Theoretical Framework

Coping Theory, developed by Lazarus and Folkman in 1984, served as the theoretical
framework for this investigation and analysis. The first time this coping theory was
proposed was in 1984. In 1997, Folkman revised the mechanism involved in the
coping theory developed by Lazarus and Folkman (1984) to accommodate more
positive psychological states, which was published in Psychological Science. Folkman
proposed the five-step coping method, which is comprised of five steps. The first step
was the incident that the individual encountered, such as losing a digital document a
few hours before a deadline or being late for a meeting. The individual had to
determine the significance and importance of the incident in the second step of the
procedure. This could be the case if the situation was threatening or harmful to the
individual, or if it was insignificant. According to the model developed by Lazarus and
Folkman (1984), there were two types of evaluation. There were two types of
evaluations: the first was the primary appraisal, which was an examination of the
event itself to determine whether it was significant, benign, or traumatic. A stressful
evaluation included elements such as harm, danger, and complexity. In the aftermath
of the traumatic event, the individual considered his or her options for coping with the
event and what he or she could do to cope; this is referred to as secondary
assessment.
The third stage dealt with the reactions that occurred as a result of the stressor and
the stress that resulted as a result of it. The individual then decided on a coping
technique that was either problem- or emotion-focused, depending on their situation.
In a problem-focused coping technique, the individual used adaptive techniques to
deal with the traumatic event that he or she had encountered, such as taking action to
deal with the situation, making an effort, controlling emotions, or seeking assistance.
It was more likely that a problem-based coping technique would be used when the
person felt in control of the situation and could thus handle the source of stress by
relying on internal coping mechanisms, such as resilience and willpower, or external
coping mechanisms, such as help from peers or professional help. It is possible to
experience emotion-focused coping when the individual engages in non-adaptive
behaviors such as avoiding the situation or refusing to assist others, feeling frustrated,
giving up, or refusing to cooperate in order to resolve the problem. When a person
believes they have no control over the situation and, as a result, are unable to deal
with the root of the problem, they resort to emotion-based coping techniques.
As a result of the case study, the fourth step evaluated whether the available methods
selected in the secondary evaluation during the coping step were effective in achieving
the desired results in the first step. This outcome could be a positive resolution that
resulted in a positive emotion, or it could be a negative resolution that resulted in a
negative emotion. The fifth phase resulted in an emotional outcome. For those who
have adopted a problem-focused coping plan and have encountered a number of
positive things, such as feeling good, remaining safe, and striving for a positive sense
of well-being, this was the final step and was critical. Those who used the emotion-
focused coping technique now have a choice between two options for continuing their
treatment. After becoming upset again, the individual went through the same five
steps as before, restarting his or her coping mechanism. This was the first instance.
The second type of coping occurs when there are other factors influencing the
emotional state of the individual; this is referred to as coping based on context by
Folkman (1997). He or she experienced a positive emotion as a result of these factors,
such as social encouragement or witnessing a positive event, which could assist in
maintaining the coping process. According to Folkman, the factors listed above include
an optimistic reappraisal, restructured priorities, spiritual values, and life events that
are positive. Third, the individual engaged in problem-solving or emotion-management
techniques rather than reliving the stress of the event, which was the final step in
coping.
This theory explained objective number two, which determined the level of coping
mechanism in conjunction with synchronous learning and determined the level of
coping mechanism. It contained the solutions that the Senior High School teachers
frequently employed when faced with adversity in the classroom. It also helped them
cope with a difficult situation that had arisen as a result of a conscious or
unconscious decision, whether positive or negative in nature. As a student, there are a
variety of things that one can do to find the most appropriate and long-lasting
solutions to problems that they may be experiencing in their academic careers.
Individuals who experienced stress or tension became irritable, and they were more
likely to commit criminal offenses. They might resort to criminal activity in order to
relieve or escape the stress they were under. For example, they may resort to abuse in
order to deter others from abusing them, steal in order to relieve financial burdens, or
flee their homes in order to avoid abusive parents.
Agnew distinguishes between two types of pressure that can lead to criminal activity:
(1) pressure from others that prevents you from achieving your goals, and (2) pressure
from others that takes items that you value or sends you harmful or harmful stimuli.
While failure to achieve a variety of goals can result in stress, Agnew and colleagues
focus on the inability to achieve three related goals: income, social status or
recognition, and adult autonomy for adolescents (Agnew et al., 2000).
Aiming to clarify the factors that increase the likelihood of a criminal response, strain
theories attempted to do just that. As a result of being under pressure, individuals
with poor coping skills and resources, among other factors, are more likely to commit
criminal offenses. Some people were able to deal with legal pressure better than
others, despite their differences. Individuals who did not have access to traditional
social services were more likely as a result of the stress they were experiencing to
become delinquent. Individuals' families, friends, and others also assisted them in
coping with their difficulties by providing inspiration, practical assistance, and
emotional support. They would have the opportunity to respond with a criminal
prosecution in this manner.
It established objective number two, which stated that the difficulties that instructors
have encountered while using video conferencing tools, in conjunction with
synchronous learning, could cause pressure, stress, and depression in the teachers,
leading to them committing crimes or even committing suicide. It also established
objective number three, which stated that
The social learning theory, on the other hand, was becoming more widely accepted as
a significant component of long-term natural resource management and the
advancement of desired behavioral change, according to the literature. Muro and
Jeffrey published a paper in 2008 titled According to this theory, an individual gains
benefits from his or her social interactions with others, and this is supported by
research. In their own way, people picked up similar habits by observing the actions of
others. Following the observation of others' behavior, people were more likely to
assimilate and imitate the behavior observed, especially if their observational
experiences were positive or included incentives associated with the behavior
observed. For Bandura, imitation requires the actual replication of observed motor
movements in order for it to be effective. Bandura published his findings in 1977.
SLT was, without a doubt, the most influential learning and growth theory of all time.
It was incorporated into a number of the fundamental principles of the theory of
formal education. Because it necessitated the use of attention, memory, and
motivation, this theory had also been regarded as a link between behaviorist learning
theories and cognitive learning theories in the past. Muro and Jeffrey published a
paper in 2008 titled In this regard, however, Bandura made the assumption that
direct reinforcement could not account for all modes of learning in all situations. As a
result, he included a social component to his theory, arguing that people could learn
new knowledge and behaviors by observing and copying the actions of others.
According to the Social or Observational Learning Theory, people can pick up new
habits by observing others in their daily lives. Earlier learning theories were primarily
concerned with how people respond to external stimuli such as physical rewards or
punishment. Social learning, on the other hand, emphasizes the reciprocal
relationship between social characteristics of the world, how people perceive them,
and how inspired and willing a person is to repeat behaviors that they see happening
around them. Social learning is a branch of psychology that studies how people learn
from their environment. People had an impact on the world around them and were in
turn influenced by that world.
Social learning theories state that individuals learn by observing what other people do,
considering the apparent implications faced by those individuals, mentally rehearsing
what might happen in their own lives if they followed the actions of others, taking
action by checking the behavior themselves, comparing their experiences with what
happened to the other individuals, and verifying the behavior of the other individuals.
It provided support for objective number three, which implied that intervention plans
were developed in response to the findings of the findings. It emphasized the
importance of studying, modeling, and imitating the activities, attitudes, and
emotional reactions of others, as well as evaluating the impact of those behaviors by
observing both the positive and negative consequences that result from those
activities. For learning to take place in the new normal, it was necessary for the
intellectual process to take place in a social setting, and it could take place solely
through observation or direct instruction.
With the help of the theory of challenge and coping mechanism, we can identify the
challenges that teachers face and determine their level of coping mechanism in order
to propose an intervention plan that will lessen the difficulties that teachers face in
their educational careers. The development of problem solving skills in teachers
through complex challenges is a literal innovation or call to action. The scope and
complexity of the theory of challenge and coping mechanism differed from one
another. Engaging teachers in a situation that is unfamiliar to them creates conflict,
which causes them to encounter a variety of challenges; this challenge has the
implication of forcing them to consider possible strategies for adjusting to the
unfamiliar situation. Coping theory states that it involves spending mental energy in a
way that could reduce problems, whether conscious or subconscious. The ultimate
goal of a coping mechanism is to solve the problem at hand. In addition, there is the
strain theory, which explains that certain strains or stressors increase the likelihood
of criminal activity occurring. Individuals are driven to commit crime according to this
theory, which is based on social factors such as a lack of income or a lack of quality
education. Without the resources necessary to support their educational needs, it is
demonstrated that criminal activity will be committed in order to meet those needs. In
its place, the social learning theory was developed, which clearly emphasized the
importance of observing and modeling the behaviors, attitudes, and emotional
reactions of others in order to learn. Human behavior was demonstrated in terms of
the ongoing reciprocal interaction between cognitive, behavioral, and environmental
influences as a result of this study. The application of social learning theory in the
classroom could assist teachers in reaching their full potential. One of the most
significant advantages of this approach was its adaptability in explaining differences in
a person's behavior or ability to learn. The challenges brought on by the pandemic in
our educational system demonstrate that when a person's environment changes, their
behavior can change as well.
This theory could definitely be applied to the teaching of healthy habits to students.
Teachers could use positive role models to help students develop desired attitudes
and, as a result, change the culture of their school. Not only could individual students
benefit from positive role models in and out of the classroom, but the entire class and
student body could as well as the entire faculty and staff. The use of social learning
theory in the classroom also included techniques for motivating students and
increasing their self-efficacy. For example, if a teacher is upbeat and motivates their
students verbally, this positive energy and verbal motivation will help to build self-
efficacy, which is the belief in one's ability to succeed under a variety of
circumstances.
F

SOCIAL
COPING THEORY STRAIN THEORY LEARNING
THEORY

TEACHERS TEACHERS
STUDENTS
CONSTANTLY LEARNED FROM
SOCIAL
CHANGING AND ONE ANOTHER
STRUCTURES
BEHAVIORAL THROUGH
WITHIN THE
EFFORTS TO OBSERVATIONS
SOCIETY MAY
MANAGE AND
PRESSURE
INTERACTIONS

RESEARCHER’S THEORY
THEORY OF CHALLENGE AND COPING MECHANISM

Figure 1
Theoretical Paradigm