Enhancement of Coping Strategies on Stresses Encountered by the Public Elementary School Teachers in San Nicolas District, Division of Batangas

Abstract

INTRODUCTION

Teaching is the noblest profession. Educators are bound to mold the youth morally and academically. The baseline of quality education begins in the elementary schools. Thus, elementary school teachers are vital inputs in the educational organization in bringing about quality education. However, teachers' stress may be a barrier to learning for students. It is also relevant to identify not only the sources of stress but also the strategies teachers apply to cope with stressful situations. The researcher deemed it necessary to conduct this study to identify the sources of stress and coping strategies adopted by elementary school teachers in the district to stay in their profession.

METHODS

This study was anchored on the concept of the Person-Environment (P-E) Fit Theory and Coping Strategy Factors. The Input-Process-Output Model was utilized. The Descriptive Method of research was employed and the questionnaire was utilized for gathering the data needed. Ninety (90) public school teachers participated as respondents. The weighted mean and coefficient of correlation were applied to statistically treat the data.

RESULTS

Significant findings were revealed in this study. As a whole, the stress experienced in role conflict, time pressure, and rewards and recognition were moderately felt by the teachers. The teachers utilized the strategies in coping with stress to a great extent. The coping strategies significantly affected stress encountered and experienced by the teachers as sustained by the computed correlation of 0.911 which was higher that the critical r-value of 0.751 using 5 degrees of freedom at the 0.05 level of significance. Hence, the hypothesis of the areas of relationship was rejected.

DISCUSSIONS

Based on the highlights of the findings, the following conclusions were drawn: teachers moderately felt the stresses encountered in role conflict and time pressure while the stresses in awards and recognition were less felt. The utilization of strategies in coping with stress that the teacher adopted were adopted to a great extent except avoidance focus which was utilized to a moderate extent. The strategies utilized by the teachers significantly addressed or enabled them to cope with the stresses to a great extent. An action plan was proposed to overcome stress encountered by the teachers.