Coping Strategies and Stress Resilience of Secondary School Teachers in Davao Del Sur

Abstract

This study aimed to ascertain how much secondary school teachers in the Davao del Sur Division used coping mechanisms to predict their ability to handle stress. The findings revealed that time management, academic guidance, mentoring, appraisal-focused, emotion-focused, and occupation-focused coping strategies frequently materialize. Instructors often put much effort into improving coping strategies to teach the curriculum effectively. This was manifested in their positive coping responses to challenges. However, some items in the coping strategy of teachers were appraisal-focused and emotion-focused, as shown in the results that they were extensive.  Teachers' stress resilience in students’ behavior, teacher-teacher relations, intrapersonal conflict, physical symptoms, and stress management techniques are often manifested. However, the indicator of stress resilience in terms of students’ behavior, parent-teacher relations, intrapersonal conflicts, physical symptoms of stress, and stress management techniques was sometimes manifested, emphasizing that teachers need to develop mechanisms to enhance stress resilience. There was a significant relationship between coping strategies and stress resilience of secondary teachers. The robust coping mechanisms would make teachers resilient to challenges encountered by the learners and other stakeholders. Coping strategies regarding time management, academic advice and mentoring, and occupation focus significantly influence the learner’s performance.