Depression, Anxiety, and Stress (DAS), Coping Styles and Teaching Engagement of Tagaytay City Secondary Public School Teachers

Abstract

INTRODUCTION

Due to insufficiency of empirical studies on the level of depression, anxiety, and stress (DAS) experienced in the public schools, this study wants to have empirical evidence on the emotional states level of public-school teachers, their coping styles and level of teaching engagement. Determination of these variables may prevent the overexposure of the teaching force from DAS and from other disorders that may affect their efficiency as teachers and persons as well.

METHODS

A descriptive-correlational design was used in the study. The participants of the study were the selected 142 public secondary teachers of Tagaytay City during the school year 2015-2016. They were chosen using stratified random sampling. The instruments used in the study were Depression, Anxiety, and Stress Scale (DASS-21); Modified Coping Inventory for Stressful Situations; and l the Engaged Teacher Scale.

RESULTS

It was found out that there was a significant relationship with depression and with the four factors of teaching engagement. In terms of anxiety, there's also a significant relationship specifically with cognitive engagement and colleague’s social engagement. Lastly, the stress level of the participants has a significant relationship with the four factors of teaching engagement. It was also noted that there is a significant relationship between coping styles and teaching engagement. The coping style, in general, was found to be significant with cognitive, emotional, and colleagues’ social engagement.

DISCUSSIONS

DAS has a significant relationship with teaching engagement. The higher the DAS level, the less likely they'll become engaged in their teaching. Coping styles and teaching engagement have a significant relationship with one another. The coping styles affect their teaching engagement in terms of cognitive, emotional, and colleagues' social engagement. It is therefore recommended that teachers may explore the best coping style that suits their personality that they can use in lessening their DAS level. School principals may also provide their teachers with activities that can lessen their DAS level. Research focusing on finding the causes of DAS of Tagaytay City public secondary school teachers may be conducted. It is also recommended that the same research with participants from low land areas in Cavite may be conducted. And lastly, a study focusing on the relationship between DAS coping styles and teaching engagement in the elementary level is highly encouraged.