the identified variables. While pre-service teachers exhibit a high level of technology
proficiency, they still face stress related to academic expectations, workload, and
examinations. The stress associated with mastering technology skills is particularly
noteworthy. This finding strengthens my commitment to creating supportive environments
that not only enhance technology proficiency but also help alleviate stress for pre-service
teachers.A. Esteban, C. Vergara, A. Tanghal (2023).
The educational setup changed during the COVID-19 pandemic, and the
technological skills of both teachers and administrators are needed to enhance and
harmonize the learning environment T. Mendoza and E. Catiis (2022). highlight that the
educational landscape transformed during the COVID-19 pandemic, emphasizing the need
for both teachers and administrators to develop strong technological skills to create a
cohesive learning environment. The study indicates that teachers often take the initiative
to improve their technology skills independently, rather than relying on administrative
influence. The researchers suggest enhancing programs focused on developing teachers'

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technology skills to improve instructional quality. Understanding this dynamic, along with
the correlation between socio-demographic factors and academic stressors, will enable me
to contextualize my intervention program within the diverse experiences of pre-service
teachers.
Technology has become essential for educators to enhance their teaching methods.
J. Batanero, P. Graván, M. Rebollo, and M. Rueda (2021). However, the study revealed
that teachers are experiencing increased levels of stress and anxiety due to the demands of
becoming proficient with technology.
Based on C. Patosa and A. Oclinaria (2023), The study examined the socio-
demographic profile, stress levels of academic stressors like parental expectations, self-
expectations, educational requirements, and peer relationships, and the correlation between
these factors.
Technology enhances teaching-learning processes, but teachers must develop
competence to use it effectively C. Espiritu (2023). technology significantly enhances the
teaching and learning processes, but educators must be skilled in its effective use. The
abrupt transition to online learning has transformed educational experiences, and those who
struggle to adapt may suffer from techno-stress, a contemporary form of adaptation
disorder. Recognizing these challenges, I intend to focus on enhancing technology
proficiency within my intervention program to better equip pre-service teachers for this
new learning environment.

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Academic stress refers to the body's response to academic demands exceeding its
adaptive capabilities, affecting both its physical and mental aspects M. Amil, I. Kalaw, D.
Vocal, K. Bruzo (2021).
Investigates the effects of technology proficiency on the academic performance of
teacher education students. The study finds a positive correlation between technology skills
and academic success, suggesting that higher technology proficiency may also correlate
with lower academic stress levels among pre-service teachers L. Reyes (2021). A positive
correlation between technology proficiency and academic performance. This directly
supports my hypothesis that improving technology skills may also correlate with lower
academic stress levels.
J. Cruz (2022), discusses the academic stress and coping mechanisms of pre-service
teachers in the Philippines. The research emphasizes that integrating technology into their
studies not only enhances learning but also provides coping strategies for managing stress.
That integrating technology into studies can provide coping strategies for managing stress.
This aligns with my focus on how enhancing technology proficiency can serve as a stress
management tool.
Explores the sources of academic stress in teacher education, identifying digital
tools as essential in alleviating pressure M. Flores (2021). This study points to the need for
curricula that incorporate technology training, which can help students handle their
academic responsibilities more effectively. Digital tools as essential for alleviating
academic stress, reinforcing my goal to incorporate technology training in my intervention
program.

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E. Bautista (2020). emphasizes the importance of technology integration in teacher
education and its positive effects on student well-being. The research indicates that
effective use of technology can enhance organization and communication, which
ultimately helps to reduce academic stress. This insight aligns with my focus on improving
technology proficiency as a means to alleviate academic stress among pre-service teachers.
K. Alvarez (2023) focuses on the role of ICT in mitigating academic stress among
BPEd students. The findings indicate that access to technological resources can
significantly alleviate stress by providing additional support for academic tasks. That ICT
access significantly alleviates stress among BPEd students, supporting my investigation
into technology proficiency as a means of stress reduction.
C. López (2022) examines the relationship between academic stress and technology
use in higher education. The study finds that effectively utilizing technology can boost
student engagement and lower stress levels among pre-service teachers. This finding
underscores the importance of integrating technology into my intervention program to help
manage academic stress.
According to S. Gonzales (2022) discusses how parental influence and technology
usage can impact academic stress among pre-service teachers. The study highlights the
importance of supportive environments that leverage technology to ease academic
pressures. That appropriate technology use can enhance student engagement and reduce
stress. I plan to explore these dimensions in my research to inform effective intervention
strategies. supportive technology environments can ease academic pressures. This

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highlights the importance of fostering supportive contexts for pre-service teachers in my
intervention program.
Based on R. Manalo (2023) explores the relationship between student engagement,
technology proficiency, and academic stress. The findings indicate that increased
engagement, facilitated by technology, is associated with lower stress levels among teacher
education students. This interplay supports my hypothesis that enhancing engagement
through technology proficiency can help reduce academic stress.
Explores the relationship between technology skills and stress levels in Philippine
higher education P. Torre (2023). The findings suggest that proficiency in technology is
crucial for managing academic pressures effectively.
Identifies challenges in technology use among teacher education students and
proposes strategies for managing academic stress through effective technology integration
A. Delos Santos (2021). Identifies challenges in technology use and proposes strategies for
effective integration. This insight will inform my approach to developing an intervention
program that addresses these challenges while enhancing technology proficiency.
Synthesis
The literature review highlights a clear gap in our understanding of how
technological skills affect academic stress among Bachelor of Physical Education (BPEd)
pre-service teachers. Many studies, like those by Using technology the right way, can
enhance how we teach and learn. However, teachers need to have the skills to manage any
stress that might come with it (C. Espiritu, 2023) the same results, when Students often
face intense academic pressures, like heavy workloads and exam-related stress, which can

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be significant stressors (C. Yang, A. Chen, & Y. Chen, 2021) has a different results.
Additionally, a teacher’s understanding of how to blend technology with their teaching is
crucial for helping students become responsible digital citizens (R. Aslam, M. KhanAsad,
& U. Ahmed, 2021).. Including digital literacy in teacher education is key to helping reduce
stress and boost academic performance (L. Reyes, 2021) have the same results while others
have the exact opposite results, discuss technology in education, but there is a lack of focus
on the specific challenges and benefits that BPEd pre-servise experience. This leaves an
important area unexplored in the current research landscape. Exploring this relationship
could provide valuable insights into their experiences and needs. Pre-service teachers who
are comfortable with digital tools tend to feel more prepared for teaching and less anxious
about meeting academic demands (Hwang et al., 2020; Lim & Lobo, 2020). This
preparedness not only enhances their confidence but also enables them to engage more
fully with online learning platforms, thereby reducing the stress associated with
technological challenges. To bridge the relationship between technological proficiency and
academic stress of the BPEd pre-service teacher. The review of related literature reveals a
scarcity of comprehensive insights into the specific challenges, benefits, and preferences
of BPEd pre-service teachers. This study aims to examine the relationship between
technology and the experiences of BPEd pre-service teachers at Mabalacat City College.
By exploring the various dimensions of their experiences, it seeks to offer insights that can
inform future researchers and practitioners involved in developing technology skills
programs for pre-service teachers.
Conceptual Framework

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The purpose of the study is to determine the relationship between technological
proficiency and academic stress level of BPEd Pre-Service Teachers in Mabalacat City
College.
The variables of the study are placed inside colored boxes. The first pink box, inside
of it is the demographic profile such as the gender and age of the respondents. The second
blue box, inside of this is the first variable the Technology Proficiency. The third purple
box, inside of this placed the second variable the academic stress level. The fourth yellow
box, inside is the propose action plan for the Pre-service Teachers that will be suggested to
maximize the knowledge and skill of the students and as well managing the stress levels.
Statement of the Problem

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The study aims to identify the relationship between Technology Proficiency and Academic
Stress of Pre-Service Teachers in BPEd at Mabalacat City College Specifically, it aims to
answer the following questions:
1. How may the demographic profile of the respondents be described in terms of:
1.1 Age;
1.2 Gender; and
1.3 Access to Technology?
2. What is the level of technological proficiency of the respondents?
3. What is the level of academic stress experienced of the respondents?
4. Is there a significant relationship between technological proficiency and the academic
stress of the respondents?
5. Based on the findings of the study, what action plan may be proposed?
Statement of the Hypothesis
The researchers seek ways to answer the study question. The researcher concluded
that Technological Proficiency and Academic Stress in Pre-service Teachers have a
relationship. These initials are tentative until proven at the end of the study.
Alternative Hypothesis (Ha): There is a significant relationship between Technological
Proficiency and Academic Stress in Pre-Service Teachers of BPEd.

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Null Hypothesis (Ho): There is no significant relationship between Technological
Proficiency and Academic Stress in Pre-Service Teachers of BPEd.
Significance of the Study
This study focused on the relationship between technology proficiency and the
academic stress level of the BPEd pre-service teacher at Mabalacat City College.
Moreover, the following will benefit from the study.
Pre-Service Teachers. The results of this study will serve as a way of gaining knowledge
and guidance in the use of technology skills and effects of the academic stress.
BPEd Students. As Pre-Service Teachers, the BpEd students will benefit from this. As
they are in the actual field of pre-service teaching the result of the study will help them as
a guide in technology proficiency and dealing with academic stress.
Teachers. This study will be a help and a guide for them to lead pre-service teachers to
technology and mental health.
College. The results of the study and its findings aided the institute in developing programs
to help Pre-Service Teachers in the use of technology advancements and stress
management programs.

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School administration. This study offers valuable data on the relationship between
technology proficiency and academic stress level. Moreover, the results of the study will
also aid in the development of fresh ideas for the school administration.
Future Researchers. Because of this study, future researchers will be able to refine and
expand their knowledge or understanding of the relationship between technology
proficiency and academic stress level. This could provide them with information on the
relationship between technology proficiency and the academic stress level.
Scope and Delimitation
This research aims to determine the relationship between technology proficiency
and academic stress levels among Bachelor of Physical Education (BPEd) pre-service
teachers at Mabalacat City College. The study will assess students' abilities to use
educational software and online platforms, correlating these skills with their perceived
academic stress from coursework demands and teaching preparation. the research will be
limited to this specific group, excluding students from other programs or institutions. In
addition, the focus will remain on quantitative analysis data will be collected through
surveys administered to the BPED students.

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Definition of Terms
Technology Proficiency
Conceptual Definition: It refers to the capability to use technology to communicate
effectively and professionally, organize information, develop high-quality products, and
improve thinking skills (N. Saad & S. Sankaran, 2020).
Operational Definition: It is the ability to use technology effectively, including teachers on
how they use learning tools such as Microsoft word, Kahoot, Socrative, Google Classroom,
Google Meet, and MS Teams.
Academic Stress Level

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Conceptual Definition: The student psychological state caused by constant social and self-
imposed pressure in the school setting, decreasing the student’s psychological reserves (X.
Zhang et al.,2022).
Operational Definition: It is the discomfort or anxiety of pre service teachers due to
pressure in academic responsibilities.
Bachelor of Physical Education (BPEd)
Conceptual Definition: Four-year degree program that focuses on the study of Physical
Education (De La Salle University,2018).
Operational Definition: It refers to a four-year program for college students who study
Physical Education such as sports and physical activities.
Pre Service Teachers
Conceptual Definition: A student teacher who is not yet licensed is undergoing training to
become a teacher (R. Chand et al,.2022).
Operational Definition: A trainee teacher who is training in the field of education to
become a official teacher.
Digital Literacy
Conceptual Definition: Understanding not only how to find information on the internet but
also how to assess sources and digest information that might be shown in various formats
(O McCarty, 2023).

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Operational Definition: Refers to how individuals use technology in meaningful activities
including the use of computers and internet to communicate effectively.
Educational Technology
Conceptual Definition: It examines the process of analyzing, designing, developing,
implementing, and evaluating the instructional environment, learners and learning process
(Lalova University, 2021).
Operational Definition: A tool for educational purposes which helps the teachers to
facilitate the teaching and learning process either face to face or online classes.
Coping Mechanisms
Conceptual Definition: It is a patterns or actions of individuals to deal with challenging
situations (A. Cooks-Campbell, 2024).
Operational Definition: It refers to what individuals do to face different stressful situations.
Including how pre-service teachers cope with stressful situations including how they use
technology in education.
Academic Performance
Conceptual Definition: The result of pupils' efforts accomplishing certain academic goals
(R. Goutam, 2023).

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Operational Definition: How students work hard to attain goals in education.
Academic Burnout
Conceptual Definition: The students energy exhausted as a result of continuing academic
pressure and burden (Z. Liu, 2023).
Operational Definition: It occur when an individual specifically pre-service teachers, when
they feel tired and reducing interest in education.
Self-Efficacy
Conceptual Definition: Illustrates the confidence of an individual on their capacity to exerts
control one’s own motivation, behavior and one’s own environment (M. Carey, 2009).
Operational Definition: It refers on how individuals believe in themselves to perform an
action, such as a pre-service teacher's confidence in their ability to educate and complete
an educational goal.
Online Learning
Conceptual Definition: It refers to the instructions provided by electronically via diverse
multimedia, internet and applications (T. Maddison, 2017).
Operational Definition: The online discussion or instructions, specifically for pre-service
teachers teaching their lesson in online class.
Workload

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Conceptual Definition: The work performed within a designated time span (S. Creagh,
2023).
Operational Definition: Refers on the duration or the working time of pre service teachers
do their work inside and outside the classroom.
Support Systems
Conceptual Definition: People who are capable of giving you practical and emotional
support (J. Hood, 2020).
Operational Definition: The support which capable of pre-service teachers get when they
feel stress and burnout.
References
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Alcaraz, M. R., & Jover, L. P. (2021). Academic stress and its effects on the mental
health of pre-service teachers in selected universities in the Philippines. Philippine
Journal of Teacher Education, 12(1), 34-48.
Alvarez, K. (2023). The role of ICT in mitigating academic stress among BPEd students.
Philippine Journal of Sports Education, 22(4), 65-79.

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MABALACAT CITY COLLEGE

Relationship of Technology Proficiency and Academic Stress Level of BPEd Pre-

A Thesis Presented to the Faculty of the Institute of Teacher Education

In Partial Fulfillment of the Requirements for the Degree

MABALACAT CITY COLLEGE

THE PROBLEM AND RELATED LITERATURE

In today’s rapidly evolving educational landscape, the role of technology in

challenge of mastering complex educational technology while managing stress.

linked to various positive academic outcomes. However, the connection between

technology proficiency and academic stress is still unexplored.

This study defines technical proficiency as effectively using various digital

well pre-service teachers at various universities in the Philippines are adapting to

Institute of Teacher Education Relationship of Technology Proficiency

MABALACAT CITY COLLEGE

meet the challenges of modern classrooms.

experienced by pre-service teachers. Their findings show a strong correlation between

research highlights the critical importance of educational institutions providing adequate

and promote a healthier educational environment.

The relationship between technological proficiency and academic stress is a

Institute of Teacher Education Relationship of Technology Proficiency

MABALACAT CITY COLLEGE

that familiarity with educational technology can contribute to increased efficiency in

service teachers (Sharma et al., 2021).

Moreover, research indicates that integrating technology into physical education

to improve their teaching methods and reduce stress levels.

ultimately, promote both technological adeptness and psychological well-being in the

context of physical education.

Institute of Teacher Education Relationship of Technology Proficiency

MABALACAT CITY COLLEGE

Review Related Literature

the researchers believe will be helpful to the study.

In the words of T. Phan, E. Aguilera, and S. Tracz (2022), a blend of educational

technologies in the academic coursework of PST (Pre-Service Teachers) is an improvement

expands the skills of PST in educational technologies. emphasize that integrating

among BPEd students.

education. Nonetheless, teachers with a graduate degree were more proficient in

integration of technology in his lessons. Teachers with graduate degrees demonstrate

educational background, suggesting that my intervention program should consider the

Institute of Teacher Education Relationship of Technology Proficiency

MABALACAT CITY COLLEGE

varying levels of prior experience with technology among pre-service teachers.

Pre-service teachers should receive instructions on selected dimensions of digital

collaboration, digital content creation, safety, and problem-solving. As stated by İ.

necessity of training pre-service teachers in key dimensions of digital competence. This

skills but also equip students to handle academic pressures effectively.

program focused on skill enhancement.

Institute of Teacher Education Relationship of Technology Proficiency

MABALACAT CITY COLLEGE

The result of investigating the influence of peer monitoring on the pre-service

teachers' proficiency indicates a significant improvement after finishing educational

technology proficiency. The positive impact of peer monitoring on technology proficiency

resonate with my research focus on collaborative learning environments. I intend to explore

According to R. Aslam, M. KhanAsad, and U. Ahmed (2021), there is a significant

relationship between the teacher’s technological pedagogical content knowledge and

technological proficiency in professional development and promoting digital citizenship

and responsibilities of every students. Establishes a relationship between technological

pedagogical content knowledge and proficiency. This informs my approach, as I plan to

include professional development elements in my intervention program to enhance both

Institute of Teacher Education Relationship of Technology Proficiency