COPING MECHANISMS OF JUNIOR HIGH SCHOOL (JHS) TEACHERS IN FACING CHALLENGES SURROUNDING CLASSROOM MANAGEMENT, TEACHING STRATEGIES, AND PROFESSIONAL DEVELOPMENT

Abstract

Coping mechanism proves the condition of professional crisis and identifies teachers a significant reduction and experiences level of orientation in life that leads to the process of reflection and intensification. The study examines the coping mechanisms of the respondents in terms of classroom management, teaching strategies, and professional development. Descriptive quantitative method of research is utilized in the study because it aims systematically and accurately to describe the situation phenomenon and population of the study. The subjects of the study are the Licensed Professional TLE Junior High School Teachers. The study comprised of 22 respondents and is conducted during the academic year 2019-2020. Results show that coping style is commonly thought of the cognitive, affective, and behavioral responses used by an individual to deal with problems encountered in the school and involving students in making decisions about classroom discipline and organizing the class to work out the rules for good behavior in terms of classroom management, effective coping mechanism teaching strategies make the effects of stress less damaging and knowledge that makes a teacher to help students develop in their learning process in terms of teaching strategies, and upgrade knowledge in the teaching profession and what they are expected to teach, knowing the structure, organization and culture of the school helped students feel comfortable in that environment and adapts professional qualities and professional development through training, seminars, and innovations in the teaching profession in terms of professional development. Article visualizations: