EXPERIENCES AND COPING STRATEGIES

OF SENIOR HIGH SCHOOL TEACHERS IN

SOUTHERN NUEVA VIZCAYA: A GLIMPSE
ON A TEACHER’S LIFE

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 6
Pages: 928-939
Document ID: 2022PEMJ497
DOI: 10.5281/zenodo.7548170
Manuscript Accepted: 2023-15-1
Psych Educ,2023, 6: 928-939, Document ID: PEMJ497, doi:10.5281/zenodo.7548170, ISSN 2822-4353
Research Article

Experiences and Coping Strategies of Senior High School Teachers in Southern Nueva
Vizcaya: A Glimpse on a Teacher’s Life
Edgar V. Dela Rosa Jr.*
For affiliations and correspondence, see the last page.

Abstract
This study aimed to determine the experiences and coping strategies of Senior High School teachers
in Southern Nueva Vizcaya during the implementation of distance modular learning modality. The
study involved one hundred teacher participants who were randomly selected from the eight schools
that are offering Senior High School programs in the southern part of the province. This qualitative
study used the thematic analysis in the interpretation of data. Results showed that relationship
surfaced as a dominant theme that manifested during scheduled distribution and retrieval of modules
it is followed by context wherein miscommunication among teachers and parents became dominant
which resulted to teacher and parent conflicts. While in terms of their coping strategies, motivation
and patience surfaced as dominant themes. The participants were able to device strategies to
communicate with their learners, the participants were able to develop a stronger bond with their
colleagues, they became more tolerant, and they learned how to handle pressure properly. Thus, it is
concluded in the study that the participants relationship with the parents and their motivation to
fulfill their duties were the driving factors that made their work challenging in the new normal.

Keywords: : coping strategies, experiences, senior high school teachers

Introduction As claimed by Soliman (2014), there are problem –

Every organization should submit itself to change and
be exposed to various changes for it to remain
standing. These can be in line with interior or exterior
changes. However, an organization may not be
successful in the implementation of every change
process. Therefore, it is necessary for organizations to
have a change plan and a manager who is well
prepared in managing the implementation of change
(Rus, 2013).
Relevant to change is the on how employees cope with
changes that are introduced in the organization. With
this comes a variant of strategies in order to adjust
with the introduction of changes in the organization as
a form of adjusting to stress. Coping strategies to
reduce stress is necessary in preventing the harmful
effects of stress. Coping strategies refer to the specific
efforts that people use to master, reduce or minimize
stressful events. Coping is multi – dimensional and it
involves various strategies of which some are more
functional than others (Gnilka, Chang, & Dew, 2012).
Similarly, Chao (2012) identified two important ways
of managing stress namely: social support and
dysfunctional coping strategies. Social support pertains
to the support that an individual seeks from family and
friends naturally help people manage stress. While
dysfunctional coping strategies conclude the need to
focus on venting emotions, behavioral disengagement
and mental disengagement.
focused ways of managing stress which refers to an
individual’s attempt to engage, act on, or change the
perceived stress. This assertion is corroborated by
Saklofske, Austin, Mastoras, Beaton, and Osborne
(2012) who suggested that relaxation, exercises,
maintaining good health and time management are
some ways of managing stress.
The COVID – 19 pandemic have triggered many
changes and challenges in the Philippine educational
system such as working remotely and at home. The
absence of face - to - face learning due to the
pandemic has brought about challenges among
teachers due to the new modality. This change has also
developed great challenges for teachers whose learners
require more attention in the advent of new learning
modalities.
Livingston (2020), in her article, stated that the
quarantine has affected educational systems
throughout the nation from enhanced community to
general community quarantine. Educators in the
process have to be creative and resilient during this
new and stressful time. Districts are supplying
instructional materials to parents, schools are creating
online resources for students, and teachers across
grade level are holding classes online, depending on
the feasible modality that can be employed. Shifts on
actual work reports have also been transformed into
work from home. These changes made everyone the
teachers, learners, and parents adjust to this new norm,

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Edgar V. Dela Rosa Jr.
Psych Educ,2023, 6: 928-939, Document ID: PEMJ497, doi:10.5281/zenodo.7548170, ISSN 2822-4353
Research Article
but with this an important question looms: What about
learner’s needs? How are they and their teachers faring
in the new normal?
The main assumption of this investigation is to
determine the work experiences and coping strategies
employed by Senior High School teachers during the
conduct of distance modular learning.
Research Questions
This study's primary purpose is to determine the
impact of self – concept, self – esteem, self – efficacy
on the academic performance of the senior high school
students. Specifically, this study sought to answer the
following questions:
1. What are the work-related experiences encountered
by the participants?
2. What are the coping strategies that are employed by
the participants in the workplace?
Literature Review
Coping refers to both cognitive and behavioral efforts
to ameliorate stressful demands, especially when an
automatic response is not readily available (Lazarus
and Launier, 1978; Lazarus and Folkman; 1984). An
individuals’ coping behavior is separated into different
categories and one widely used framework classifies
coping responses in terms of function (Lazarus and
Folkman, 1984; Lazarus, 1993). These functions are
geared in managing or in altering the problem that is
causing distress and as a form of regulating emotional
responses to problems.
In general, individuals must be cautious when
differentiating effective and ineffective coping styles
for one style can be effective in certain situations and
ineffective in when used in the same scenario, while
the same style can be positive for one person and
negative for another depending on the current
situation. Nevertheless, research indicates that some
coping styles are generally more effective in order to
reduce stress than others. Studies that examined the
relationship between coping styles and adjustment
among adolescents have generally shown that
emotion-focused coping, like venting emotions and
avoidance, is associated with emotional and behavioral
problems, and that problem-focused or active coping
relates with positive adjustment (Tolor and Fehon,
1987; Ebata and Moos, 1991; Kliewer and associates.,
1994; Seiffe-Krenke, 1995; Leong and associates,
1997).
Edgar V. Dela Rosa Jr.
Some of the coping styles are more likely relevant in
studying connection with school related stress,
emotional and behavioral problems. Research
involving adolescents and children indicates that
behavioral problems are potentially relevant to
problem-solving skills and poor social competence
(Fischler and Kenndall, 1988; Ogden, 1995; Sorlie,
1998). Little use of problem-focused coping styles,
such as planning, may also serve as a manifestation of
poor problem-solving skills. Moreover, previous
researches indicate that adolescents and children
perceive seeking social support as a mean of coping
(Ryan, 1989; Frydenberg and Lewis, 1991).
A good strategy in seeking social support may prevent
emotional and behavioral problems. Self-blame is
another means of coping style that is relevant to
coping with problems related to concerns in school.
Wherein, adolescents with its numerous and complex
changes, together with increasing demands and
expectations, particularly at school, may easily trigger
uncertainty and a greater risk of blaming oneself for
social and academic problems (Harter and associates.,
1992).
Moreover, when individuals fail to succeed or have
conflicts with others, they tend to resort to self-blame
in different degrees, and too much self-blame when
faced with problems at school could be a risk factor in
developing emotional problems (Compas and
associates., 1988; Endler and Parker, 1994; Sandler
and associates, 1994). On the other hand, too little self-
blame could indicate a poor ability to accept the
perspective of others or a tendency to blame others
instead of oneself when meeting problems. Thus,
making an individual become a risk factor for bringing
out problems (Graham, 1988; Dogde and associates,
1990; Rutter and associates, 1998).
Behavioral disengagement on the other hand is
reflective of the tendency of learners to give in and
reduce their efforts in solving difficult situations. If
students give in easily when faced with problems at
school, these problems are likely to persist and
escalate. This situation may in time lead to a vicious
circle of negative expectations, lowered efforts and the
experience of failure, which in turn could result in
behavioral problems or in making an individual
pessimistic when faced with possible opportunities.
Effort and engagement in school are likely affected by
the value of schoolwork and common use of
behavioral disengagement as a means of coping. This
could signal that little incentive or rewards are given to
individuals. Such low value to schoolwork may then
be associated with diminished respect for the school
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Research Article
which may affect the norms laid down to regulate
student behavior. Students that disengage in relation to
schoolwork may therefore have a reduced threshold
for displaying behavior that does not accord with
school norms, such as oppositional behavior towards
teachers and fellow students (Bru, in press).
Conversely, aggressive coping is discouraged since it
is likely to be ineffective as well as stress increasing to
an individual (Lazarus, 1993). Previous studies show
that aggressive coping is gleaned as a least helpful
coping strategy that should not be recommended
among adolescents (Ryan, 1989). In fact, this way of
coping does not seem to solve any problems, instead of
helping it may then lead to more problems or conflicts
among teachers as well as peers. Such continuing
problems may also have adverse effects on the
psychological well-being of an individual. With this,
students that react with aggressive responses to
problems at school may also easily be sanctioned or
may result to other negative responses from others,
including teachers. Thus, leading to a situation where
they receive less support than is actually needed, with
a decrease in concentration and an increase in
oppositional behavior as an outcome. An aggressive
coping style may also result to an underlying
emotional instability which may result to emotional
problems and externalizing problems (Eysenck, 1982).
The most frequently cited definition, however, is that
of Selye (1974), wherein stress was defined as the
nonspecific bodily response to any demand made upon
it. In 1976, Lazarus contended that stress occurs when
there are demands on a person which tax or exceed his
adjustment resources. Furthermore, Lazarus defined
and identified two components of stress these are the
pressure imposed and the adaptive resources of the
individual to withstand it. Similarly, Gold and Roth
(1993) defined stress even more comprehensively, by
describing it as a condition of imbalance within the
cognitive, affective, and physical state of the
individual. Furthermore, they claimed that it is
generated by one’s perceptions of a situation, which
result in physical and emotional reactions with positive
and negative responses that are inclined with the
situation and interpretation of events.
Various fields of study such as nursing, education, and
psychology, for have emphasized stress and coping as
significant variables that affects health. Stress has been
connected to illnesses such as cardiovascular condi-
tions (Ornish, 2007). Further, stress was also
associated with headaches (Bjorling, 2009),
gastrointestinal upset (Whitehead and Schuster, 1985)
and fatigue (Maes, 2009). Moreover, coping strategies
Edgar V. Dela Rosa Jr.
have been acknowledge as mediating the effect of
stress on heart rate (Fontana and McLaughlin, 1998)
and blood pressure (Rozanski and Kubzansky, 2005).
Chronic stress takes a toll on the well-being of an
individual, particularly on the emotional and physical
discomforts and functional ability of a person.
Research in health care has repeatedly shown that
between 30% and 80% of all physician office visits are
for illness that are non-disease based, instead, these are
stress related symptoms (Sobel, 1995). In the last thirty
years, the United States Clearing House for Mental
Health Information announced that industry had lost
17 billion dollars in production capacity due to stress-
related problems. Also, in the late 1980’s $60 billion
was lost yearly by businesses due to stress-related
physical illness (Matteson and Ivancevich, 1987). The
National Institute for Occupational Safety and Health
estimates that businesses lose up to 300 billion dollars
annually because of stress-related absences, lost pro-
ductivity, retraining, and stress-related health care
costs (National Institute for Occupational Safety and
Health, 2010).
While it is commonly knowledge that stress affects
health, all of the psychobiological connections are not
clearly understood by individuals. Developments in
the areas of coping, stress, and health have been
affected by confusion about these concepts.
The theories explaining stress are in three categories
these are characterized as the response-based,
stimulus-based, and transactional-based. The response-
based theory was championed by Selye (1956) and
when it was summarized in the book entitled The
Stress of Life. When he pioneered the development
and testing of theory on stress from a physiological
and medical viewpoint. As a medical practitioner, he
found interest on common inflammatory responses that
he observed among his patients disregarding their
specific disease or exposure to medical issues and
procedures that he has conducted and observed. Most
of Selye’s main concepts arise from Cannon’s (1932)
based on his notion that sympatho-adrenal changes are
emergency functions of the body. Selye considered
stress as a common response to environmental
stressors and defined it as a nonspecific response of
the body to noxious stimuli (Selye, 1956). With this,
he described stress as a form of response, and made it
as his dependent variable in his studies along stress.
Selye’s research described and explained a
physiological response pattern known as the general
adaptation syndrome that was concentrated at retaining
or attaining homeostasis or the stability of
physiological systems whose purpose is to maintain
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life. Selye’s theory has the following basic premises
and these are (a) the stress response which is defensive
and does not depend upon the nature of the stressor;
(b) the General Adoption Syndrome, as a form of
defense reaction that evolved in three well-defined
stages which are specifically termed as alarm,
resistance, and exhaustion; and (c) if the GAS is severe
enough and/or protracted, disease states could result in
death or therefore termed as diseases of adaptation.
Earlier, Selye (1956) hypothesized that cognitive
variables such as perception did not affect the
initiation or moderation of the GAS. Much later,
however, in 1983 Selye extended his theory to include
both negatively and positively toned experiences that
could contribute to and moderated by cognitive fac-
tors. With emphasis that Selye’s basic theoretical
premise on stress as a physiological phenomenon was
not altered. However, the absence of changes in his
theory made psychologic stress difficult to understand.
Although Selye did not deal much on coping as a
concept in his theory, his ideas of defense and
adaptation was conceptually similar to coping. The
alarm reaction phase of the GAS is triggered when
there is a noxious stimulus, and this reaction in turn is
typified by sympathetic nervous system stimulation. In
the stage of resistance, physiologic forces resist
damage caused by noxious stimulus. Frequently the
stage of resistance leads in adaptation or homeostasis
or the disappearance of symptoms that no progress to
the third stage of exhaustion. The stage of resistance
according to him may lead to diseases of adaptation,
such as cancer, hypertension, arthritis, and etc.
Exhaustion may also occur when stressors are
prolonged to use up all of the adaptive energy. It is
important to give emphasis that Selye conceptualized
adaptive energy is limited only on a person’s genetic
history. That leads to the conclusion that every
individual is proposed to have a certain amount of
adaptive energy, similar to a bank account, from which
he/she may withdraw, but cannot make any deposit.
Thus, when adaptive energy is depleted, death ensues
(Selye, 1983).
Half a century ago, psychologists started to apply the
concept of stress to psychological experiences. In
particular, Masuda and Holmes (1967) and Holmes
and Rahe (1967), guided by their interest in what
happens when an individual undergoes through
changes in life circumstances by proposing that stress
is stimulus-based. Thus, they considered this approach
as an approach concerning life changes or life events
as the stressor to which an individual respond. On the
contrary, stress is the independent variable in this
framework.
Edgar V. Dela Rosa Jr.
The work of these researchers paved way for the
developm ent of tools known as the Social
Readjustment Rating Scale (SRRS) Holmes and Rahe
(1967), both defined and measured stress as the
adjustment or adaptation that is required by selected
major life changes or events. The SRRS consisted of
42 life events such as marriage, loss of a loved one,
pregnancy, vacation, divorce, retirement, and change
in residence that were given a priority weights that
were derived from the estimated amount of adjustment
that the events would require. Holmes and Rahe
(1967), in their study involving navy recruits found
that the adaptation scores of different events and
illness experiences in the subsequent year of their
conduct were significantly related.
Similarly, the stimulus-based model as a paradigm
used in studying stress was grounded on the
assumptions that individuals are inherently
problematic in explaining human events. The chief
theoretical proposition was based on the notion that
life changes are normative and that each life change
causes the same readjustment demands for all persons;
change is stressful regardless of the desirability of the
event to the person; and there is a common threshold
of readjustment or adaptation demands beyond which
illness will result. In their above-mentioned research,
Holmes and Rahe thought of the person as a passive
recipient of stress. Moreover, stress was con-
ceptualized as an additive phenomenon that was
quantifiable life events with pre-assigned normative
weights. Later in their research, the researchers
considered the individual’s own interpretation of the
life event as a form of negative or positive experience
(Rahe, 1978).
In 1984, Lazarus developed a transactional theory of
stress and coping. Lazarus hypothesized that stress as a
concept had heuristic value but was not measurable
and that stress does not exist on events but rather a
result of a transaction between an individual and his
exposure to an environment making the inclusion of
cognitive, affective, and coping factors as a subset in
studying stress and coping.
The framework that Lazarus proposed attempted to
explain the complex phenomenon of stress as a major
force in cognitive psychology that underscored the
crucial role of appraisal or self-evaluation on how a
person reacts, feels, and behaves.
Lazarus (1966) and Lazarus and Folkman (1984)
similarly described appraisal as the primary mediator
of a person–environment transactions. In their
framework, three types of appraisal were considered
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and were identified as primary, secondary, and
reappraisal. Primary appraisal according to them is an
evaluation of what the individual perceives a situation
holds in store for him. To further explain, an
individual evaluates the possible effects of demands
and resources on his well-being. If the demands of a
specific situation are greater than the available
resources, then the individual may think that the
situation is a potential for harm or loss, thus, it
becomes a threat, or that actual harm has already
occurred, or the situation has potential for some type
of gain or benefit, thus, it becomes a challenge.
However, the perception of challenge in the absence of
perceived potential for harm was not considered a
stress appraisal due to the absence of a mediating
variable.
Moreover, it was expounded that when there is
perceived threat, secondary appraisal occurs. This
serves as the process where coping options and coping
behaviors are determined to deal with a threat and how
effective these options or behaviors might be for an
individual. It was also expounded that frequently,
primary and secondary appraisals occurs at the same
time and they are interactive with each other, making
its quantitative measurement difficult (Lazarus and
Folkman, 1984).
When dealing with the use of the transactional
framework propounded by Lazarus, coping and stress
emotions comes into play. Contrary to the two models
that were discussed previously, the transactional model
includes coping strategies. Coping as described by
Lazarus and Folkman (1984) is an ever changing
behavioral and cognitive efforts that aims to manage
specified external and/or internal demands that are
taxing or exceeding the resources of an individual.
This description suggests that coping is mainly
process-oriented and is neither a trait nor an outcome.
It also implies that coping is different from automatic
adaptive behavior that is acquired or learned. It was
also emphasized that coping entails managing the
stressful situation and thus does not necessarily mean
mastery thereof.
In its initial conceptualization, Lazarus (1966)
identified two types of coping these were described as
the direct action and palliative. Later, Lazarus and
Folkman (1984) converted these two into problem-
focused and emotion-focused, respectively. They
compared problem-focused coping strategies with
problem-solving tactics and included efforts to define
the problem, create alternative solutions, measure the
costs and benefits of alternative solutions, change
those that can be changed, and learn new skills
Edgar V. Dela Rosa Jr.
whenever the necessity arises. Problem-focused coping
strategies can be externally directed to change an
aspect of the environment or internally focused to
change an aspect of oneself. Coping strategies directed
towards oneself are usually reappraisals such as
changing the meaning attached to the situation or
recognizing one’s personal resources or strengths.
Moreover, Lazarus and Folkman (1984) surveyed a
host of empirical evidences that confirms and affirms
the difference between emotion and problem-focused
coping. Furthermore, the evidence indicated that each
individual uses both coping strategies in dealing with
stressful events or troublesome external or internal
demands.
According to research stress sources are manifold and
are various relating to the individual differences of
people, thus stress in general is almost impossible to
examine. Researches on occupational stress has
repeatedly demonstrated that organizational factors
like factors inherent in the job, role of the individual in
the organization, work environment, career
development, and intra-organizational relationships
play important roles in determining stress (Sutherland
and Cooper, 1990).
Psychological stress on the other hand is oftentimes
determined and is influenced by the organizational
culture and management style (Cartwright and Cooper,
1997). Organizational structures such as office
bureaucracy that limit the participation of employees
in decision-making and lack of communication
between supervisors and subordinates have been found
to be causes stress among employees. Stressful
situations happen in schools because of the
aforementioned factors and also due to insufficient
teacher training, time pressure, poor work conditions,
and poor communication (Brown and Ralph, 1998).
Relevant to the above – mentioned observation,
Saptoe (2000) underscored that the lack of discipline
in schools, unmotivated students, large teacher-student
ratios, and principals’ management styles, among
others, are factors that are highly contributory to
teacher stress.
Comparatively, Sutherland and Cooper (1990)
maintained that poor work relations such as low trust
and low support levels within the organization are also
key factors that influence teacher stress. Other
contributors were also identified such as competition
and personality differences among co-workers as well
as lack of social support are factors that fosters teacher
stress (Cartwright and Cooper, 1997). In addition,
negative interpersonal relations among employees and
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lack of camaraderie in the workplace were found to
significantly cause stress among employees
(O’Driscoll and Beehr, 2000).
In a similar manner, administrative functions
performed by teachers outside the scope of the
classroom as a result of preparation or planning also
causes stress among teachers (Kyriacou, 2001). A
survey by the Scottish Council for Research in
Education revealed that while formal hours established
for teaching amounted to 35 hours weekly, the average
number of hours worked in a seven-day period by the
respondents was 42.5 hours. This suggested that
teachers worked a six-days a week and that they
worked even at night and on weekends (Johnstone,
1993).
According to Spector (1997), role ambiguity as a form
of stress is the extent to which employees do not fully
understand their job descriptions in the workplace
establishing that the role of ambiguity is significantly
related to fatigue, tension, intention to quit the job,
anxiety, physical and psychological strain, and
absenteeism. The stress that results from unclear or
misinterpreted goals oftentimes results to job
dissatisfaction and in some cases, intentions to resign
from the job (O’Driscoll and Beehr, 2000).
Various researches revealed that stressors vary in
terms of context of these stressors, occupational
demands appear to be the most widely examined and
the most common in terms of serving as research
variable (Harris and Hartman, 2002). Similarly,
Jacobsson, Pousette, and Thylefors (2001) advanced
the notion that perceived occupational demands predict
the presence of stress level among teachers wherein
teaching in the classroom is considered to be a taxing
occupation. While the findings of Kinman and Jones
(2003) states that teachers lack time to achieve the
teaching and learning standards they want to satisfy
the learning needs of their students. Their findings also
revealed that the most prevalent stressor in schools is
heavy workload that are given to the teachers (Harris
and Hartman, 2002). Similarly, learner behavior has
been found to be one of the many factors that cause
stress among teachers (Jacobsson, Pousette, and
Thylefors, 2001).
In a similar view, Wilson and Hall (2002)
hypothesized that teacher illness, including stress, are
at an alarming state and thus they find it necessary to
be investigated and addressed. Incidents of teacher
stress were also observed to be escalating year-after-
year and therefore gravely affects the quality of the
educational system (Schonfeld, 1990). In 1999, the
Edgar V. Dela Rosa Jr.
National Union of Teachers in the United Kingdom
reported that teacher stress roots from organizational
factors relevant to the way teachers are expected to
work. Research on teacher stress has resulted to a great
extent on job dissatisfaction, emphasizing that teachers
leave their professions and choose other careers
instead as a means of relieving themselves from stress
(Borg, Riding and Falzon, 1991).
Findings from stress related studies also reveals that
problems with student discipline, classroom
management, and lack of parental involvement with
their children’s education play important roles in
determining teachers’ stress level (Wolfe and Smith,
1996). More likely, the lack and visibility of
administrative support and isolation of newly hired
teachers surfaced as the most frequently considered as
stress contributors as cited reasons for teacher stress.
Findings reveal that workload and communication are
determiners of teacher stress and anticipation, anxiety,
and helplessness are top psychological factors in
determining teacher stress worldwide (Wilson and
Hall, 2002).
In 1993, Johnstone discovered that the repetition of
pupil behavior caused the most stress the findings
scaffolds the findings of Lazarus (1981), where he
identified that continuous irritants where found to be
stressful. Corroborating this claim is Smethers (1984)
who established that the most frequently reported
stress sources were poor attitudes of students and
student misbehavior.
Thus, the effect of stress among teachers are grave for
its effect does not only affect the personal welfare of
the teachers but also the economic costs due to lost
teaching time and additional expenses relative to
replacing teachers who later resign from professions.
In 1980, Dunham explored the effects of stress on
teachers in comprehensive schools in the UK and
Germany. The result of his study revealed that teachers
tend to become irritable and exhibits increased anger
when stressed. Relatively, the respondents also
reported psychosomatic reactions like gastronomic
illnesses, skin disorders, and pain.
Guglielmi and Tatrow (1988) discovered that teachers
who experienced stress tend to suffer from alienation,
apathy, and absenteeism. These in turn affected
educational quality and student’s achievement. Since,
the morale of the teacher tends to be reduced, thus,
affecting their teaching performance. Relevant to the
above-mentioned findings, Cedoline (1982) believes
that there is no single coping strategy that can be
applied among teachers who are experiencing stress.
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He further posited that coping begins with awareness
particularly when identifying its symptoms and causes
and the commitment to change and that every teacher
must assess his own unique combination of coping
strategies to avoid burnout.
dignity of a subject should be respected by treating all
information provided as confidential.
Results

Methodology This part presents the data gathered through the

research instrument including the interpretation and
analysis of data. The tabular presentation of data and
In the context of this study, the qualitative approach corresponding discussion follow the sequence of the
was utilized using the principles of grounded theory problems posted.
wherein the data for the study were collected through
interview, observation, record review, or combination Tabled 1. Thematic categories of respondent’s
of data collection techniques. experiences in the New Normal
spondents Experiences in the New Normal
Since most of the respondents of the study are
scattered geographically and since the study was
conducted during the pandemic, the proponent opted to
maximize the written interview approach to acquire
qualitative response from the research participants. To
assess the data that were gathered the proponent used
thematic coding in the treatment of qualitative data.

Participants

The participants of the study are 100 Senior High

School teachers from 8 public secondary schools in
Southern Nueva Vizcaya.
Tabled 2. Thematic categories of respondent’s coping
Instruments of the Study strategies in the New Normal

This study utilized a semi – structured interview guide

questions as data collection instrument. The instrument
was composed of open – ended questions to gather
information about the participants experiences and
coping strategies during the conduct of distance
modular learning modality. Probing questions were
asked in order to acquire richer and more detailed
description of the experiences.

Procedure Discussion

A letter of request was addressed to the Schools

Division Superintendent of the Province of Nueva
Vizcaya for the conduct of the study. When the request
was granted request to the school principals of the
identified schools were distributed and upon approval
the research instruments were administered to the
participants.
In order to attain ethical consideration, the researcher
ensured respect, rights to privacy and protection from
physical and psychological harm for the participants
involved in the study. The participants were informed
about the confidentiality clause. This implies that the
The dominant category most frequently referred to in
the respondent’s accounts regarding their experiences
in the New Normal was “relationship". Such as
personal dispositions, communication skills,
empowers participation, relationship to parents,
appearance, body language, age, knowledge,
movement in class space, availability, knows student
names. However, as Table 1 indicates, one other
category referring to “context” was also elaborated

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Psych Educ,2023, 6: 928-939, Document ID: PEMJ497, doi:10.5281/zenodo.7548170, ISSN 2822-4353
Research Article
upon by the respondents, albeit less frequently. One of
these subcategories are course organization, class
social/academic organization, media/print tool use,
lecture preparation, variety of methods used, class size,
and time. From the structured interview that was
conducted about their experiences in the new normal
most of the participant’s remarks were the following
(errors in spelling and grammar were retained to
ascertain authenticity of the response given):
Relationship
“Dealing with annoying parents”, “Negotiation with
community”, Miscommunication with students”,
“misunderstandings and misconceptions”, “lack of
support and credit grabbing”, “ASAP reports”,
“Pressures from work, thinking of my fears that makes
me worry. “parents and students claim that no one
fails in modular classes.” “A parent assaulted me in
front of my colleagues.” “parents are difficult to
please and they rudely approach teachers instead of
politely communicating with us.” “It is a big challenge
to us, because we still need to give the quality
education they needed. The pressure of making
different strategies in the new normal is also a
negative experience.”” The students do not reply when
I am communicating with them.”
Context
“Very much pressure to the point that I am thinking
for resignation.”” Students are seen not to be serious
in their studies.”” We are no longer passionate
enough because students are now learning at home
and we are just printing and checking modules.”
“teaching delivery is not as easy as compared with the
face – to – face classes.” “our health and well – being
are at risk when we distribute modules.” “coping with
new normal duties.”
The above-mentioned statement that were presented to
support the themes in the thematic categories
presented in table 1. The presented verbatim project
the responses of the participants in the conducted
interview. It further shows that variating negative
experiences of the participants particularly in
transacting with parents who are retrieving the
learning materials of their children. It is further shown
that there is a hostile relationship between parents and
teachers which was stated in these accounts: “A parent
assaulted me in front of my colleagues.” and “parents
are difficult to please and they rudely approach
Edgar V. Dela Rosa Jr.
teachers instead of politely communicating with us.”
However, in terms of their context, it is seen that the
motivation and drive of the participants have already
depleted as shown in these statements: “Very much
pressure to the point that I am thinking for
resignation.”” Students are seen not to be serious in
their studies.”” We are no longer passionate enough
because students are now learning at home and we are
just printing and checking modules.” “teaching
delivery is not as easy as compared with the face – to –
face classes.” “our health and well – being are at risk
when we distribute modules.” “coping with new
normal duties.” Thus, presenting that the new normal
depleted their motivation and drive in working.
Moreover, it shows that the respondent’s commitment
to work was also greatly affected by the pandemic.
From the perspective of organizational cynicism,
cynicism may be regarded as a motive to mobilize
people or disbelief that there exist goodness and
sincerity in the actions. Therefore, as Ozler, Atalay
and Sahin (2011) stated, due to a lack of principles
such as fairness, honesty and sincerity, employees may
believe that their organizations and practices betray
themselves. This may also be regarded as ‘a negating
phase’ for principles such as accuracy, righteousness,
justice and ethics. In this regard, it can be said that if
negative thoughts about the organization appear can
degrade the performance of the organization.
Employees experience cynicism through emotional
reactions as well as cognition. In addition to the
cynical beliefs, this refers to developing emotional
reactions such as anger, anxiety, stress, shame and
even disgust in relation to the organization (Dean et
al.1998 and Kabatas, 2010).
These negative experiences may generally include
‘negative and adverse feelings’ that can also be
considered and regarded as a ‘transition stage’
between the beliefs and realization of negative
behaviors. However, it can be explained as “members’
negative reflections and reactions about their
organizations. They may negatively transfer the news
about the organization, complain about the
organizational life and criticize managerial procedures,
work life or their colleagues (Kabatas, 2010).
The dominant category most frequently referred to in
the participant’s accounts regarding their coping
strategies in the New Normal was “motivation".
Which is associ ated with encouragem ent,
communication, empathy, camaraderie, acceptance,
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Research Article
psychosocial support, optimism. However, as Table 2
indicates, one other category referring to “patience” its
associated concepts are compromise, courage,
mentoring, dedication, independence, tolerance,
acceptance, time management.
Thus, presenting that despite the drastic changes in the
new normal the participants coping strategies are still
good based on their positive insights in the interview.
Moreover, it shows that the respondent’s resilience to
work amidst COVID-19.
From the structured interview that was conducted
about their coping strategies in the new normal most of
the participant’s remarks were the following (errors in
spelling and grammar were retained to ascertain
authenticity of the response given):
Motivation
“communicate with close friends and relatives who
are nearby.” “I’m encouraging myself to always look
at the brighter side of things.” “participation on
psychosocial support programs.” “I maintain the good
cycle of learning experiences between me and my
colleagues, students, and myself.” “Send reminders
through messenger or text messages.” “Be positive in
thinking ways to go through the new normal.” “I
communicate with them through calls, texts and
videocalls. I sometimes do home visitations.” “I
encourage them and tell them not to quit, I explained
that this situation is just temporary and it will end.
Kaya mo yan!”
Patience
“Providing alternative ways to reach out students
which are the least, lost and the last. Crafting
strategies such as preparing activities that are suitable
to their needs and capacities” “rest for a while before
facing other concerns and issues.” “accept the
situation, live with it, and give the maximum to those I
can reach.” “learn to understand each other. Let us be
unified as one for the benefit and welfare of the
students.” “work overtime” “Teaching myself how to
handle pressures properly.” “I ask my head to chat my
colleagues to help me.” “reminding and comforting
my colleagues through text messages.” “I just learned
to accept things and be more patient in everything I do
because I know getting mad at these negative
experiences will only bring me hatred, and nothing
more.”
Edgar V. Dela Rosa Jr.
Similar to table 1 the above-mentioned statements
were presented to support the themes in the thematic
categories presented in table 2. The presented verbatim
project the responses of the participants in the
conducted interview. It further shows that variating
means of coping that are being done by them. It is
further showing that that group support is being done
by participants in order to cope with the demands of
the new normal. Motivation is evident among the
participants which are manifested by these accounts:
“I’m encouraging myself to always look at the brighter
side of things.” “Send reminders through messenger
or text messages.” “Be positive in thinking ways to go
through the new normal.” “I communicate with them
through calls, texts and videocalls. I sometimes do
home visitations.” and “I encourage them and tell
them not to quit, I explained that this situation is just
temporary and it will end. Kaya mo yan!”
The above-mentioned accounts from the participants
presents a positive indication that they are
collaborative in motivating each other as a genuine for
of coping amidst that various difficulties that are
encountered in the workplace which was brought
about by new work schemes and teaching modalities
that are needed to cope with the new normal.
Furthermore, patience was also developed in their
coping strategies which is indicated in the following
statements: “work overtime” “Teaching myself how to
handle pressures properly.” “I ask my head to chat my
colleagues to help me.” “reminding and comforting
my colleagues through text messages.” and “I just
learned to accept things and be more patient in
everything I do because I know getting mad at these
negative experiences will only bring me hatred, and
nothing more.”
The above – mentioned statements indicate that the
respondents became more tolerant with each other and
in facing certain situations that may occur in the
workplace. The data from the interview also indicate
that the respondents became more empathic which
may be a result of the commonality of experiences that
they have encountered during the pandemic.
Schools as the basic element in education systems of
the states are the closest holistic structures to make the
learners fulfill specific goals. Thus, schools are
influenced by their stakeholders’ attitudes, belief
systems, value constructs, and levels of trust and
motivation. Teachers in this context appear to be the
main agents to implement and practice activities in
educational organizations, especially schools. This
highlights teachers’ negative attitudes, defined as
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Research Article
cynic here, towards their schools and learners. To
achieve corporate success in creating quality and
efficiency-based applications in schools is highly
associated with teachers' attitudes towards the
institutions they work. (Kasalak and Bilgin Aksu,
2014)
Similarly, numerous research studies have shown that
stressors vary with the context (Harris and Hartman,
2002). Of these stressors, occupational demands
appear to be the most widely examined. Jacobsson,
Pousette, and Thylefors (2001) advanced the idea that
perceived occupational demands predict stress among
teachers. Teaching in the classroom is considered to be
a demanding occupation. Heavy teaching loads and
time pressures are well-documented in the literature
(Wilson and Hall, 2002). Research shows that teachers
lack time to achieve the teaching and learning
standards they want and the needs of their students
(Kinman and Jones, 2003). But the most prevalent
stressor in schools is heavy workload, where
expectations higher than the teacher can perform are
set (Harris and Hartman, 2002).
Conclusion
In response to the experiences of the participants in
their workplace, “relationship” surfaced as one of the
thematic categories in their responses which involves
personal dispositions, communication skills,
empowers participation, relationship to parents,
appearance, body language, knowledge, and
availability. One other category was “context” was
also elaborated upon by the respondents with its
subcategories such as course organization, class
social/academic organization, media/print tool use,
lecture preparation, variety of methods used, class size,
and time. In terms of coping strategies, “motivation"
was the most dominant theme which is associated with
encouragement, communication, empathy,
camaraderie, acceptance, psychosocial support,
optimism. Moreover, “patience” was also evident
which gives emphasis on compromise, courage,
mentoring, dedication, independence, tolerance,
acceptance, time management.
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