Stress and Coping Strategies of Teachers in Distance Teaching

Abstract

This study was conducted to determine the stress and coping strategies of teachers in distance teaching in (12) public elementary school in Licab District. A total of 139 teachers served as respondents of the study. The investigation utilized the descriptive and correlational method of research. The data was collected through a questionnaire which included the teachers’ demographic profile, their stress and coping strategies in distance teaching. The researcher utilized Pearson Product Moment Correlation and Spearman’s rho as statistiscal treatment. Most teacher-respondents were categorized in the early adulthood stage, female, and have 11 years of teaching experience. Moreover, most of them have an average of 21-30 students in the class with 6-10 subject preparation for distance teaching. Respondents were always stressed, in the arising of the problems that they had encountered during distance learning. Respondents always used coping strategies such to ease the stress that they have ben through modular distance learning. Moreover, the highest educational attainment was positively correlated with coping strategies as to positive reinterpretation growth. The number of seminars/trainings attended was also positively correlated with coping strategies in terms of positive reinterpretation and growth and active coping. The results also showed a highly positive relationship between the stress and coping strategies variables such as physical and psychological stress with all the varying factors of their coping strategies towards it, like planning and emotional social support.