Empowering Educators: Cultivating Resilience in Secondary Teachers through Effective Coping Mechanisms

Abstract

This study explored the stressors and coping mechanisms influencing the resilience and well-being of secondary school teachers in the District of San Agustin. The research aimed to identify key stressors related to family, school environment, and policies, and examine coping mechanisms employed by teachers. The study targeted all 215 secondary teachers in the district, with qualitative data gathered through interviews and focus groups using random sampling. A predetermined number of schools were randomly selected, and a random sample of teachers was chosen from each school using a random number generator. This approach enhanced the representativeness and external validity of the findings by ensuring a diverse range of perspectives. Quantitative data were collected through surveys and analyzed using the mean to determine the most common stressors, while thematic analysis was applied to identify prevalent coping mechanisms. Major stressors included workload, student behavior, administrative demands, financial constraints, time management issues, and family conflicts. Common coping strategies were social support, time management techniques, and self-care practices. Based on the findings, the study proposed a tailored stress management program aimed at improving resilience and well-being among teachers. Recommendations included fostering peer support networks, providing professional development workshops, and implementing institutional support strategies focusing on work-life balance, financial stability, and stress management. The results underscore the need for a holistic, evidence-based approach to support educators in managing stress and enhancing their overall well-being in the teaching profession.