Teachers’ Coping Mechanisms in In-Person Classes
DOI:
https://doi.org/10.58429/pgjsrt.v3n2a111Abstract
This descriptive study was conducted to determine the teachers' level of coping mechanisms in the in-person classes in the selected districts in a large school division of Central Philippines for School Year 2022-2023. The needed data for this study was collected from 100 respondents using a self-made survey questionnaire that has passed the rigorous validity and reliability tests. The findings revealed that teachers possess robust skills and strategies for managing various stressors and challenges they encounter in their teaching environment. Teachers with a very high level of coping mechanisms are likely adept at managing stress effectively. They can navigate demanding situations such as classroom management issues, workload pressures, or personal challenges without becoming overwhelmed. High coping proficiency indicates resilience among teachers. They can bounce back from setbacks and adapt to changes in their teaching environment more easily. A significant difference exists in the teachers’ level of coping mechanisms in relationships when grouped by age, civil status, and educational attainment in emotion and adaptive-focused. These findings call for establishing a collaborative partnership between the administrators to encourage teachers to participate in ongoing professional development opportunities related to stress management, resilience building, and well-being. Workshops, courses, and seminars can provide teachers with new strategies and resources to enhance their coping skills.
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