Stressors, Adaptive Coping Mechanisms, and Work Motivation of Public Elementary Teachers Amid Covid-19 Pandemic: Basis for Personnel Management Program

Abstract

Many people working in the education field are worried because of the epidemic, especially teachers in public schools who are now expected to continue providing instruction despite any obstacles. This study examined the stressors, coping mechanisms, and work motivation of public elementary teachers. Students' behavior, teacher's workload, time and resources, interpersonal relationship, recognition and well-being and protection were the five factors of teacher stress that were examined in this study. While the teacher's adaptive coping strategies in terms of physiological, psychological, social, and avoidance components were found. This study also looked at the sources of teacher's motivation in terms of the task itself, rewards, and remuneration, working conditions, and professional development. The respondents were the 420 public elementary school teachers in the Candelaria districts, Division of Quezon. Information was gathered via google form questionnaire and data were analyzed using both descriptive and inferential statistics. The findings reveal that the respondents felt stress in a "moderate" level. Among the six stressors, student behavior was the most powerful predictor of teacher stress. Teachers "often" employed all the suggested coping mechanisms to manage their stress during this health crisis, with psychological coping being the most frequently used. The work motivation of teachers showed that all indicators were "extremely important" in the efficient performance of their duties, with working conditions being a significant factor in improving teachers' work performance. Results also indicated a strong correlation between respondents' perceptions of stressors, coping strategies, and work motivation.