Chapter 1

INTRODUCTION

The COVID-19 pandemic has led numerous countries to

temporarily close all educational institutions in response to the

outbreak. When considering whether to close schools or keep them

open, there is an underlying issue that must be resolved.

Homeschooling disrupts many families' productivity and efficiency, as

well as their children's social and educational lives. Due to difficulties

containing the more contagious strain and delayed vaccine product

introductions, the Philippines has dropped to 53rd place in the

rankings (Bloomberg, 2021). Unprecedented online teaching is

occurring. Online student assessments need a lot of trial and error.

Stress is a well-studied term that refers to a psychological

response to external conditions commonly referred to as stressors

that can result in physical stimulation and threats to one's well-being.

Teachers have a huge impact on the lives of our nation's children.

Teachers not only help kids learn, but also help them grow socially

and emotionally (Johnson, 2017). If stress is not dealt with properly,

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it can have a variety of negative outcomes. Thus, one of the ways to

deal with it is to learn to cope with it and minimize its consequences.

Coping is actively resolving personal and interpersonal issues to

manage, mitigate, or accept stress and conflict. Psychological coping

processes are called coping strategies or coping skills. Problem coping

techniques are usually associated with ways of dealing with the

problem in order to relieve tension, while emotion-focused

mechanisms may assist people in dealing with any anxiety caused by

the problem.

The coronavirus outbreak has put educational institutions in an

unprecedented situation. The Covid-19 pandemic has added new

stressors for teachers, particularly those generated by the rapid

switch to online teaching. The pandemic has prompted teachers to

cope with new problems, not all of which are related to student

achievement. The fact that many educators must also manage their

personal lives adds to the stress in the workplace (Ellis, 2020). The

Department of Education has been working hard to discover methods

to continue providing outstanding education without jeopardizing

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student and teacher safety. Teaching is often cited as one of the

most difficult jobs, and it is.

To address the issues that teacher, learners and their parents

are experiencing the Department of Education released the

Suggested Measures to Foster “Academic Ease” during the Covid-19

Pandemic, the objective of this department memo is to clarify the

expected teachers’ teaching responsibilities and learning activities of

students with the help of their parents (DM. 425, S. 2020).

According to an Elearning Industries survey (2020), teachers

are struggling with a wide range of pressures, including those created

by the emergency shift to online language instruction. Coping

mechanisms are techniques used to cope with stressful or

uncomfortable feelings. In difficult settings, coping skills can help

sustain mental health (Soini, 2020). Teachers' psychological

adjustment and well-being depend on their ability to cope with

pressures.

The researcher as public-school teacher in Pangarap High

School which handling junior high school at Schools Division Office of

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Caloocan City for nineteen (19) years under the Department of

Education (DepEd). A "Work from Home" policy is being implemented

due to the new usual class setting. Teachers don't have to go to

school every day; they work from home. The study found several

teachers are stressed out. Teachers struggled to prepare for online

classes. Due to data usage, pupils are not required to utilize cameras

in class. Online teachers are often stressed since they don't know

who is watching and listening to them. Students can also choose

between modular and online education. Some students submit their

modules after the due date. Some students lack access to phones or

laptops to engage in online classes and connect with teachers. These

stressful teaching and learning environments stress teachers. Also,

internet connectivity has hampered teachers' ability to teach and

collect data from students. Due to the online nature of MAPEH and

TLE, some teachers struggle to assess student success. Teachers may

also struggle to regulate virtual classroom behavior because they

cannot see their students in person. Based from the abovementioned

premises, the researcher came up with a study entitled, “STRESSORS

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AND COPING MECHANISMS OF TEACHERS UNDER THE WORK FROM

HOME ARRANGEMENT”.

REVIEW OF RELATED LITERATURE AND STUDIES

This section presents the view of related literature and studies,

synthesis of the reviewed studies, theoretical framework, conceptual

framework, and the definition of terms that helped the researcher in

pursuing and accomplishing the study on stressors and coping

mechanisms of teachers under the work from home arrangement.

Teaching Profession during the Pandemic

Almost every country and region in the world has been affected

by the worldwide outbreak of the COVID-19 pandemic, which has

spread throughout the world. The outbreak was first discovered in

December 2019 in the Chinese city of Wuhan. As a result of the

warnings issued by countries all around the world, the public

was urged to exercise prudence in their daily lives. Numerous

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measures to promote public health have been put in place, including

handwashing, the wearing of face masks, social distancing, and the

avoidance of large gatherings and assemblies. As a result of the

necessity to flatten the curve and prevent the spread of the disease,

strategies such as lockdowns and remaining at home have been

developed to combat the outbreak.

Most countries have experienced school closures as a result of

quarantine and physical distancing measures in response to the

COVID-19 pandemic. There is a major shift taking place in the way

educators deliver high-quality education: they are using multiple

online platforms to deliver it. Pokhrel and Chhetri (2021) state that

switching from typical face-to-face learning to online learning can be

a completely different experience for both the learners and the

educators, one that they must adjust to because there are few or no

other options available in the current educational environment.

The pandemic has brought to light the profound inequalities that

exist in our society, particularly throughout the educational system.

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And it became clear that schools serve a variety of functions other

than academics.

In education, virtual teaching (VT) is a method of imparting

knowledge that is achieved through the use of computer/related

technology and the Internet, both within and outside of academic

institutions. When it comes to virtual teaching, the majority of the

time, instructions are given in an online environment. Teachers and

students do not gather in groups in the same location to interact with

one another face to face. They are both physically separated from

one another in terms of time, place, or a combination of the two. In

the midst of this pandemic, e-learning tools have played an important

role, aiding schools and universities in facilitating student learning

while institutions of higher learning were temporarily closed (Subedi

et al., 2020). Use of appropriate and relevant pedagogy for online

learning may be dependent on the skills and knowledge of

information and communications technology (ICT) that both

educators and learners have to offer. To date, unified communication

and collaboration channels including Microsoft Teams, Google

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Classroom, Canvas, and Blackboard have been used by teachers to

improve learning courses and programs, as well as training and skill

development initiatives.

Zhang et al. (2020) observed that as the COVID-19 disease

spreads, an increasing number of governments and educational

institutions are putting forward substantial initiatives to ensure that

study and teaching activities can continue uninterrupted and

unabated. The content of what is taught, as well as the quantity of

labor required of instructors and students, the learning process, and

the effects of high-quality education, are all subject to uncertainty

and disagreement.

As a result of the pandemic, two critical aspects have changed,

according to Barron et al. (2021). In the first place, pedagogical

adjustments have been shown to be critical, as typical lecture models

that are used in person do not translate well to a remote learning

setting. Teachers must modify their approaches and be innovative in

order to keep students involved, regardless of the channel utilized

(radio, television, mobile devices, digital platforms, etc.). Every home

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has become a classroom, yet many of these classrooms lack an

environment that is conducive to learning. Second, the outbreak has

shifted the way instructors allocate their time between teaching,

interacting with students, and administrative responsibilities, among

other things.

While working from the comfort of their own homes, teachers

and principals are being tasked with the responsibility of updating and

changing course syllabuses and standards as the school district

transitions to online courses. Teachers and students in classrooms

with access to online learning systems and reliable Internet

connections have benefited from software such as Moodle, Canvas,

and Blackboard, as well as other tools like Google Meet, Zoom, and

Video Chat, among others. In schools where people had limited

access to computers or unreliable Internet access, educators and

administrators utilized mobile phones to deliver information, remarks,

and equipment to students and teachers in remote locations

(Simbulan, 2020).
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However, Thomas (2021) mentioned that with so many

instructors working from home, the pandemic also provided teachers

with a view into a different kind of working life, one in which they

have more time to think, assess student work, and prepare, thanks to

a reduction in student-facing time as a result of the epidemic. The

experience of working from home brought home the disparity in well-

being that exists across the teaching profession as a whole. Teachers

reported feeling detached from and separated from their kids. They

were unprepared to work from home, from a solitary place in front of

a computer screen, which represented a significant shift from their

generally busy and movement-filled days in school. Things that they

could have influenced more readily in the classroom, such as

troubleshooting technology or addressing student well-being through

smiles and high fives, became much more complicated—if not

downright impossible—as a result of their presence.

Jones and Kessler (2020) stated that regardless of how much

time instructors had spent in the classroom before the pandemic, the

core components of their identities had been severely affected, if not

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completely destroyed, as a result of the COVID-19 infection. Many

teachers' abilities to express their sense of self as advisor, helper, and

nurturer of students have been hampered when relationally based

instruction has been relocated online. Nonetheless, the aspects of the

teacher's identity that were concerned with accountability and

stakeholder concerns were still there, increasing the pressure to

maintain academic achievement in the classroom.

Hargreaves (2021) indicated that it has been highlighted by

COVID-19 that in-person schools and their teachers are vital to

learners' well-being, particularly those with learning issues or

emotional disturbances, and as safe havens while parents and other

caregivers are at work or away from home for other circumstances.

Teachers are important. The quality of the instructor has been shown

to be the most significant in-school factor determining student

progress. Teaching has evolved into a collaborative and social

vocation in recent years. The work of teaching is made possible by

the social and moral support of colleagues in the school building,

which is essential. Moreover, it is becoming increasingly dependent

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on the movement of ideas, knowledge, and teaching techniques

within professional communities and networks of shared professional

learning. Remote learning has frequently resulted in the transfer of

knowledge to remote teaching. It has cut teachers off from the

ordinary dialogues and exchanges that make up regular school life,

rather than just the meetings that are held. Teaching in a remote and

virtual environment, on the other hand, has the ability to extend and

broaden teachers' collegial relationships beyond the immediate school

setting, for example, through the use of online communities and

networks.

These modifications in teachers' work during COVID-19 are not

only expected to persist when the pandemic is over, but in some

cases are advocated for in some way or another. Some of this is

influenced by the understanding that, in the event of a pandemic or

other natural disaster, disruptions to regular schooling may become

more common due to climate change, necessitating the development

of more adaptable and responsive educational systems in advance

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(World Health Organisation 2018; International Council of Educational

Advisers 2020).

One of the most valuable assets of teachers' professional capital

is their demonstrated willingness to work together on their terms, for

the benefit of their students and for their own well-being, especially

when top-down solutions are unable or unwilling to adapt quickly

enough to changing conditions on the ground. This should be a

primary concern in all provinces and territories after the pandemic is

over.

Stress Management during the Pandemic

Every aspect of our world had been reshaped by the Corona

virus pandemic and that includes education. According to the World

Health Organization, (2020) stated that there have been 72,585,624

confirmed cases of COVID-19, including 1,618,103 deaths. However,

amid the coronavirus pandemic, educational institutions face an

unprecedented situation. Teaching in the midst of a pandemic

presents a constant challenge for teachers who are working remotely.

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As the pressure to provide a high-quality education for their students

mount, a number of negative emotions have surfaced.

Teachers' days were typically long enough due to excessive

workloads, time constraints, and balancing roles all over the world

(Macintyre et al., 2019). With Covid-19 came new sources of teacher

stress. The abrupt change to online distribution, for which many

teachers were unprepared, has increased workloads and will have

long-term effects.

In lieu of these, Department of Education had been doing its

best to find ways to continue its duty to provide quality education. To

meet the demands of the current pandemic Department of Education

implemented the Basic Education Learning Continuity Plan which

made use of several learning delivery modalities (DO s2020_012).

According to the World Economic Forum (2020) schools all over

the world have been closed as a result of the COVID-19 outbreak.

Around 1.2 billion children are out of school around the world.

Because of this, education has undergone a significant

transformation, with the distinguishable rise of e-learning, in which

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teaching is conducted remotely and through digital platforms. Several

studies have found that online learning increases retention of

knowledge while also taking less time, suggesting that the changes

brought about by the coronavirus may be permanent. In their spare

time, many teachers, like many working parents in other industries,

maintain a dual existence at home. Furthermore, teachers have

individual concerns about the safety of their families as a result of

contracting COVID-19 while also instructing full-time and discovering

new virtual learning innovations.

According to Brooks (2020) stated that although countries'

COVID-19 infection rates vary, more than 1.2 billion children in 186

countries are currently affected by school closures because of the

pandemic. Children up to the age of 11 in Denmark are returning to

nurseries and schools after being closed on March 12th, but students

in South Korea are responding to roll calls from their teachers via the

internet. With the sudden change away from the classroom in many

parts of the world, some are wondering whether online learning

adoption would continue post-pandemic, and how such a shift will

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affect the global education market. In contrast to the present study,

the teachers experiencing stress and trying to adjust their emotions,

feelings and skills in the new normal setting of education. There are

teachers having a hard time dealing with the online class because of

the new advent of technology. Furthermore, there are teachers

threatened to go to school to retrieve and checked their modules due

to the Covid-19 threat.

However, it is possible to allow face to face classes in areas

wherein the local risk severity of COVID-19 will be very minimal, in

this case DepEd reiterated that physical distancing and health safety

procedures must be implemented at all times. According to Dare

(2020) stated that even though online learning provides a wide range

of benefits at a time when face-to-face engagement is strongly

discouraged, there are some drawbacks that must be properly

considered. Online learning has a number of disadvantages,

including the fact that it necessitates the use of gadgets and internet

connectivity, which is not always available in all schools. In

connection to the present study, there are teachers who are not fully
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skilled to utilize the technology to teach their students that brings

them stress and pressure to teach in the new mode of learning in the

Pandemic situation.

According to Jena (2020) stated that online learning, where the

majority of academic actions take place via Zoom or Google Meet

rather than a specialized virtual learning platform, leaves both

teachers and students unprepared with regards to technology

handling or connectivity issues. Based on the statistics released by

the National Telecommunications Commission in its Consolidated ICT

Infrastructure Data as of December 2019 during the initial strike of

the Covid 19 virus in China only, 63.58% individuals are with

internet, while 34% of the households have internet at home in the

Philippines. Most students do not have an access to reliable internet

connection. There are social media posts showing Filipino students

climbing mountains, just to get good internet signal for their classes.

There are still a lot of areas in the country with unstable internet

connection and students lack sufficient technological gadgets and

devices that will help them with online learning. In contrast to the
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present study, there are teachers who do not have a quality gadget

which are not fully capable to administered online class. Furthermore,

there are no laptops, tablets or cellular phone given by the agency

that teachers can be used to make the learning more meaningful.

These situations may bring teachers stress because of lack of quality

Medias. Teachers may feel pressure because of lack of tools that may

be use to their online class.

Meanwhile, The Department of Education tried every possible

course of action in order to address the current public health

emergency as it took various policies and actions, to ensure that the

welfare of its learners and staff are prioritized. One of the initiatives

undertaken was the expediting of the processing and release of the

salaries, allowances and bonuses of the employees. In the present

study, The Department of Education is also meticulously working

hand in hand with the Inter-Agency Task Force on Emerging

Infectious Diseases to establish rational guidelines for COVID-19

response, to make sure that the strict compliance to social distancing

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will be observed at all times to avoid stress to their teachers in

administering and retrieve the modules.

According to Cserfalvi (2018), the very thinking of stress has

the potential to put everyone on edge. Stress is some type of

demand, challenge, or shift the body perceives. It’s also correlated

with an overall sense of stress. A person's level of stress is not the

same as another's. It doesn't always mean that one person is more

stressed than another only because of the particular source of the

stress. It is important to consider the causes and consequences of

stress as well as to recognize one’s own stressors. Similar to the

present study, teachers need to cope up with the stress due to the

present situation which is so called as New Normal of Education.

According to Rottmann (2017), showed in his study mentioned

that a wide range of environments, events, scenarios, and demands

on an individual will trigger stress at any given moment. This kind of

tension is known as stress. Stresses may originate from either internal

or external sources. When the body senses stressors being

introduced, it fights or flees to defend itself in an aggressive and

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concentrated manner. A moderate level of stress has been found to

improve memory, a little to have a positive impact on the immune

system, and benefit one in the future. Similar to the present study

teachers needs to cope up with the stress due to the threat of Covid-

19 and the new mode of education. Teachers have to be flexible and

adjust their emotions to the new mode of learning to avoid stress.

In the time of the pandemic stress is a major issue that

everyone has to overcome. Betti (2020) if one notices that he is

suffering from several stress-related symptoms and feels distressed;

it is likely that the stress in his life is out of balance. To start with,

one must recognize all the stressors in a person’s life and become

aware of them. Only the person himself can improve his situation, so

treat tension the best way a person can and control reactions to it.

Reducing the stress level in a person’s daily life will improve the

satisfaction and overall well-being (de las Heras, 2020). Depression is

a measure of general well-being. Let's describe the different ways

stress impacts the body and clarify how it effects various facets of

your health outcomes, including mood, immune system, and lifespan.

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Chronic stress also causes increases blood pressure, causes immune

system impairment and boosts cardiovascular disease and stroke risk

as well as increases the chances of developing behavioral and

emotional health problems. Stress expresses itself in the three major

ways: psychologically, physically, internally, and behaviorally. More

precisely, the more familiar a person is with the stressors, the greater

the likelihood of a stress overload.

Steiner (2020) in light of the pandemic, even the most stable

educational systems have been shown to be vulnerable to failure. As

a result, it is imperative that the technological advancements of this

crisis be harnessed to improve education systems that are more

equitable, encompassing, and adaptable. This year's extended school

closures have been a major setback for many students, but they have

also shown that students can continue to learn without having to be

physically present in school, even if this presents some difficulties.

The student-teacher connection, which is so critical to students'

educational achievement, can be affected by these obstacles. In this

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present study, relationship of teachers and students is very important

to avoid stress due to work related activities.

In addition, King (2020) stated that there will always be a gap

between teacher and student, no matter how advanced the

technology gets to fill that gap. It is important to keep in mind that

this will all be over at some point. Since the dawn of time, the world

has faced a variety of challenges, including epidemics, wars, violence,

and tumultuous times. For the greater good or for the worse, these

periods will eventually end. That is not to say that this period will not

be difficult, but if we concentrate on what we can regulate and take

steps to improve our own and others' health, individuals will emerge

from this period in a more complete state and with a fresh view on

things. It is essential to prepare for the future and start building for it

now. In connection to the present study, technologies as medium in

teaching may bring teachers either opportunity or stress on using the

technology as part of the new normal setting of education.

The stress management during the pandemic was highlighted

because during the coronavirus pandemic, educational institutions

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including the teachers faces an unprecedented situation. Educators

experience a learning curve every day as the new normal is

introduced and the days of online learning become weeks. Because of

the increasing pressure to provide a high-quality education for their

students, a number of negative emotional responses have emerged,

some of which may develop into stress. Similarly, education has

rehabilitated histrionically, with the distinctive rise of distance

learning, whereby teaching feel stress because of undertaking

remotely and on digital platforms. In addition, virtual education has

been shown to boost retention of knowledge while requiring less

time, suggesting that the changes induced by the coronavirus may be

here to remain. There are teachers experiencing stress through a dual

life while at home, just like many parents who work in other

institutions. In contrast, to be able to meet the stresses of the current

pandemic the Department of Education (DepEd) implemented the

Basic Education Learning Continuity Plan which made use of several

learning delivery modalities. In connection to the present study, In

the time of pandemic, stress became the main issue of every teacher
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as part of their daily teaching and learning stressors in a person’s life

and become aware of them. In contrast, reducing the stress level in

an individual daily life will increase the satisfaction and totality of

well-being. In the present study, teachers need to overcome stress

to be able for them to teach their students efficiently. The same with

the present study it emphasizes the stressors and coping mechanism

as a tool of teachers to cope up with the stress experiencing during

work from home arrangement.

Relative to the present study, stress management improved the

totality of a person a teacher. Stress management balance the

emotional factor and intellectual properties of a teacher. Managing

stress helps teacher to segregate their work priorities due to work

related arrangement. In the new normal set-up of schooling there

are lot of distractions and inappropriate activities due to work from

home situations. It is quite challenging for a teacher to perform her

duties and responsibilities since the classroom set-up is online. The

new normal set-up of teaching and learning may also cause stress to

the teaching on the extent that they are required to utilize

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Information and Communication Technology (ICT) as an aspect of

their daily routine in transferring information to the students.

Managing stress is vital in this present situation especially due to

work related arrangement that is online. Moreover, Teachers are also

required to attend seminars, workshops and trainings related to

distance learning which also can cause stress if they cannot follow to

the discussion and the skill that they need to acquire for them to

teach their students effectively and efficiently.

Teachers’ Work-Related Stressors

Teachers are grappling with a broad collection of recent stress

factors as a result of the Covid-19 pandemic, particularly issues

triggered by the emergency transition to online, modular or blended

education (Alquisola. 2020).  As a result, to the tension and cognitive

response from over 600 teachers from around the world who took

participate in an online survey in April 2020. Similar to the present

study, teachers are following the IATF procedure to avoid stress due

to the threat of Covid-19.

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Even before the Covid 19 pandemic teachers have been

experiencing work related stress. In the study of Geronimo (2020), he

stated that the influences on teachers’ overall levels of stress can be

ordered on a simple stress scale of zero to ten according to their

numerical value, where zero is the least amount of stress and ten is

the maximum stress. On top of the most common teachers’ stressors

are primarily, rage and antagonism against the teachers especially in

this time of the pandemic when everyone is in hurry and trying their

best to cope up with the changes and challenges due to the sudden

shift in the education platform.

Second, Bengtson (2020) mentioned that due to the various

challenges and difficulties brought about by the sudden shift in the

mode of education, the teachers have been greatly demoralized

which caused further lack of motivation in performing one’s job.

Third, Marcus pointed out that the dilemma brought about by

the COVID-19 pandemic is lack of focus on one’s priorities. Most

often, a lack of time or time pressures, rushing, scrambling to finish

things, busyness or a sudden disruption on what one has grown

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accustomed to may cause any individual to lack priorities. Teachers

may choose to spend their time in a different way, focusing on the

things that are more important and avoiding the things that aren't,

thereby liberating time and energy to adjust to the new educational

norm.

Fourth Hall (2020) implied that failure to put work into class is

so daunting to the teachers as the same for the learners, in times of

the pandemic, teachers can no longer perform their duties the way

that they have been doing it before. Barinaga (2020) stated that

another main reason why teachers experience a great deal of tension

is that they lack autonomy and participation in decision-making even

during the time of the pandemic. Many, if not all, complained that

they had no input-on learning expectations, school programming,

school instruction, and school discipline activities. A lot of study has

found that personal control improves work satisfaction, so it is not

hard to see that teachers would feel upset because they are not

involved in big decisions at the school level.

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Moreover, Espino (2020) mentioned that as teachers are

judged by school administrators, criticism is stated to be both

unhelpful and unreasonable. Fifty one (51%) of teachers got limited

to no input in a survey given in 2015 unwanted assessments in the

workplace, particularly if they are extremely damaging, will serve to

escalate the antagonism between a principal and an instructor.

Teacher testing means less control over the program, less teaching

time. Also, naturally, more overwhelmed teachers result from both of

those causes.

The survey looked at stress factors and 14 different coping

mechanisms, which were split into two categories: approach and

avoidant. Teachers claimed that they were under a lot of tension.

Important motivational outcomes (wellbeing, fitness, satisfaction,

stability, and development during trauma) were found to be positively

associated with approach coping and inversely linked with avoidant,

according to correlations (Snowling, 2020). Asocial coping, on the

other hand, was frequently associated with only adverse

consequence.
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In the study of Greer (2020), it was said that despite the

increase in anxiety and stress as a result of the global pandemic,

these seem to be issues for those working in the education field for

far too long. A related survey was conducted in 2017 when it comes

to teachers' feelings about their workplace environment. There were

more than 5,000 responses, and the top five emotions reported by

educators were frustration, overwhelm, stress, exhaustion, and

delight.

High stakes testing, a chaotic course of study, and a lack of

work-life balance were all cited as contributing factors to teachers'

feelings of despair and anxiety in John's (2020) study. Teachers also

reported feeling unsupported by their administrators in meeting their

students' educational needs.

Thirty percent of teachers leave their jobs within the first five

years of their careers. If that is not enough proof, 75% of teachers

and 84% of school leaders say they are stressed out. According to 49

percent of educators, their work environment has a negative impact

on their psychological health. Overwork is now common as a part of

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everyday life. McBrearty (2020), the CEO of Education Support, a

mental health charity for education professionals, said that educators

don't feel trusted. Their level of anxiety is nearly double that of the

general public. The harsh accountability systems and the manner in

which responsibility in education is reductive are to blame for this.

The findings of this report should serve as a stark reminder to all

parties involved.

Furthermore, Anderson (2020), reported that while solution

handling was consistently used across stress classes, dissention

increased as stress increased, meaning that using avoidant coping

mechanisms may have a benefit. The 14 basic coping mechanisms

were used in regression analysis studies, which revealed a specific

pattern of coping. There are ideas for preventing fear coping

mechanisms.

Recent debates and research have centered on the effects of

the pandemic on teachers and students, but only lately the media and

the general public have focused on the impact on teachers. Although

many parents are excited to send children back to school, the mental
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health and anxiety of teachers is only now getting more attention. If

a person's demands are greater than their resources, they are more

likely to experience stress. There is a lot of data indicating that

teachers lack the resources they need to get help. They are more

likely to experience stress if they do not have the resources to deal

with them (Bash, 2020).

Nolasco (2020) teachers are now faced with a whole different

list of problems to be added to their boards because of the pandemic,

and not all of them are specifically relevant to the school. Job tension

is further compounded by the demands of certain teachers to handle

their homes (e.g. infants, work at home, significant ones, elderly

parents) when beginning an academic year in their classrooms. Many

teachers had to change their academic methods to fit interactive

schooling. Even things as basic as attendance have become

burdensome, making teachers, parents and students feel worse.

Mostly with adoption of COVID-19, the reasons of teacher

stress have expanded. Workloads that are often considered heavy

have been increased by a quick transition to internet streaming, for

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which many teacher educators were unprepared and whose

repercussions are expected to last for years. Largo (2020) often

teachers struggle to reconcile personal and professional

responsibilities, but online delivery of classes with work-at-home

protocols and pervasive online task behavior obscures the physical,

mental, and/or psychological distinctions between school and home.

Teachers often share space with significant others and/or have their

own children who still need their attention. There is no dispute that

life with COVID-19 has become much more complex and challenging

for everyone, particularly in teachers and educators, these changes

took place in an instant and unavoidably so the adjustment needs to

be abrupt which makes the situation more difficult.

According to Sicat (2020) typically, schools and teachers are

really good at caring about their pupils' well-being and this will go on

to be the scenario in times of the pandemic. People see them as

having an obligation of responsibility to the students. They do not

usually think about their own well-being – until it is too late and they

are sick. Sometimes, people who take on nurturing positions are not
 33

good at taking care of themselves. It is important that teachers

maintain and consider their own well-being, as not being able to

control oneself is like not being able to handle pupils and learning.

Children come to school every day and do more or less the same

thing, often getting days that is marginally better or worse. The

reaction of the adults around them is what makes the difference. In

order to teach successfully and to support students with their

frustration around learning, having time to handle teachers’ own

stress is important.

The Coronavirus pandemic is affecting the population all over

the world. On the other hand, life can be very difficult for those with

disabilities. Workers who have impairments that make it difficult for

them to get their work completed under existing circumstances are

included here as an example. The post-pandemic could be an

unexpected challenge for them. If their condition means they are

more vulnerable to Covid 19 infections or complications. One can not

control anything that causes tension for the teachers now. To assist

with their success, there are things that can be done to assist them.
 34

When one goes to work or when the COVID-19 pandemic

strikes, everyone’s lifestyle will certainly have changed. Burnout

usually occurs as feelings of fear and distress become too strong for

the worker to deal with (Aguila, 2020). How a person manages his

emotions and stress will impact those he cares for, his workplace, and

his culture. To survive this epidemic, one must understand and

develop his personal immunity, as well as school organizations

possibly can, and locate stress management resources when you

need assistance.

In addition, lack of stressors as a consequence of the Covid-19

pandemic crisis is unquestionably, as this period has increased

psychological stress. Teachers, pupils, and parents all over the world

are dealing with the extraordinary chain of events caused by Covid-

19, as schools are closed and officials issue a variety of refuge

instructions, ranging from social isolation to severe quarantines, to

deal with the global pandemic. Many teachers have had to turn to

teaching in difficult and challenging conditions with no notice or

planning, and with little experience. Teachers were required to

 35

continually keep going and do their best, adapting, adjusting, and

aiming for successful communicative competence using a variety of

online platforms.

The Department of Education enacted DO s2020 012 commonly

known as the “Adoption of the Basic Education Learning Continuity

Plan for School Year 2020-2021 in the Light of the COVID-19 Public

Health Emergency.” A teacher's job is stressful and multi-sided, and

so are the stressors, whether it's the pressure to succeed, making

time to master learning goals or that work-life-balance fantasy and

now the Covid 19 pandemic which necessitated the need to transition

to a new learning modality which is the online, modular and blended

learning. This brings the teacher in a more precarious and demanding

situation. Although teachers are not going to be able to remove all

the work-related stressors, they have learned and identify the most

effective ways on how do stress management and to effectively

handle day-to-day pressure that they are experiencing while

performing their jobs.

 36

Evidence indicates that these stressors have vanished; they

continue to occur in accordance with a slew of new unique stressors

resulting from the worldwide pandemic and educational systems'

responses to it. Petrie (2020) addressed numerous challenges for

teachers, including teachers without opportunities to address

pandemics and uncertainty with their pupils, and who are struggling

to go online without any help and training; students who are nervous

and isolated, unable to concentrate, and worried about an abrupt end

to the academic year; and parents who are frustrated and unable to

educate their children about new technologies and creative

instructional strategies while simultaneously juggling work and

homeschooling; and the interactions across all of these participants,

including preserving healthy student-teacher-parent relationships and

promoting collaborative learning and social interaction, which is

difficult to accomplish online.

Although teachers always coach the students to face

challenges head-on, by understanding which stressors are simply

avoidable, this same thing is extremely difficult to some of them.

 37

Teachers will need to start sidestepping needless challenges that get

in the way or slow them down with a little thought and foresight.

The ability of a person to learn how to tackle tension starts by

changing the definition of "avoidant" actions from evasive to tactical

well-planned objectives that will help a person to adapt to a particular

situation.

Avoidant coping mechanisms lead to more dysfunctional

approaches such as indifference, distraction, or substance use;

alternative coping strategies consciously aim to shift the stressor or

acknowledge its role in one's existence emphasized the importance of

avoiding believing that one technique is equivalent to another.

Instead, the fit with an individual's coping strategies and the

limitations of a given situation should be considered. As situations

progress through time, various forms of solutions are needed, and

there might be periods when deception, distraction, expressing, and

other short-term solutions are the best available (Carver et al., 2019).

With school and university closures, the pandemic had indeed

impacted an approximate 1.54 billion students across 185 countries in

 38

Asia, Europe, the Middle East, North America, and South America as

of March 2020, (Schleicher, 2020). In many areas of the world, school

systems have adjusted by cancelling face-to-face learning in

classrooms and quickly moving to online or virtual teaching.

Educators were often given only days or weeks to transform face-to-

face classes to online teaching through synchronous and/or

asynchronous platforms, despite challenges such as the lack of

required electronic devices, sufficient training in online teaching

strategies, and/or effective virtual education assistance mechanisms.

According to Radbourne (2020), stated that students' learning

experiences are completely transformed when they move from

traditional classrooms and face-to-face instruction to computer-based

schooling in an online classroom. It requires awhile for them to adjust

to the numerous cloud-based virtual meeting services and techniques

of computer-based schooling because of their reluctance to accept

modification. In a traditional classroom, students are expected to

passively take serious notes. However, online discussions and

establishing a website require active participation. It is difficult for

 39

students with a traditional mindset, but they must embrace the new

learning conditions with an open mind and heart. Learning about the

positives and addressing them with their colleagues can help change

this outlook and help students prepare for virtual classes. In

connection the present study teachers need to adjust their mindset to

cope up with stress and watch webinars to learn in dealing with the

subject teaching.

According to Johanson (2020), many students are unable to

keep up with their online classmates because they do not have access

to the high channel capacity or good internet connection that virtual

classes necessitate. Their poor monitors make it difficult for them to

keep up with the lesson material, which makes learning more difficult

for them. As a result, many of them live off-campus and struggle to

keep up with the course's technical specifications. In some cases,

they don't even own a computer or desktop, and they ask for

assistance from learning resource centers. Before enrolling in any

course, students should determine what level of technological support

they will require and make sure that they have everything they need
 40

to complete the course. Workplace stress can be brought on by a

variety of factors, as shown in the current study. For instance, if the

needs of one's job are greater than one can conveniently handle, one

may feel under pressure. Constant evolution, disagreement with work

colleagues or supervisors, and risks to one's job security, like the

possibility of being placed off, are all contributors to work-related

stress. In contrast to the present study, teachers need to learn the

educational technology as instruction in teaching to avoid stress due

to the new mode of education.

Andreoni (2020) stated that digital literacy has become a major

problem among today's students, despite the fact that most students

are technologically savvy. As a result, many of them are unable to

manage their files because they lack the basic computer skills

required to operate programs like Microsoft Word and PowerPoint.

Moreover, many students find it difficult to fix simple computer issues

because they lack the necessary skills. For online courses, students

need to be proficient in technology in order to keep track of their

assignments and course materials without difficulty. If students had a

 41

basic understanding of computer hardware, they would be better able

to take part in online learning without disruptions or barriers.

According to Burdiak (2020), many online learners are

surprised to learn that they lack self-motivation, which is an important

quality for e-learning. Many students who enroll in distance learning

programs fall behind and consider quitting because of the struggles of

using a technological medium. Students must find the motivation to

keep up with the latest educational trends while also preparing

themselves for the challenges they will face in their studies and

employment in the future. Even though it is difficult to put into

practice, students must understand that eLearning's advantages can

only be reaped if they have a good and positive mindset. In relation

to the current research, workers' health and well-being, as well as

their organizations' productivity, are negatively impacted by stress at

work. A person may experience work-related stress if he or she is

unable to handle a variety of work commitments. Occupational stress

is the second most frequently compensated illness.

 42

Time management is a difficult task for online learning, which

makes time management a challenge (Bourdais, 2020). While most

adults favor internet education programs because of their location

and time adjustability, they infrequently have the time to complete

the courses because of their many other responsibilities, such as work

and family obligations. These students would greatly benefit from a

regular schedule planner, which would allow them to set alarms for

their activities and coursework. In contrast to the present study, the

Covid 19 pandemic is presenting a reduced level of employee well-

being to all teaching and non-teaching personnel, Constant

interruptions undermine workplace efficiency and cohesion may also

contribute to exhaustion. Pandemic stress only enters a workplace

with the introduction of typical workplace problems, such as

administration or heavy workloads. to prevent stress in the workplace

from having a negative impact on results, organizations should focus

on stress management.

In Teachers’ Work-Related Stressors, teachers grappling a

wide-ranging collection of stress factors as a result of work-related

 43

arranged activities in the pandemic, primarily issues triggered by the

emergency transition to online, modular or blended education. Due

to the various difficulties carried about by the sudden shift in the

mode of education learning, the teachers have been greatly

demoralized and stressed which caused further lack of motivation in

performing one’s job. In contrast, another reason why the teachers

experience a great deal of pressure is that they lack autonomy and

participation in decision-making even during the time of the

pandemic. Many, if not all, complained that they had no input on

learning expectations, school programming, school instruction, and

school discipline activities. Additionally, teachers who were surveyed

also testified that their distress and anxiety stemmed from a lack of

support from their management, high-stakes testing, a turbulent

curriculum, and an absence of work-life harmony, which they

attributed to their shortage of resources. In the present study coping

mechanism is a vital part of an individual characteristic to avoid

stress. Teachers should look for the stressors that they can use as a
 44

tool to have a healthy emotional intelligence to avoid stress especially

these pandemic work-related arrangements.

As stated in the present study, stressors cannot avoid in the

field of teaching due to lots of factors and changes. These stressors

can be seen in the work-related arrangement of teachers in delivering

their daily lessons. In the pandemic set-up teachers are required to

adopt the online teaching and modular as a form of transferring

knowledge to their students. It is quite challenging and stressful for

the teachers to adopt the new delivery mode of learning. Teachers

are required to be technologically literate in utilizing Information and

Communication Technology in preparing their video lessons, power

points, modules, worksheets, and activity sheets. These medium of

instruction and transferring of knowledge can affects teachers

performance through their stress as they cannot manage it with the

coping mechanism.

Work from Home Arrangement Implementation Challenges

 45

According to Malipot (2020), Department of Education (DepEd)

ensured that both teaching and non-teaching staff will adhere to the

work-from-home setup by school systems and their officials. In

accordance with DepEd Order No. 11, series of 2020, which was cited

by TDC national chairman Benjo Basas, teachers should perform their

duties as much as possible at home and therefore should report

physically or onsite in exceptional circumstances. Even more

importantly, TDC recommended to DepEd that physical reporting

should be strictly prohibited for activities that are not extremely

important and can be accessed electronically in order to protect both

teaching and non-teaching personnel from harm.

Regular classroom teachers, according to Marquez (2020), should

be encouraged to take such a big step in their career. Local

authorities have quarantined the entire municipality in which the

school is located, just like in Metro Manila. School administrators do

not want to jeopardize their employees' health and safety. Most

workers chose to work from home because they were presented with

a variety of options and conditions. Online teaching means

 46

conducting classes, providing students’ activities, and responding to

any issues that may arise from the comfort of their homes.

The Department of Education Regional Office 1 (DepEd RO1)

adapts the Alternative Work Arrangement (AWA) to ensure

continuous delivery of services to the stakeholders. As stated in the

Office Memorandum the Regional Office adopts a combination of the

Work from Home (WFH) and Skeleton Work Force (SWF) scheme in

which the employees shall be grouped into two (Group A and B) and

shall report on alternate weekly basis. The employees under the SWF

or those who will be reporting in the Office shall strictly observe the

Safety Health protocols set by the Department of Health and the

National Inter-Agency Task Force for the Management of Emerging

Infectious Diseases such as wearing of face masks, taking of body

temperature, frequent hand washing, and social distancing

(Department of Education Regional Office 1, s. 2020)

According to Flaherty (2020), amidst a few early predictions to

the contrary, many professors are finding it difficult to work remotely.

 47

Efforts by institutions to relieve the stress. A number of academics

expressed the opinion on social networks that institutions' sending

students and professors home due to COVID-19 would benefit the

quality of the research: the concept, assumedly, was that exclusion

fosters innovation.

As stated by Vyas & Butakhieo (2020), Work from Home (WFH)

has long been a desirable work alternative for many, especially in an

area like Hong Kong, where a progressively double-working

population is prevalent. Hong Kong's WLB workers have been

challenged with the burden of caring for aging parents and/or

children. According to investigations, employers and employees'

preliminary responses to WFH in Hong Kong have seemed to have

been positive. Even so, the occurrence of this WFH arrangement is

riddled with inconsistencies, and as a result, there is a lot of

discontentment with the scarcity of policy initiatives for efficient home

working. Research on working from home indicated that WFH is not

the best choice for most Hong Kong workers. WFH still has a

following, but in a different form. WFH should be properly regulated

 48

and made a viable option by better regulations and principles from

the administration. It is essential to have a plan in place to help

employees adjust to working remotely online. Despite the lack of

guidelines, the choice to halt in-person gatherings and work was

implemented quickly. Many workers don't know what WFH is, what it

means, or how to implement it. They do not have the tools they need

to do so. Training is essential if this practice is to become a viable

option or the new standard. The WFH may become more apparent

after the pandemic when it is not a mandatory requirement but an

adaptable alternative.

Teaching and non-teaching staff can rest assured that schools

and their officials will strictly enforce the Department of Education's

(DepEd) policy on working from home. It was asserted that working

from home equates to instructional exercise, handling school

activities, and participating in all educational worries through the

digital platform. In contrast, Department of Education Regional Office

1 (DepEd RO1) adapts the Alternative Work Arrangement (AWA) to

ensure continuous delivery of services to the stakeholders. As stated

 49

in the Office Memorandum the Regional Office adopts a combination

of the Work from Home (WFH) and Skeleton Work Force (SWF)

scheme in which the employees shall be grouped into two (Group A

and B) and shall report on alternate weekly basis. It appears that the

new working structure appears to have received a positive reception

from the company's employees. However, the current Work from

Home (WFH) structure is filled with inconsistencies, and as a result,

there is a lot of unhappiness with the absence of regulations to

effectively perform home work. According to a study on working from

home, the majority of Hong Kong workers don't find WFH to be the

greatest alternative. WFH still has a following, although in a different

form. WFH should be adequately regulated and made possible by

better rules and policies from the government. It is essential to have

a plan in place to help employees adjust to working remotely online.

Despite the lack of instructions, the decision to cease in-person

meetings and work was implemented quickly. Workers are unfamiliar

with what WFH implies and lack the necessary tools, such as

software, access to formal papers, and enough working space. If this

 50

approach is to become a viable option or the new normal, it needs to

be properly trained. It's possible that the operating equilibrium will

become apparent after the pandemic, when WFH is no longer a

compelled requirement but rather a choice.

In connection to the present study, work from home arrangement

implementation has a vital role in conduction classes. Arrangements

consist of adaptation of distance learning and modular approach.

These work from home arrangements is challenging experience to the

teachers that may cause them stress because of the new way of

teaching the students. Most of the activity in the new normal set-up is

focusing on distance learning that is why teachers need to be literate

in using information and communication technology as a tool in

teaching. This adoption of new strategies serves as a burden and

stress to teachers especially those who are not literate in using it.

Teachers Coping Mechanisms

Teaching was often classified as one of the most difficult

occupations right before the pandemic (Johnson, 2015). Excessive

 51

work, time restrictions, unbalanced work-life alignment, limited

accountability, unnecessary administrative responsibilities,

compromised relationships with colleagues and school leaders,

position conflict, handling creativity and change, and interpersonal

isolation are some of the ‘normal' stressors that teachers in general

face.  Because of the complexity and ability to feel of international

education, being a teacher brings with it its own set of challenges:

coping with students' emotional anxieties; diverse competence in

learner groups; challenges to sense of self and identity; energy-

intensive teaching methodologies; cross cultural dimensions to

teaching; and difficult working conditions.

In the study of Santiago (2020), it was cited in his study that

most of policy decisions that were made during the pandemic era

have not really been understood how impractical it is for teachers to

fulfill the demands, and the tension that occurs is more of an

afterthought – if it is acknowledged at all. Educators are coping with

a long list of realistic teaching and learning stressors, as well as the

stresses of the pandemic itself, which include health issues for

 52

themselves and others, changes brought by further working from

home, challenges to current and future careers, family and household

obligations, and sometimes being limited to their home.

In the study of Almario (2016) it was emphasized that creativity

is required for teachers' stress reduction, particularly in the changing

normal of educational institutions. It's important to be creative with

the stressors that can't be avoided, so don't be afraid to think outside

the box. Many of the challenges that teachers face may be

categorized under this heading, which implies that by making a few

small adjustments, they can properly control their emotions. In

addition, teachers are really terrible at saying 'no' to work and

assignments. Being cooperative and supportive is, of course, very

necessary, so if you are still stressed, think about how this adds to

your tension. When you take in so many, learn to say 'no' - of course,

respectfully. Efficient stress management encourages one to break

the stress of one’s life, enable to be happier, cleaner, and more

productive.
 53

According to health psychologist Kelly McGonigal (2020),

viewing stress in constructive ways will to prevent long-term physical

damage as the body will respond to it in a different way. When it

comes to stress, individuals who have bad feelings about it can suffer

the same health consequences as those who smoke. "This is my body

helping me rise to this challenge," advises McGonigal on how to deal

with stress-induced bodily symptoms like an elevated heart rate.

As per Benjamin's (2020) research, oxytocin, a hormone that

helps heal the heart, is produced when a person connects with

another person. The same influence can be had by helping someone

else without having to be the one doing the helping. This is

something that teachers already commit a significant amount of time

to, but it's also crucial to establish relationships with fellow educators,

neighbors, and colleagues. Only those people who reported caring for

others suffered no negative health repercussions from their stressful

life experiences.

As stated by Brown (2020), people who are highly worried and

dissatisfied generally share the same trait: the belief that they need
 54

to be someone else. This has resulted in the most obese, dependent,

and indebted generation of working adults in history. It's not

uncommon for teachers to suffer from the effects of perfectionism,

such as the belief that they aren't doing enough or that their failures

are exacerbated due to the gravity of their position. 

According Winch (2020), it is like getting a cut and then trying

to figure out ways to end up making it even worse. In physical pain,

individuals don't cogitate on their failures and exacerbate their

wounds, so why do people do this in psychological trauma? Winch's

advice is to try to find ways to break bad habits of thought. It's

possible to prevent an emotional slump with just a two-minute

diversion. Studies have shown that tension and anxiety can be as

supportable for teachers. It is important to recognize and appreciate

tension in order to successfully address it. Moreover, research has

shown that both teachers and administrators must be able to perceive

people's emotions, comprehend their causes and impacts, identify

them accurately, communicate them freely, and control them well in

order to better manage stress and anxiety. Administrative support

 55

services and materials must be designed in accordance with teachers'

needs and expectations. According to a recent poll, teachers want to

feel appreciated, respected, encouraged, and competent in their

work. Administrators and teachers can work together to enhance the

emotional climate of schools and the educational outcomes of kids in

the current circumstances.

Relative to the present study teachers coping mechanism

discusses that teaching was often classified as one of the most

difficult occupations right before the pandemic. Extreme work, time

limits, unbalanced work-life alignment, limited accountability,

unnecessary administrative responsibilities, compromised

relationships with colleagues and school leaders, position conflict,

handling creativity and change, and interpersonal isolation are some

of the ‘normal' stressors that teachers in general face.  Most of policy

decisions that were made during the pandemic era have not really

been understood how impractical it is for teachers to fulfill the

demands. Educators are coping with a long list of realistic teaching

and learning stressors, as well as the stresses of the pandemic itself,

 56

which include health issues for themselves and others, changes

brought by further working from home, challenges to current and

future careers, family and household obligations, and sometimes

being limited to their home. Stress management for teachers

especially in the new normal in education necessitates innovation. For

certain stressors that can't be avoided, it's time to think outside the

box. Teaching can be a stressful job, but teachers can alleviate some

of that tension by making minor adjustments. In contrast, viewing

stress in constructive ways can prevent long-term physical injury, the

body will react to it in a different way. Unpleasing emotional

behaviors can cause a wide range of health problems. Moreover, a

chemical called oxytocin is released in the body when a person

attaches to another individual. Stepping out to assist someone else

has the same impact, even if you're not the recipient. This is

something that teachers already dedicate a significant amount of time

to, but it's also essential to promote connections with fellow teachers,

neighbors, and peers. Difficult life events are usually associated with

poor health consequences, except for those who reveal compassion

 57

for those who did not. People that are highly anxious and dissatisfied

typically possess the same characteristic: they think that they need to

be someone greater than they presently are, just as stated by Brown

(2020).

Current study shows, the teachers’ coping mechanism has an

important role in managing stressors in the work area. This coping

mechanism will serve as a tool for the teachers to avoid stress and

maintain the balance of their emotions. Moreover, in work-related

arrangement it is important to maintain a healthy emotion towards

work. Coping mechanism serves as a reference for the teachers to

lessen the stress that they experience due to the work-related

arrange activities that they need to perform. This comping

mechanism will help the teacher to maintain good performance

toward work through a work from home arrangements.

 58

THEORETICAL FRAMEWORK

This study is anchored on Lazarus and Folkman’s (1987) also

known as Transactional Model of Stress and Coping. It assumes that

humans and their environment have reciprocal connections with one

another. This model serves as the theoretical basis for the research

study. It is relevant to this study as the goal is to examine how

educators cope with stress and how they manage their workloads and

responsibilities.
4. Coping
3. Stress
Appraisal
1. Primary

Appraisal

5. Reppraisal
2. Secondary

Figure 1. Transactional Model of Stress and Coping

Theoretical Paradigm of the Study

 59

The transactional model of stress and coping states that stress

is a self-reflective reflection on one's current condition. This theory

states that people go through two levels of appraisal before they

experience stress and react. They first examine the event to see if it

affects them directly. It determines the likelihood of gain or harm.

They estimate their own adaptation to the environment by balancing

situational needs and perceived resources. Negative stress, often

called threat, occurs when demands exceed resources. They also

start using coping mechanisms during this period. Is there a way to

cope with the stress of secondary assessments? According to the

transactional model of stress and coping, we can choose between

problem-focused or emotion-focused coping.

The coping is a phenomenon that includes both cognitive and

behavioral responses that people use in an effort to handle internal

and/or external stressors that are considered to outweigh their

personal resources. Lazarus notes that when a person perceives that

the "demands outweigh the personal and social capital that the
 60

individual is able to mobilize," stress is encountered. Three

categories are differentiated in the theory of Lazarus and Folkman

these are the hurt, risk, and challenge. Harm refers to the injury or

failure that has already occurred. The danger is the fear of damage

that may be inevitable. The challenge stems from criteria that a

person feels secure about mastering.

Problem-focused coping and emotion-focused coping are two

types of stress management techniques. Problem-focused coping

approaches aim to reduce or eliminate stressors. Emotion-focused

coping tactics help you become less emotionally numb to challenges.

They alter your perception of events such that they have a particular

impact on you.

The pandemic has given instructors a new set of difficulties to

deal with, not all of which are school-related. The obligations of

certain teachers to manage their families while teaching online add to

the work-related stress. Most teachers have had to adapt their

teaching approaches to interactive education. Also, fundamental tasks

like attendance have become difficult, affecting teachers, parents,

 61

and students. Many educators may feel fearful and apprehensive as

they return to the classroom as schools open to more students in

person.

Folkman's "Transactional Model of Stress and Coping" is

relevant for this study because it examines teachers' stress

management and coping strategies. Teachers' stress management

typically requires a bit of ingenuity. Since not all pressures can be

avoided, the researcher believes it's time to get creative. Most issues

that cause stress in the workplace fall into this category, which means

that simple improvements can help teachers better manage their

stress. Humans become happier, healthier, and more productive

when they eliminate stress from their lives.

The study is also linked to theory because it focuses on stress

management and coping techniques of instructors teaching in the

new normal mode of education. Using a variety of stress-coping

strategies also requires mobilizing cognitive and behavioral resources

to meet demands that are perceived as being beyond one's personal

capabilities.
 62

CONCEPTUAL FRAMEWORK

De Belen (2015) influenced this study's conceptual

framework. It came from the teachers' stress management

strategies. Another is the difficulty of teaching remotely during a

pandemic. Lastly, it discusses how to deal with the pandemic's

issues. According to Petrie (2020), there are numerous challenges

for teachers, such as lack of opportunities to address pandemic

difficulties and uncertainty with their students who are struggling

to go online without any help or training; most students are

nervous and isolated, unable to concentrate, and worried about

the end of the academic year; and parents are frustrated and

unable to educate their children. While teachers generally

encourage students to confront issues head-on by identifying

avoidable stressors, this can be challenging for some pupils. With

a little planning and awareness, teachers may avoid unnecessary

obstacles that slow them down. To understand how to deal with

tension, one must first redefine avoidant acts as tactically

 63

designed goals that assist one in adjusting to a situation. Similar to

this study, Almario (2016) argued that teachers' stress

management generally involves creative thinking. It's time to help

those who can't. Teachers can reduce their stress by making

simple alterations to their routines. Also, teachers are terrible at

refusing work and assignments.

Accordingly, the framework is relevant to the study because

the research will address and determine the multiple obstacles

that teachers experience in imparting information to students

during the transition to the new normal education policy. The

framework also explores several stress management and coping

methods that teachers can use to avoid the negative

consequences of the problems brought on by the pandemic while

working from home, which is linked to the foregoing study. 

 64

Extent of teachers’ appraisal of their

Heightened Extent of
Teachers’ Coping Strengthened Teachers
Mechanisms in the collaboration in
Various Stressors Brought addressing the various
about by Covid 19 challenges brought about
Pandemic and Being by the New Normal of
under the Work from Education
Home Arrangement

Successful Teachers with a Great sense of Coping

Mechanism capable of Meeting the Demands of the New
Normal of Education during the Pandemic Era

Figure 2. Conceptual Paradigm of the Study

 65

STATEMENT OF THE PROBLEM

This study aimed to determine the stressors and coping

mechanisms of teachers under the wok from home arrangement from

a sampled public secondary school in Caloocan City during the

Academic Year 2020-2021.

Specifically, it sought answers to the following questions:

1. How may the respondents be described in terms of:

1.1 sex,

1.2 age,

1.3 marital status,

1.4 grade level handled; and

1.5 number of years in teaching?

2. To what extent do the teachers appraise their stressors under the

work from home arrangement?

3. Is there a significant difference on the extent of teachers’ appraisal

of their stressors when grouped according to their profile?

 66

4. What are coping mechanisms of teachers under the work from

home arrangement?

5. Is there a significant difference on the coping mechanisms of

teachers when grouped according to their profile?

HYPOTHESES

There is no significant difference on the extent of teacher’s

appraisal of their stressors when grouped according to their profile.

There is no significant difference on the coping mechanisms of

teachers when grouped according to their profile.

SIGNIFICANCE OF THE STUDY

The outcome of the study would be favorable to the following:

Teachers will be able to gain insights that will help them on

how to cope up with the stressors of the new normal education in

order to achieve the academic needs of the students and to make

sure that learners are receiving quality education even if it is not

possible to have a face-to-face interaction. They can improve their

 67

teaching methodology using online sources and give new trends in

assisting students in their studies and activities.

Learners may acquire access to quality instructions with a

better chance to acquire quality education even in times of the

pandemic. As their teachers enhance their capabilities to handle

stress to be better and able to focus more on their teaching.

School Heads will be able to realize the need to provide

better support and training to the teachers which will improve their

motivation and work satisfaction.

Parents through this study, may be reminded of the need to

assist their children while studying at home and realize that their

attitude towards or valuing the school work is likely to affect the level

and quality of involvement in helping their child and thus affects the

child's academic performance.

Future Researchers will gain information, reference as well

as borderline data for relevant studies and undergo further

investigation on areas beyond the scope of this research.

 68

SCOPE AND DELIMITATION

This study aimed to determine the stressors and coping

mechanisms of teachers under the Work from Home Arrangement in

Pangarap High School, Schools Division of Caloocan City for the

Academic Year 2020-2021.

DEFINITION OF TERMS

For the clarification and better understanding, the following

words and phrases were utilized operationally defined according to

how it was used in the study.

Academic stress refers to the students’ and teachers’ concern

and anxiety about one's ability in an academic context. To some

extent, the environment plays a role in how stressful a person's work

environment makes them feel, based on the extent to which they've

entrusted themselves to the results and circumstances in which they

operate.
 69

Avoidant means relating to or denoting a type of personality

or behavior characterized by the avoidance of intimacy or social

interaction. This type of dysfunctional form of coping is characterized

by the teachers’ alteration of their behavior in order to avoid thinking

about, experiencing, or doing painful things. 

Challenges refers to the obstacles, hindrances and problems

that are encountered or experienced in a given situation.

Compliance pertains to the educational officials’ adherence to

a set of rules, including a rule, guideline, description, or legal

requirement.

Coping refers to the efforts of teachers and students in solving

personal and social difficulties, in effort to try to control, limit or

endure tension and anxiety during pandemic.

Emotional Regulation is generally described when someone

can effectively regulate and respond to an emotional event, also

known as being "emotionally competent." Many times throughout

the day, people utilize tactics to regulate their emotions without

even realizing it.

 70

Motivational Relevance motivates the student, which is not

only essential but also a significant predictor for learning and

accomplishment. Students that are more enthusiastic about learning

stick around longer, put in more effort, and score better in the

classroom and on assessments.

Perceived Control refers to a person who believes he or she

is in control of his or her thoughts, actions and the environment

around him or her.

Perceived severity is the unpleasant feelings a person has

about an event or condition, such as a cancer diagnosis. It is possible

that these repercussions are linked to a future occurrence or a

current condition, such as a pre-existing health issue.

Perceived Susceptibility refers to the belief about getting a

disease or condition. It is the belief that the ailment is significant, or

the implications of not treating it.

Problem management is formally defined approach for

identifying and eliminating the causes of incidents or reducing the

 71

impact of incidents from causes that cannot be eliminated or

prevented.

Self-efficacy refers to teachers’ ability to take action in a

variety of settings; work self-efficacy examines workers' capability to

manage their job experiences, especially with new or potential

employees.

Stress management range of approaches and

psychotherapies that are designed to reduce stress, particularly long-

term stress, and to improve teacher’s ability to teach effectively

during pandemic.

Stressor is anything that causes the release

of stress hormones under the work from home arrangement.

Tension refers to the worry or uneasiness before a hard, risky,

or significant occurrence. Being stretched or strained to the limit.

Fear, anxiety, or pleasure that can't be suppressed in the mind or

body between people, organizations, countries, etc. 

 72

Work from home arrangement pertains to a working

arrangement where the teachers can teach from his/her home for a

period of time.
 Chapter 2

METHODS

` This chapter describes the data gathering procedures and approaches

utilized by the researcher in this investigation. It includes the research design,

respondents and subject sampling techniques, construction of instruments,

validation of instruments, administration and retrieval of the questionnaire,

and statistical treatment of data.

RESEARCH DESIGN

This study employed the descriptive research design, which aims to

characterize a population, situation, or phenomenon using observation and

analysis. According to McCombes (2019), descriptive research can use a

variety of methods to investigate one or more variables and uncover patterns.

Unlike experimental research, the researcher just observes and analyzes the

factors.

The study first described sex, age, marital status, grade level taught, and

number of years in teaching. It also described how teachers rated their

pressures and coping techniques while working from home. The researcher
 74

correlated all the important features, attributes, problems, and scenarios to

determine teacher stress and coping mechanisms. It looked at how teachers

deal with work-related stress and how they cope with it. It aimed to see if

instructors' stress management differed significantly.

RESPONDENTS

All the Seventy-five (75) junior high school teachers from Pangarap High

School in the Schools Division of Caloocan City for the Academic Year 2020-

2021 were the respondents of this study. These teachers experience stress in

the new normal pandemic classroom set-up particularly from the work from

home arrangement.

SAMPLING TECHNIQUES

The researcher used the Purposive Sampling technique in

determining the respondents of the study. According to Crossman (2018), is

non probability sample that is selected based on charcteristics of a population

and the objective of the study. Purposive sampling is also known as

judgemental, selective or subjective sampling. In this particular study , the

 75

researcher chose the respondents according to the needs to acquire specific

number of data in which is comprised of seventy-five (75) Junior High School

teachers in Pangarap High School.

INSTRUMENTS USED

Survey questionnaires are used in this study as the research instrument.

The purpose of this questionnaire is for the researcher to gather information

about the study's central topic. Questionnaires with questions that have been

developed by the researcher are used in order to garner objective responses

to the questions that will be raised during the study. The questionnaire is

divided into three (3) sections.

Survey Questionnaire

This is the primary source of data. It contained questions which answer

the problems stated in Chapter 1.

Part I – This part assesses the various demographic profiles of the

respondents specifically their gender, age, marital status, grade level handled

and number of years in teaching.

 76

Part II – This part assesses the extent the teachers appraised their

stressors under the work from home arrangement based from perceived

susceptibility, perceived severity, motivational relevance, perceived control

over outcomes, perceived control over emotions, self-efficacy, problem

management and emotional regulation.

Part III – This part assesses coping mechanisms of teachers under the

work from home arrangement.

CONSTRUCTION AND VALIDATION OF INSTRUMENTS

` To put into a systematized statement the idea and frame of reference of

the study, the researcher reviewed various articles, books, unpublished thesis,

dissertation, journals and the like about stressors and coping mechanisms.

The questionnaire was composed after reading books, internet,

research, published and unpublished research papers, thesis and dissertation.

After completion of the questionnaire, the said tool was presented to his

adviser for comments and suggestions to improve the tool. All his adviser’s

recommendations were incorporated and the final draft was reproduced.

 77

The survey questionnaire was pilot tested to the 5 teachers who are not

the respondents of the study. It was also validated by the School Research

Coordinator of Pangarap High School. Some recommendations were given by

the school head and the school department heads. It was also check by the

editor of the school for face validity. This try-out was given to find out the

capacity of the tool to gather the needed data for the thesis.

ADMINISTRATION AND RETRIEVAL OF THE INSTRUMENTS

The researcher secured a permit to conduct the study from the

Department of Education Schools Division Superintendent of Caloocan City. 

The gathering of data for the study commenced when the instruments were

distributed to the respondents, due to the current Coronavirus pandemic, the

researcher utilized Google Forms in the distribution of the survey

questionnaires. The respondents were assured by the researcher that the data

gathered will be used for research purposes only and will be treated with

utmost confidentiality.

After gathering the instruments, tabulation and analysis of data, the

data interpretation was done by the researcher.  The researcher analyzed the
 78

data gathered to answer the research questions and reveal any significant

differences and relationships to identify the respondents’ perception of stress

and coping mechanism of teachers during work from home scheme.

STATISTICAL TREATMENT

The following statistical tools were employed by the researcher in

order to assess and evaluate the findings of the study:

1. Frequency and Percentage Distribution

This statistical treatment was used to analyze the frequency

distribution of teacher respondents. In a percentage frequency

distribution, each data point or cluster of data points is shown as a

percentage of the total number in the data set. This addresses SOP

number 1 which described the respondents in terms of their sex,

age, marital status, grade level handled, and number of years in

teaching.

%=( x / n ) 100

2. Weighted Mean
 79

This statistical treatment was used to determine the stress

and coping mechanism of teachers during work from home scheme.

This addresses SOP number 2 which is the extent do the teachers

appraise their stressors under the work from home arrangement and

SOP number 4 which is the coping mechanisms of teachers under the

work from home arrangement.

( f 5 x 5 ) + ( f 4 x 4 )+ ( f 3 x 3 ) + ( f 2 x 2 ) + ( f 1 x 1 )
WM=
N

3. Likert Scale

Range Scale Description

3.26 – 4.00 4 High Extent     (HE)
2.51 – 3.25 3 Moderate Extent (ME)
1.76 – 2.50 2 Low Extent        (LE)
1.00 – 1.75 1 Very Low Extent (VLE)

4. Kruskal-Wallis H-Test

The objective of this procedure is to assess whether or not

there are statistically significant differences between two or more

groups of an independent variable on a continuous or ordinal

 80

dependent variable. This addresses SOP number 3 which is the

significant difference on the extent of teachers’ appraisal of their

stressors when grouped according to their profile and SOP number 5

which is the significant difference on the coping mechanisms of

teachers when grouped according to their profile.

5. ANOVA (Analysis of Variance)

This is a statistical tool utilized to determine the significant

relationship between two or more variables that are used in the study.

𝑀𝑆𝑇
𝐹=
𝑀𝑆𝐸
 81

Chapter 3
RESULTS
This chapter presents the details of analysis and interpretation of

collected data extracted from the research questionnaire utilized for the study.

Findings are hereby revealed by presenting statistical tables to clearly answer

each question presented in the statement of the problems of the study. 

1. Profile of the Respondents

Table 1

Sex of the Respondents

Sex F %
Male 10 13
 82

Female 65 87
Total 75 100

Table 1 presents the age of the respondents. There were 65 or 87%

female and 10 or 13% male respondents. The data shows that there are still

more female in the teaching profession. The average proportion of female

teachers in Organization for Economic Co-operation and Development (OECD)

nations rose from 61 percent in 2010 to 65 percent in 2015 and to 68 percent

in 2019. It might also do more to entice young men into teaching by providing

them with better career opportunities and working circumstances, making

teaching a more competitive career.

Table 2
Age of the Respondents
Age F % Rank
20 – 25 6 8 7
26 – 30 8 11 5.5
31 – 35 17 23 1
36 – 40 11 15 5
41 – 45 8 11 5.5
46 – 50 13 17 2
51 and above 12 16 3
Total 75 100

Table 2 describes the age of the respondents. The data shows that the

respondents are a mixture of young and aged teachers. There were 17 or

 83

23% respondents whose ages are 31 to 35, 13 or 17% who are 46 to 50 years

old and 12 or 16% who are 51 years old and above. According to the

International Journal Management, Technology, and Social Sciences (IJMTS),

Vol. 5, No. 2, dated August 2020, the rate of the public school teachers within

the bracket of 20-30 years old was 40.5%, while the rate of those who were

within the bracket of 31-40 years old was 48.7%. The rate of the public school

teachers who were within the bracket of 41-50 and 51-60 years old were

5.4%, respectively. The maturated-age group presents a promising source of

potential teachers. An empirical study in the United States of America shows

that older novice teachers, who were older than the age of 25, were less likely

to leave low-income schools compared to their younger counterparts

(Donaldson, 2012). An Irish study suggests older teacher above age of 30

perform better in teaching practice than their younger peers (Heinz, 2013). A

synthetic work lists the strengths of older teacher, including their intrinsic

values and interests of teaching, their tendency to identify teaching as a

mission, and their ability to cope with changes based on prior life experiences

(Eifler & Potthoff, 1998).

 84

Table 3
Civil Status of the
Respondents
Civil Status F % Rank
Single 22 29 2
Married 51 68 1
Widow 2 3 3
Total 75 100

Table 3 shows the civil status of the respondents. Out of the 75

respondents, 51 or 68% were married, 22 or 29% were single, and 2 or 3%

were widowed. It can be said that majority of the respondents are with their

family as married people. A particular study ( PEOPLE: International Journal of

Social Sciences, 2020) dealing with the percentage of the civil status of

teachers in the public schools, showed that married teachers dominates the

population of teachers in a one public school, the percentage of which was

about 54 or 69% of the total population of teachers. It was also found out that

there was just a small number of widowed teachers (5 or 6%), and 20 or 25%

of which was single. Married teachers were much happier in their jobs than

the single. Knerr (2005) concluded that married people generally possess

higher job satisfaction than their single counterparts. Teachers who are

married are often seen as more responsible and dedicated workers.

 85

Table 4
Grade Level Handled by the
Respondents
Grade Level F % Rank
Grade 7 18 24 2.5
Grade 8 17 23 4
Grade 9 22 29 1
Grade 10 18 24 2.5
Total 75 100

Table 4 presents the grade level handled by the respondents. There

were 22 or 29% respondents handling Grade 9 learners, 18 or 24% for Grade

7 and Grade 10, and only 17 or 23% are handling Grade 4. The number of

teachers per year level is dependent of the number of students enrolled in the

said year level. Owing to the grade-level differences in goal structures and

instructional practices (Cleary and Chen, 2009), teachers may provide

feedback to students in different grades differently (Nuñez et al., 2015). For

instance, for graduating students in secondary schools, teachers may

emphasize performance-goal orientation and provide more grades or marks

(Urdan and Mingley, 2003). By contrast, for freshmen, teachers tend to focus

on process-goal orientation and provide more scaffoldings or opportunities for

dependent learning. Furthermore, a decline in students’ strategy use and

 86

motivation as they progress through school Gaspard et al., 2017). Keller

(2018) emphasized that the teachers’ perceived severities of different work

related and personal stressors that they often experienced in dealing with

student misbehavior, as well as work and personal difficulties and stressors as

well as to identify the particular characteristics underlying student judgments

necessitates enhanced capacity to manage stressors and intensify their coping

mechanisms.

Table 5

Number of Years in Teaching

of the Respondents

Years F % Rank
1 -5 15 20 2
6-10 24 32 1
11-15 13 17 3
16 – 20 11 15 5
21 and above 12 16 4
Total 75 100

Table 5 presents the number of years in teaching of the respondents.

As shown, 24 or 32% of the respondents are in the service for 6 to 10 years,

 87

15 or 20% for 1 to 5 years, and 13 or 17% for 11 to 15 years. It can be said

that majority of the respondents are still new in the service.

Length of tenure matters, but more is not always better. Based on the

data, the highest percentage of the teachers are in the early years of their

teaching career. On the other hand, only few can be considered as

experienced or seasoned teachers. Majority of the teachers are on the early

stage of teaching which may affect their teaching skills and strategies.

2. Respondents Appraisal of their Stressors under the Work from

Home Arrangement

The stressors of the respondents under the work from home

arrangement were appraised in three categories; namely: Primary appraisal,

Secondary appraisal, and Coping appraisal.

Primary Appraisal refers to the initial evaluation of the situation, deemed

as benign positive (positive), threatening (negative), or irrelevant (neutral). It

involves determining whether the stressor poses a threat. It was appraised

according to its perceived Susceptibility, Severity, Motivational Relevance, and

Causal Factors. According to Andreev (2018) the perceived stress pertains to

 88

the emotions or ideas that teachers may have about how much stress they are

under at a particular moment in time or over a specific time period. Moreover,

Keller (2018) emphasized that the teachers’ perceived severities of different

work related and personal stressors that they often experienced in dealing

with student misbehavior, as well as work and personal difficulties and

stressors as well as to identify the particular characteristics underlying student

judgments necessitates enhanced capacity to manage stressors and intensify

their coping mechanisms.

Table 6
Primary Appraisal on Teachers' Stressors as to
Perceived Susceptibility
Indicators WM VI Rank
1. I feel the sense of growing fear
and vulnerability to various risks and 2.76 HE 2
hazards.
2. I am demoralized and pessimistic
about my condition in the work at 2.33 LE 5
home scenario.
3. I am being pushed to the limits of
acceptable condition when I am asked
to go to school and personally meet 2.36 LE 4
fellow teacher and parents about
various concerns.
4. I disregard my own health and 2.71 HE 3
safety just to perform my job
 89

responsibilities.
5. I am burnout due to the various
challenges brought about by work at 2.81 HE 1
home scenario.
2.6
Over all Weighted Mean HE
0

As can be seen in the table, the first three in rank among the indicators are:

1. I am burnout due to the various challenges brought about by

work at home scenario with a weighted mean of 2.81 or High Extent;

2. I feel the sense of growing fear and vulnerability to various

risks and hazards with a weighted mean of 2.76 or High Extent;

3. I disregard my own health and safety just to perform my job

responsibilities with a weighted mean of 2.71 or High Extent.

Table 6 describes the primary appraisal on the teachers' stressors as to

perceived susceptibility. The overall weighted mean of 2.60 implies that the

respondents consider the given indicators to a High extent. According to Turner

(2020) overseeing the children's education in the home learning is not an easy
 90

endeavor. It is possible that all of the adults in the house are working at their jobs

and contributing remotely. Teachers found varied success when attempting to

synchronize their learners’ schedules with their own. It is true that prior to COVID,

burnout and other mental health problems among teachers have long been a

prevailing issue. However, there is no disputing that there has been a rise in cases

as a result of the pandemic's chaos.

Table 7
Primary Appraisal on Teachers' Stressors as to
Perceived Severity
Indicators WM VI Rank

1. I experience pressure to perform work related tasks

and household responsibilities at the same time while 2.85 HE 1
working at home.
2. I feel that I do not have enough time to do everything 2.61 HE 3
that I must do.
3. I do not have healthy lifestyle due to many 2.64 HE 2
responsibilities during the pandemic.
4. I am slowly becoming pessimistic because of the 2.37 LE 5
difficulties of the work at home situation.
5. I am slowly losing my drive and enthusiasm due to the 2.41 LE 4
various challenges that I am encountering during the work
at home situation.
Over all Weighted Mean 2.58 HE

Among the indicators, the first three in rank are:

 91

1. I experience pressure to perform work related tasks and

household responsibilities at the same time while working at home with

a weighted mean of 2.85 or High Extent;

2. I do not have healthy lifestyle due to many responsibilities during

the pandemic with a weighted mean of 2.64 or High Extent;

3. I feel that I do not have enough time to do everything that I must

do with a weighted mean of 2.61 or High Extent;

Table 7 describes the primary appraisal on the teachers' stressors as to

perceived severity. The overall weighted mean of 2.58 implies that the

respondents consider the perceived severity of the work from home arrangement

to a High extent. According to Ambrocio (2020) teachers acknowledge that

conducting classes at home is extremely tough and confusing, so they resort to

excessive multitasking taking care of household chores and their family’s needs

while teaching and doing class works. Worst case scenario, a student would

wander and lose focus and engage in other activities. Teachers struggle with

multitasking and this causes further stress which makes everything more difficult.

The COVID-19 pandemic has a significant influence and shift on the health of
 92

teachers, resulting in abrupt lifestyle modifications, social alienation and isolation

at home, as well as social and economic implications.

Table 8
Primary Appraisal on Teachers' Stressors
as to Motivational Relevance
Indicators WM VI Rank

1. I am overwhelmed by the number of

responsibilities and duties that I have to
2.73 HE 1
perform in a very limited capacity while
working at home.
2. I do not have enough time to rest and
2.65 HE 2
establish good work-life balance at home.
3. I lack proper teamwork and collaboration
and I often at odds with my co-teachers, or
with management which leads me to being 2.31 LE 4
unproductive and could lead to a toxic work
environment.
4. I am disheartened by the school
administrations lack of concern on my safety 1.95 LE 5
and security while working at home.
5. I am physically, mentally and emotionally
2.39 LE 3
drained and exhausted while working at home.
Over all Weighted Mean 2.41 LE

Among the indicators, the first three in rank are:

 93

1. I am overwhelmed by the number of responsibilities

and duties that I have to perform in a very limited

capacity while working at home with a weighted mean of

2.73 or High Extent;

2. I do not have enough time to rest and establish good

work-life balance at home with a weighted mean of 2.65 or

High Extent;

3. I am physically, mentally and emotionally drained and

exhausted while working at home with a weighted mean

of 2.39 or Low Extent.

Table 8 shows the primary appraisal on the teachers' stressors as to

motivational relevance. The overall weighted mean of 2.41 implies that the

respondents consider the motivational relevance of the work from home

arrangement to a Low extent.

According to Vonrhein (2020), stated that it is vital that teachers

establish clear boundaries and expectations when working at home. It is

normal for teachers to struggle with the transition from school to work from
 94

home setting, and collaboration plays an important role in helping everyone to

ease into this transition. Moreover, Ebadian (2020) during the unprecedented

coronavirus epidemic, schools throughout the world are shutting to improve

public health and ‘flatten the curve.' Teachers will use digital technology to

guarantee that students do not miss out on learning opportunities by assigning

homework that can be completed at home.

Table 9

Primary Appraisal on Teachers' Stressors as

to Causal Factors

Indicators WM VI Rank

1. I am fazed by the shift of

face to face education to
2.71 HE 2
distance learning due to the
Covid 19 outbreak.
2. I am daunted by the
significant changes in social 2.64 HE 4
relationship.
3. I am intimidated by the
increased workload resulting 2.67 HE 3
from home teaching.
4. I am overwhelmed with
2.79 HE 1
working from home using ICT.
5. I lack familiarity with
2.35 LE 5
distance education.
Overall Weighted Mean 2.63 HE
 95

Among the indicators, the first three in rank are:

1. I am overwhelmed with working from home using ICT

with a weighted mean of 2.79 or High Extent;

2. I am fazed by the shift of face to face education to

distance learning due to the Covid 19 outbreak with a

weighted mean of 2.71 or High Extent;

3. I am intimidated by the increased workload resulting

from home teaching with a weighted mean of 2.67 or High

Extent.

Table 9 shows the primary appraisal on the teachers' stressors as to

causal factors. The overall weighted mean of 2.63 implies that the respondents

consider the causal factors of the work from home arrangement to a High

Extent. According to Owen (2020) as teachers and parents work together in

this time of the pandemic, they may provide social-emotional support and

facilitate open discussions about what works and what doesn't in this new

learning environment. Teacher and parents may exchange anything: materials

generated by teachers, openly available resources, selected course content,

 96

achievements which may facilitate learning in new learning modalities.

Recently provided best-practice strategies for teachers to remain connected

with students and parents while also maintaining personal and professional

contacts with colleagues using various cloud-based video conferencing services

such as Google Meet, Facebook Messenger or Zoom. Many educators have

sought support from their professional learning networks on social media,

whether through virtual book clubs, Twitter conversations, or health

challenges. Using eLearning resources is also a vital in coping to the new

normal way of education.

Table 10
Secondary Appraisal on Teachers' Stressors as
to Perceived Control over Outcomes
Indicators WM VI Rank
1. I do not have control over
work hours while working at 2.92 HE 1
home.
2. I cannot separate my work
time from personal time while 2.75 HE 2
working at home.
3. I do not have enough space
at home which can be conducive 2.48 LE 5
to working at home.
4. I am no longer interested to 2.56 HE 3
dress professionally and
appropriately while working at
 97

home.
5. I am finding it difficult to
perform my individual task and
2.55 HE 4
responsibilities on time and up
to date to set schedules.
Overall Weighted Mean 2.65 HE

Among the indicators, the first three in rank are:

1. I do not have control over work hours while working

at home with a weighted mean of 2.92 or High Extent;

2. I cannot separate my work time from personal time

while working at home with a weighted mean of 2.75 or

High Extent;

3. I am no longer interested to dress professionally and

appropriately while working at home with a weighted

mean of 2.56 or High Extent.

Table 10 presents the secondary appraisal on teacher’s stressors as to

perceived control over outcomes. The overall weighted mean of 2.65 implies

that the respondents appraised the teachers’ stressors on a work from home

arrangement to a high extent. In the wake of COVID-19, Bayliss (2020)

stressed that teachers face new problems, such as the interruption of existing
 98

educational programs and practices, the quick shift from in-person education

to virtual learning, the emotional strain of seclusion caused by social distancing

attempts, and concern about personal safety and health. While it can be tough

to discover positive aspects of a pandemic, this is now an excellent moment to

consider how to promote teacher wellbeing practices that empower teachers

to develop and increase their digital literacy while also trying to take care of

themselves.

Table 11
Secondary Appraisal on Teachers' Stressors as
to Perceived Control over Emotions
Indicators WM VI Rank
1. I am having trouble
compartmentalizing work
2.72 HE 1
pressure from household life
while working at home.
2. I cannot contain negative
emotions like anxiety, worry,
2.33 LE 3.5
frustration and anger at bay
while working at home.
3. I cannot avoid replying or
2.33 LE 3.5
make a decision when angry.
4. I forget to practice courtesy
and respect due to stress and 1.93 LE 5
pressure while working at home.
5. I often suffer from emotional
outburst while working at 2.36 LE 2
home.
 99

2.3
Over all Weighted Mean LE
4

Among the indicators, the first three in rank are:

1. I am having trouble compartmentalizing work pressure

from home life while working at home with a weighted

mean of 2.72 or High Extent;

2. I often suffer from emotional outburst while working

at home with a weighted mean of 2.36 or Low Extent;

3. I cannot contain negative emotions like anxiety, worry,

frustration and anger at bay while working at home and

I cannot avoid replying or make a decision when angry

both with a weighted mean of 2.33 or Low Extent.

Table 11 presents the secondary appraisal on teacher’s stressors as to

perceived control over emotions. The overall weighted mean of 2.34 implies

that the respondents appraised the teachers’ stressors on a work from home
 100

arrangement to a low extent. Emotions have an impact on attention, memory,

and learning. Positive emotions such as pleasure and curiosity focus attention

and encourage increased involvement. Anxiety and dread, particularly when

they are persistent, impair attention and interfere with thinking Chan (2020).

In the study of Chan acknowledged chronic stress, particularly when

unmanaged, may cause the sympathetic nervous system to remain activated

and the production of stress hormones such as cortisol. Prolonged release of

this and other neurochemicals has an effect on brain regions involved in

executive functioning and memory, reducing our capacity to be effective

instructors and weakening student learning.

Table 12
Secondary Appraisal on Teachers' Stressors as to Self –
Efficacy

Indicators WM VI Rank
1. I am having difficulty speaking up
and prioritizing my needs, wants, and 2.45 LE 3
feelings.
2. I feel guilty for everyday actions or
for inability to provide all the learners 2.56 HE 2
needs during work at home scenario.
3. I do not have the sufficient 2.73 HE 1
resources to tie the course material or
concepts to student interests such as
sports, pop culture, movies or
 101

technology.
4. I am incapable to provide the
learners with consistent, credible and 2.24 LE 5
specific encouragement.
5. I feel insufficiency in performing
2.37 LE 4
the various task expected from me.
Over all Weighted Mean 2.47 LE

Among the indicators, the first three in rank are:

1. I do not have the sufficient resources to tie the course

material or concepts to student interests such as

sports, pop culture, movies or technology with a

weighted mean of 2.73 or High Extent;

2. I feel guilty for everyday actions or for inability to

provide all the learners needs during work at home

scenario with a weighted mean of 2.56 or High Extent;

3. I am having difficulty speaking up and prioritizing my

needs, wants, and feelings with a weighted mean of 2.45

or Low Extent.

Table 12 describes secondary appraisal on teachers' stressors as to Self

– Efficacy. As shown, the overall weighted mean of 2.47 indicates that the

secondary appraisal on teachers’ stressors on a work from home arrangement

 102

is low extent. Teacher self-efficacy influences the teacher's personal

objectives, the degree to which he or she is persistent in the face of adversity

and pressure, and the intensity of desire to carry out specific teaching

behaviors, such as the usage of digital teaching learning resources (Glackin

and Hohenstein 2020).

Table 13
Coping Appraisals on Teachers’ Stressors

Indicators WM VI Rank

A. Problem management

1. I define and handle problems separately. 2.87 HE 2

2. I handle issues and challenges collaboratively with my
2.79 HE 3
co-teachers.
3. I fail to tap into my students’ talents in the new
2.59 HE 4
learning platforms.
4. I insist on being conservative and practice inflexible
2.53 HE 5
approach while working at home.
5. I maintain a positive and optimistic frame of mind
3.16 HE 1
while facing various issues while working at home.
Sub weighted mean 2.79 HE
B. Emotional Regulation
6. I am having trouble understanding what causes
2.41 LE 7
certain feelings while working at home.
7. I am having difficulty asserting opinions or taking
2.43 LE 6
charge in a situation while working at home.
8. I show very little interest in finding new ways of
2.21 LE 10
solving problems while working at home.
9. I find trouble accepting criticism, constructive or 2.25 LE 9
 103

otherwise while working at home.

10. I am having difficulty expressing ideas clearly or
2.40 LE 8
getting a point across due to frustration.
Sub weighted mean 2.34 LE
Over all Weighted Mean 2.56 HE

Among the indicators, the first three in rank are:

1. I maintain a positive and optimistic frame of mind

while facing various issues while working at home with

a weighted mean of 3.16 or High Extent;

2. I define and handle problems separately with a weighted

mean of 2.87 or High Extent;

3. I handle issues and challenges collaboratively with my

co-teachers with a weighted mean of 2.79 or High Extent.

Table 13 describes the coping appraisal on teacher’s stressors on a work

from home arrangement. The coping appraisal was categorized into two:

problem management and emotional management. The sub-weighted mean

for problem management which is 2.79 shows that the respondents have a

high extent coping appraisal on problem management. On the other hand,

 104

there is a low extent of coping appraisal as manifested by the sub weighted

mean of 2.34.

The COVID-19 pandemic is a rapidly evolving problem that is causing

concern and fear. However, there are things that parents and teachers can do

to improve their own health and well-being as well as the health and well-

being of their children. Remember that recovery from a crisis takes time and

may not happen in a straight line, particularly if the crisis is a pandemic with

no apparent conclusion. Incorporating new self-care methods into your regular

routine will take some time. All of these things, including awareness, balance,

and connection, may be helpful! Set and celebrate achievable goals, as well as

the resilience of your school's great people who go above and beyond in times

of crisis to support and help others.

Self-care may take many forms, and each can help alleviate stress as

well as emotions of loss and sorrow. Parents and instructors are urged to take

time for self-care and to model it for their children. Some of the difficulties

connected with this crisis may be effectively managed using the methods listed

below.
 105

Make a daily framework and routine. You may develop a feeling of

control and predictability in this uncertain circumstance by sticking to a regular

schedule and incorporating structure into your day. This will aid in the

reduction of stress reactions, the regulation of our bodies, and the facilitation

of recuperation.

Reduce and restrict your exposure to pandemic media coverage. The

fear caused by the pandemic's unexpected and uncontrolled nature makes us

seek knowledge in order to make sense of what is going on and recover

control. Long durations of media attention, on the other hand, may raise

anxiety by keeping our reaction systems engaged. To minimize stress, always

obtain your news from reliable sources, watch or read the news for brief

periods of time (no more than 30 minutes), and avoid watching the news just

before bed.

Take care of your mental well-being. Finding a balance between work

and family life is critical, particularly when crisis demands add to already heavy

workloads. People can concentrate on something practical to do right now to

handle the issue if they utilize excellent time management skills and establish

priorities. Keep in mind the distinction between what one can alter (in the
 106

system or the environment) and what one must accept. Make provisions for

your intellectual well-being. Activities that promote creativity, learning, and

knowledge growth may assist to inspire us and improve our problem-solving

abilities.

Table 14
Extent of Difference of the Teachers’
Appraisal of their Stressors when
Grouped According to Their Profile
P-
F Decisio
Variables F valu
crit n
e
3.9
Sex 0.10 0.75 Accept
6
1019.2 3.9
Age 0.00 Reject
1 1
3.1
Civil Status Accept
1.53 0.22 2
Grade level 2.7
0.25 0.86 Accept
Handled 3
Number of
3.9
Years in 102.06 0.00 Reject
1
Teaching

Table 14 presents the extent of difference of the teachers’ appraisal of

their stressors in the work from home arrangement when they were grouped

according to their profile. In determining the extent of differences of their

 107

responses, Analysis of Variance was used. Based from the results, when the

respondents were group according to their sex, the p value which is 0.75 is

greater than 0.05 level of significance. In the same manner, when they were

grouped according to their civil status and the grade level handled, the p-value

of 0.22 and 0.86 respectively is greater than 0.05 level of significance. Hence,

the hypothesis that there is no significant difference on the teachers’ appraisal

when they are grouped either by sex, civil status or grade level handled is

ACCEPTED.

On the other hand, when the respondents were grouped according to

their age and number of years in teaching, the p-value of 0.00 is less than

0.05 level of significance. Hence, the hypothesis that there is no significant

difference on the teachers’ appraisal is REJECTED.

Therefore, when the respondents were grouped according to their sex,

civil status, or grade level handled, their appraisal on teachers’ stressors are

not significant. But if the respondents were grouped according to their age

and number of years of teaching, their appraisal are significantly different.

According to Kruger (2020) a lot of studies have shown that teaching is a

 108

somewhat stressful profession. Several studies contend that teachers face a

greater degree of stress than many other professions. The steadily rising costs

and effects of teacher stress are causing considerable worry. More attention

must be paid to this increasing pandemic in order to minimize the harmful

impact it has on teachers.

3. Coping Mechanisms of the Respondents under the Work from

Home Arrangement
Table 15
Coping Mechanisms of the Teachers
Indicators WM VI Rank
1. Performing diaphragmatic or “deep breathing” exercises. 2.77 HE 11
2. Connecting with your community or faith-based
2.81 HE 10
organizations.
3 Trying progressive muscle relaxation or “deep muscle”
2.65 HE 17
relaxation.
4. Meditating 2.57 HE 18
5. Exercising regularly or taking up yoga. 2.47 LE 20
6. Making time for music, art or other hobbies that help relax
3.17 HE 2
and distract you.
7. Learning to identify and monitor stressors. 2.69 HE 14.5
8. Making a list of the important things they need to handle
each day. Trying to follow the list so they feel organized and 2.88 HE 8
on top of things.
9. Keeping an eye on things that might suggest you’re not
2.76 HE 12
coping well.
10. Keeping a list of the large and little hassles in your day
2.69 HE 14.5
versus the major stressful events in your life.
11. Setting aside a time every day to work on relaxation. 2.85 HE 9
 109

12. Avoiding caffeine, alcohol, nicotine, junk food, binge

eating and other drugs as your primary means for coping 2.92 HE 7
with stress.
13. Learning to just say, “No” occasionally. 2.71 HE 13
14. Getting the right amount of sleep. 2.68 HE 16
15. Cultivating a sense of humor; laugh. 3.19 HE 1
16. Limiting your exposure to media. Taking breaks from
2.56 HE 19
watching, reading, or listening to news stories.
17. Reaching out and checking regularly with people you care
3.09 HE 5
about.
18. Making time to unwind. Trying to do some other activities
3.04 HE 6
you enjoy.
19. Re-balancing Work and Home. 3.11 HE 4
20. Practicing mindfulness. 3.12 HE 3
Overall Weighted Mean 2.84 HE
Among the indicators, the first three in rank are:

1. Cultivating a sense of humor; laugh with a weighted mean

of 3.19 or High Extent;

2. Making time for music, art or other hobbies that help

relax and distract you with a weighted mean of 3.17 or High

Extent;

3. Practicing mindfulness with a weighted mean of 3.12 or

High Extent.

Table 15 describes the coping mechanisms of the respondents.

With the overall weighted mean of 2.84, the respondents consider the
 110

given coping mechanisms on their stressors to a High Extent. According

to Douglas (2020) even in the best of situations, teachers need

assurance that they are empowered and are in complete control of the

various factors which are involved in the learning environment which

helps them build up their stress management and coping mechanisms

however all of these have changed in the home-based setting.

4. Test of Difference of the Coping Mechanisms of the

Respondents when They are grouped according to their Profile

Table 16
Extent of Difference of the Coping
Mechanisms of Teachers when Grouped
According to Their Profile
P-
valu F Decisio
Variables F e crit n
3.9
0.23 0.63 Accept
Sex 7
1003.9 3.9
0.00 Reject
Age 8 1
3.1
1.40 0.25 Accept
Civil Status 2
Grade level 2.7
2.59 0.06 Accept
Handled 3
Number of
3.9
Years in 95.84 0.00 Reject
1
Teaching
 111

Table 16 presents the extent of difference on the coping mechanisms of

the teachers on their stressors when they were grouped according to their

profile. Using Analysis of variance to determine the extent of difference of

their responses when they were grouped according to their sex, civil status or

grade level handled, the p value of 0.63, 0.25, and 0.06 respectively are all

greater than 0.05 level of significance, hence, the hypothesis is Accepted. But

if the respondents are grouped according to their age and number of years of

teaching, their respective p value of 0.00 is less than 0.05 level of significance,

hence, the hypothesis is Rejected. This implies that when the respondents are

grouped according to their sex, or civil status, or grade level handled, their

coping mechanisms do not differ significantly. On the other hand, when they

are grouped according to their age or number of years in service, their coping

mechanisms on their stressors in the work from home arrangement are

significantly different.

According to Rachford (2020), stated that teachers now more than ever

are experiencing an immense change and complexity in their work

responsibilities – the coronavirus pandemic has presented everyone with new

challenges, new conditions, and new uncertainties. The inability to grow or

 112

adapt, on the other hand, was the most often stated cause for career

derailment among North American managers. This is due to the fact that rigid

leaders restrict the flexibility of others. New efforts may be hindered or

stopped.

Chapter 4

DISCUSSION

This chapter presents the summary of findings, conclusions drawn from

these findings and recommendations offered to solve the problems stated

under the Statement of the Problem.

SUMMARY OF FINDINGS

Based on the gathered, analyzed, and interpreted data by the

researcher, the following findings were drawn:

 113

1. On the Profile of the Respondents

1.1 Sex

There were 65 or 87% female and 10 or 13% male respondents.

1.2 Age

There were 17 or 23% respondents whose ages are 31 to 35, 13 or

17% who are 46 to 50 years old and 12 or 16% who are 51 years old and

above. The respondents are a mixture of young and aged teachers. majority

of the respondents of teachers are ages from 31 to 35 or 17%.

1.3 Civil Status

Out of the 75 respondents, 51 or 68% were married, 22 or 29% were

single, and 2 or 3% were widowed.

1.4 Grade Level Handled

There were 22 or 29% respondents handling Grade 9 learners, 18 or

24% for Grade 7 and Grade 10, and only 17 or 23% are handling Grade 8.

The majority of respondents handled 22 or 29% Grade 9 learners

1.5 Number of Years in Teaching

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The number of years in teaching of the respondents. As shown, 24 or

32% of the respondents are in the service for 6 to 10 years, 15 or 20% for 1

to 5 years, and 13 or 17% for 11 to 15 years.

2. Respondents Appraisal of their Stressors under the Work from

Home Arrangement.

2.1 Primary Appraisal on Teachers' Stressors as to Perceived

Susceptibility.

The first three in rank among the indicators are:

a. “I am burnout due to the various challenges brought about by work

at home scenario” with a weighted mean of 2.81 or High Extent;

b. “I feel the sense of growing fear and vulnerability to various risks and

hazards” with a weighted mean of 2.76 or High Extent;

c. “I disregard my own health and safety just to perform my job

responsibilities” with a weighted mean of 2.71 or High Extent.

The overall weighted mean is 2.60 or High extent.

 115

2.2 Primary Appraisal on Teachers' Stressors as to Perceived

Severity

Among the indicators, the first three in rank are:

a. “I experience pressure to perform work related tasks and household

responsibilities at the same time while working at home,” with a

weighted mean of 2.85 or High Extent;

b. “I do not have healthy lifestyle due to many responsibilities during the

pandemic,” with a weighted mean of 2.64 or High Extent;

c. “I feel that I do not have enough time to do everything that I must do,”

with a weighted mean of 2.61 or High Extent.

The overall weighted mean is 2.58 or High extent

2.3 Primary Appraisal on Teachers' Stressors as to Motivational

Relevance.

Among the indicators, the first three in rank are:

a. “I am overwhelmed by the number of responsibilities and duties that I

have to perform in a very limited capacity while working at home,” with

a weighted mean of 2.73 or High Extent;

 116

b. “I do not have enough time to rest and establish good work-life balance

at home,” with a weighted mean of 2.65 or High Extent;

c. “I am physically, mentally and emotionally drained and exhausted while

working at home,” with a weighted mean of 2.39 or Low Extent.

The overall weighted mean of 2.41 or Low extent.

2.4 Primary Appraisal on Teachers' Stressors as to Causal

Factors.

Among the indicators, the first three in rank are:

a. “I am overwhelmed with working from home using ICT,” with a

weighted mean of 2.79 or High Extent;

b. “I am fazed by the shift of face-to-face education to distance learning

due to the Covid 19 outbreak” with a weighted mean of 2.71 or High

Extent;

c. “I am intimidated by the increased workload resulting from home

teaching,” with a weighted mean of 2.67 or High Extent.

The overall weighted mean is 2.63 or High Extent.

 117

2.5 Secondary Appraisal on Teachers' Stressors as to Perceived

Control over Outcomes.

Among the indicators, the first three in rank are:

a. “I do not have control over work hours while working at home,” with a

weighted mean of 2.92 or High Extent;

b. “I cannot separate my work time from personal time while working at

home,” with a weighted mean of 2.75 or High Extent;

c. “I am no longer interested to dress professionally and appropriately

while working at home with a weighted mean of 2.56 or High Extent.

The overall weighted mean of 2.65 or High Extent.

2.6 Secondary Appraisal on Teachers' Stressors as to Perceived

Control over Emotions.

Among the indicators, the first three in rank are:

a. I am having trouble compartmentalizing work pressure from home

life while working at home,” with a weighted mean of 2.72 or High

Extent;
 118

b. “I often suffer from emotional outburst while working at home,”

with a weighted mean of 2.36 or Low Extent;

c. “I cannot contain negative emotions like anxiety, worry, frustration

and anger at bay while working at home” and “I cannot avoid

replying or make a decision when angry,” both with a weighted mean

of 2.33 or Low Extent.

The overall weighted mean is 2.34 or low extent.

2.7 Secondary Appraisal on Teachers' Stressors as to Self –

Efficacy

Among the indicators, the first three in rank are:

a. “I do not have the sufficient resources to tie the course material or

concepts to student interests such as sports, pop culture, movies or

technology,” with a weighted mean of 2.73 or High Extent;

b. “I feel guilty for everyday actions or for inability to provide all the

learners needs during work at home scenario,” with a weighted mean of

2.56 or High Extent;

 119

c. “I am having difficulty speaking up and prioritizing my needs, wants,

and feelings” with a weighted mean of 2.45 or Low Extent.

The overall weighted mean is 2.47 or low extent.

2.8 Coping Appraisals on Teachers’ Stressors

Among the indicators, the first three in rank are:

a. “I maintain a positive and optimistic frame of mind while facing various

issues while working at home,” with a weighted mean of 3.16 or High

Extent;

b. “I define and handle problems separately,” with a weighted mean of

2.87 or High Extent;

c. “I handle issues and challenges collaboratively with my co-teachers,”

with a weighted mean of 2.79 or High Extent.

The coping appraisal was categorized into two: problem management

and emotional management. The sub-weighted mean for problem

management is 2.79 or High Extent. On the other hand, there is a low extent

of coping appraisal as manifested by the sub weighted mean of 2.34.

 120

3. Extent of Difference of the Teachers’ Appraisal of their Stressors

when Grouped According to Their Profile.

The p value of 0.75 is greater than 0.05 when the respondents are

grouped by sex. Similarly, when they were grouped by civil status and grade

level, the p-values of 0.22 and 0.86 are both greater than 0.05. Hence, the

hypothesis that there is no significant difference on the teachers’ appraisal

when they are grouped either by sex, civil status or grade level handled is

ACCEPTED.

However, when respondents were grouped by age and number of years

teaching, the p-value of 0.00 was less than 0.05. Hence, the hypothesis that

there is no significant difference in the teachers’ appraisal is REJECTED.

Accordingly, no significant differences in teacher stress were found when

respondents were classified by sex, civil status, or grade level. However, when

grouped by age and number of years of teaching, the responses are

dramatically different.
 121

4. Coping Mechanisms of the Respondents under the Work from

Home Arrangement.

Among the indicators, the first three in rank are:

a. “Cultivating a sense of humor; laugh,” with a weighted mean of 3.19 or

High Extent;

b. “Making time for music, art or other hobbies that help relax and distract

you,” with a weighted mean of 3.17 or High Extent;

c. “Practicing mindfulness,” with a weighted mean of 3.12 or High Extent.

The overall weighted mean is 2.84 or High Extent.

5. Test of Difference of the Coping Mechanisms of the Respondents

when they are grouped according to their Profile

When they were grouped according to their sex, civil status or grade

level handled, the p value of 0.63, 0.25, and 0.06 respectively are all greater

than 0.05 level of significance, hence, the hypothesis is Accepted. But if the

respondents are grouped according to their age and number of years of

teaching, their respective p value of 0.00 is less than 0.05 level of significance,
 122

hence, the hypothesis is Rejected. This implies that when the respondents are

grouped according to their sex, or civil status, or grade level handled, their

coping mechanisms do not differ significantly. On the other hand, when they

are grouped according to their age or number of years in service, their coping

mechanisms on their stressors in the work from home arrangement are

significantly different.

CONCLUSION

Anchored on the findings of this study the researcher had come up with

the following conclusions:  

1. There are still more female in the teaching profession. There is a mixture of

young and aged teachers. Most of the teachers are married and have gained

much experience from teaching various grade levels.

2. Working from home causes teacher burnout. Teachers who work from

home must balance work and home commitments. In their absence, they are

overwhelmed by the variety of tasks and responsibilities. Due to the COVID-19

pandemic, schools are now offering online courses. They have no control over
 123

their work hours when working from home. Teachers struggle to balance work

and family life. Student interests in sports, pop culture, entertainment, and

technology are lacking. Educators lack the resources to connect course

material to student interests such as technology or pop culture. They are

positive and optimistic when faced with obstacles at home.

3. When the respondents were grouped according to their sex, civil status, or

grade level handled, their appraisal on teachers’ stressors are not significant.

But if the respondents were grouped according to their age and number of

years of teaching, their appraisal are significantly different.

4. Teachers use different mechanisms to cope on their stressors under work

from home arrangement. Stressed out teachers can have an adverse effect on

their students, so finding ways to cope is very vital for them. The coping

mechanisms can be the cultivation of sense of humor, laughing, making time

for music, art or other hobbies that help can increase relaxation and decrease

distraction, and practicing mindfulness.

5. When the respondents are grouped according to their sex, or civil status, or

grade level handled, their coping mechanisms do not differ significantly. On

 124

the other hand, when they are grouped according to their age or number of

years in service, their coping mechanisms on their stressors in the work from

home arrangement is significantly different.

RECOMMENDATION

As offshoots of and anchored on the summary of the findings and the

conclusions, the following recommendations are offered:

For the Teachers

1. They can strive for continuous professional development by attending

trainings, webinars, and workshops on improving and integrating ICT tools into

teaching during distance education, as well as sharing best practices for using

ICT in education and the learning process with colleagues, which will help

them improve not only their pedagogical skills but also their stress

management and coping mechanisms, allowing them to perform their duties

and responsibilities.
 125

2. They need to continue collaborating with education experts such as school

division administrators, school principals as well as the Department of

Education (DepEd) in order to build a strong set of credible and reliable

training programs that will improve the teachers’ pedagogical skills, stress

management skills and coping mechanisms.

For the Learners

1. They should participate and cooperate in joining school activities

through the proper and appropriate utilization of ICT tools in their academic

tasks with their teachers in the new normal setting of learning for them to

have more access to quality instructions with a better chance to acquire

quality education even in times of the pandemic.

For the School Heads

1. They should maintain an open communication, or hold a regular, everyday

messaging between teachers and administrative staff to discuss the various

demands and challenges that teachers find when working from home during

the pandemic period, and to provide solutions. They must be approachable in

 126

their instruction of the necessary ICT skills in teaching while keeping their

professional persona among their colleagues.

2. They may continuously organize capacity building training program that will

develop and nurture the pedagogical skills, stress management skills and

coping mechanisms of the teachers in creating and developing valid and

reliable learning environment that will promote the teachers’ ability to address

various issues and challenges while working at home. They should also

conduct training in the use of digital resources for pedagogical practice, as well

as the promotion of teaching approaches that are appropriate for this

environment, which is essential for ensuring that ICT is used successfully.

For the Parents

1. They should assist their teachers by nurturing at home their children to

learn better in the new normal setting of classes.

2. They may also attend trainings and PTA fora initiated by the division office or

school on parental involvement, ICT and online applications, establishing home

learning spaces etc. to enable them to assist their child maximize learning at home

thereby lessening teachers’ burden and stress.

 127

For the Future Researchers

1. They may use this research as reference in conducting related researches

and studies which make a contrast to the current argument, and if other

observations are discovered, it can be used to make corrections and determine

potential directions.

2. Additionally, future research could collect data on the mental health of

teachers from groups with varying sociodemographic characteristics. Further

investigation into the individual, job, and family circumstances that are

connected with the implementation of specific coping strategies as well as the

experience of specific symptoms of discomfort and psychological stress could

be undertaken in the future. It is critical to provide additional details on the

COVID-19 pandemic in order to gain a more comprehensive picture of today's

"new normal" education and to develop supportive measures to improve

teachers' well-being during future pandemics or emergency confinement

situations.
 128

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APPENDICES
 137

APPENDIX A
LETTERS REQUEST AND PERMISSION
138
139
 140

APPENDIX B
SURVEY QUESTIONNAIRE

METRO MANILA COLLEGE

U-Site, Brgy. Kaligayahan Novaliches, Quezon City

Dear Respondents,

The undersigned is pursuing her thesis entitled STRESSORS AND COPING MECHANISMS OF
TEACHERS UNDER THE WORK FROM HOME ARRANGEMENT. The data that will be gathered in this
questionnaire will help the researcher realize the objectives of this study.

In this regard, I would like to ask for your utmost participation in this study by answering these
questionnaires on the extent the teachers appraised their stressors and coping mechanisms of teachers
under the work from home arrangement. Rest assured that all information disclosed will remain confidential
and solely be used for research purposes.

Thank you very much for your participation and cooperation.

Respectfully yours,

AIREEN T. BINGAYAN
Researcher
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______________________________________________________________________

CONSENT FORM

Please shade the box of your response:

I am willing to participate in this study.

I am not willing to participate in this study.

Name (Optional) ____________________________________________________

School __________________________________________ Position __________

Part I.
1. Profile of the Respondents

Please check the items applicable to you. Your answer will be treated with strict confidentiality and
no individual or school will be identified, in analysis.

1.1. Gender:
_______ Male _______ Female

1.2. Age:

1.3. Marital Status

_______ Single
_______ Married
_______ Separate
_______ Widow
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1.4. Grade Level Handled

_______ Grade 7 _______ Grade 9

_______ Grade 8 _______ Grade 10

1.5. Number of Years in Teaching

1-5 _____ 16-20 _____

6-10 _____ 21 and above _____
11-15 _____

Part II. Extent the Teachers Appraised their Stressors under the Work from

Home Arrangement

Direction: Read each item carefully and think about how you handle stress. Indicate your response to
each item by putting a check mark (/) on the rating scale.

Legend

Numerical Value Descriptive Value

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4 Very High Extent      (VHE)

3 High Extent (HE)
2 Low Extent         (LE)
1 Very Low Extent  (VLE)

A. Primary Appraisal
It refers to the initial evaluation of the situation, deemed as benign positive (positive), threatening
(negative), or irrelevant (neutral). It involves determining whether the stressor poses a threat.

4 3 HE 2 1

A. Perceived Susceptibility VHE LE VLE

1. I feel the sense of growing fear and vulnerability to various risks and
hazards.
2. I am demoralized and pessimistic about my condition in the work at
home scenario.

3. I am being pushed to the limits of acceptable condition when I am

asked to go to school and personally meet fellow teacher and parents
about various concerns.

4. I disregard my own health and safety just to perform my job

responsibilities. 4 3 2 1
B. Perceived Severity
5. I am burnout due to the various challenges brought about by workVHE
at HE LE VLE
home scenario.
6. I experience pressure to perform work related tasks and home
responsibilities at the same time while working at home.

7. I feel that I do not have enough time to do everything that I

must do.

8. I do not have healthy lifestyle due to many responsibilities

during the pandemic.

9. I am slowly becoming pessimistic because of the difficulties of

the work at home situation.

10. I am slowly losing my drive and enthusiasm due to the various

challenges that I am encountering during the work at home
situation.
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4 3 2 1

C. Motivational Relevance VHE HE LE VLE

11. I am overwhelmed by the number of responsibilities and duties

that I have to perform in a very limited capacity while working at
home.

12. I do not have enough time to rest and establish good work-
life balance at home.

13. I lack proper teamwork and collaboration and I often at odds

with my co-teachers, or with management which leads me to
being unproductive and could lead to a toxic work environment.

14. I am disheartened by the school administrations lack of

concern on my safety and security while working at home.

15. I am physically, mentally and emotionally drained and

exhausted while working at home.

4 3 2 1

D. Causal Factors VH HE LE VLE

E

16. I am fazed by the shift of face to face education to distance

learning due to the Covid 19 outbreak.

17. I am daunted by the significant changes in social relationship.

18. I am intimidated by the increased workload resulting from

home teaching.

19. I am overwhelmed with working from home using ICT.

20. I lack familiarity with distance education.

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B. Secondary Appraisal
It is concerned with the evaluation of whether the individual possesses the resources to
successfully face the demands of the situation.

4 3 2 1

A. Perceived Control over Outcomes VHE HE LE VLE

1. I do not have control over work hours while working at

home. 4 3 2 1
B. Perceived Control over Emotions
2. I cannot separate my work time from personal time while VHE HE LE VLE
working at home.
6. I am having trouble compartmentalizing work pressure from
home
3. I dolifenotwhile
haveworking
enoughatspace
home.at home which can be conducive
to working at home.
7. I cannot contain negative emotions like anxiety, worry,
frustration
4. I am andnoanger at bay
longer while working
interested at home.
to dress professionally and
appropriately while working at home.
8 I cannot avoid replying or make a decision when angry.
5. I am finding it difficult to perform my individual task and
9. I forget to practice courtesy and respect due to stress and
responsibilities on time and up to date to set schedules.
pressure while working at home.
4 3 2 1
10. I often suffer from emotional outburst while working at
home. C. Self-efficacy VHE HE LE VLE

11. I am having difficulty speaking up and prioritizing my needs,

wants, and feelings.

12. I feel guilty for everyday actions or for inability to provide all
the learners needs during work at home scenario.

13. I do not have the sufficient resources to tie the course

material or concepts to student interests such as sports, pop
culture, movies or technology.

14. I am incapable to provide the learners with consistent,

credible and specific encouragement.

15. I feel insufficiency in performing the various task expected

from me.
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C. Coping
It is a phenomenon that involves both cognitive and behavioral responses that individuals use in
attempt to manage internal and/or external stressors perceived to exceed their personal resources.

4 3 2 1

A. Problem management VHE HE LE VLE

1. I define and handle problems separately.

2. I handle issues and challenges collaborately with my co-

teachers.

3. I fail to tap into my students’ talents in the new learning

platforms.

4. I insist on being conservative and practice inflexible approach

while working at home.

5. I maintain a positive and optimistic frame of mind while facing

various issues while working at home.

4 3 2 1

B. Emotional Regulation VHE HE LE VLE

6. I am having trouble understanding what causes certain feelings

while working at home.

7. I am having difficulty asserting opinions or taking charge in a

situation while working at home.

8. I show very little interest in finding new ways of solving

problems while working at home.

9. I find trouble accepting criticism, constructive or otherwise

while working at home.

10. I am having difficulty expressing ideas clearly or getting a

point across due to frustration.
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Part III. Coping Mechanisms of Teachers under the Work from Home Arrangement
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4 3 2 1

Indicators VHE HE LE VLE

1. Performing diaphragmatic or “deep breathing” exercises.

2. Connecting with your community or faith-based organizations.

3 Trying progressive muscle relaxation or “deep muscle”

relaxation.

4. Meditating

5. Exercising regularly or taking up yoga.

6. Making time for music, art or other hobbies that help relax and
distract you.

7. Learning to identify and monitor stressors.

8. Making a list of the important things they need to handle each

day. Trying to follow the list so they feel organized and on top of
things.

9. Keeping an eye on things that might suggest you’re not coping

well.

10. Keeping a list of the large and little hassles in your day versus
the major stressful events in your life.

11. Setting aside a time every day to work on relaxation.

12. Avoiding caffeine, alcohol, nicotine, junk food, binge eating

and other drugs as your primary means for coping with stress.

13. Learning to just say, “No” occasionally.

14. Getting the right amount of sleep.

15. Cultivating a sense of humor; laugh.

16. Limiting your exposure to media. Taking breaks from

watching, reading, or listening to news stories.

17. Reaching out and checking regularly with people you care
about.

18. Making time to unwind. Trying to do some other activities you

enjoy.

19. Re-balancing Work and Home.

20. Practicing mindfulness.

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CURRICULUM VITAE

Name : AIREEN TALOSIG BINGAYAN

Date of Birth : September 28, 1978

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Place of Birth : Camalaniugan, Cagayan

Religion : Catholic

Civil Status : Single

EDUCATIONAL BACKGROUND

Graduate Studies Metro Manila College

U-site, Brgy. Kaligayahan,Novaliches, Q.C
Master of Arts in Education Major
in Administration and Supervision

Tertiary Metro Manila College

Novaliches, Quezon City
Bachelor of Secondary Education
Major in Physical Education
1995-2000

Secondary Tala High School

Bo. San Isidro, Tala, Caloocan City
1991-1995

Primary Star Elementary School

Bagong Silang, Caloocan City
1985-1991

PROFESSIONAL AND TECHNICAL SKILLS:

Licensure Examination for Teachers (LET) Passer

Philippine Regulatory Commission, Manila
Mendiola, Manila
August 26, 2001
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Proficient in Microsoft Office Programs

(word, Power Point, Excel and Publisher)

Work Experiences

August 29, 2002 – Present Teacher III

Pangarap High School
Pangarap Village, Caloocan City

June 2000 – March 2001 Teacher

Our Lady of Fatima College
Hilltop Lagro, Quezon City

Seminars, Trainings, Workshop, Conferences

FLEX2LEARN Training Course

THAMES International
June 16-18, 2021

International Seminar in School Leadership,Supervisory and

Classroom Management
University of the Philippines, Diliman, Quezon City
September 28-30, 2019

International Dance Workshop and Festival 2017

National Commission for Culture and the Arts
May 8-11, 2017

Quality Research: Bridge to Academic Excellence

Metro Manila College, Quezon City
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January 14-15, 2017

National Seminar-Workshop on Teaching Music, Arts, Physical

Education and Health (MAPEH) with the theme, “Teaching MAPEH in
the K to 12”
August 19-21, 2016