COPING MECHANISMS OF NOVICE JUNIOR HIGH SCHOOL MATHEMATICS TEACHERS

Jose Andrey O. Lumbre

Abstract


The study investigated the stressors and the coping mechanisms of selected junior high school novice mathematics teachers in the Division of Leyte, eastern Philippines. It employed a descriptive-correlational research design to describe the study variables and if they statistically associated. Findings revealed that research respondents suffer from stressors such as lack of sleep, paperwork, large class size, lack of resources and behavioural problems of students. It also show that teachers have the tendency to ignore their stressors or get angry whenever they are in the state of being stressed. Meanwhile, activities like self-reflection, relaxation, diversion, curriculum knowledge, behaviour management, family support, peer support and supervisors’ support were effective coping mechanisms of stressors of the novice teachers. It is concluded that lack of sleep, paperworks, class size, lack of resources and behavioural problems of students have bearing on junior high school novice teachers’ level of stress. Even if teachers tend to ignore the stressors, anger would most likely prevail which often result to their lack of focus and frustration in the delivery of the teaching-learning services. Self-reflection, relaxation, diversion, behaviour management, curriculum knowledge, family support, peer support and administrators’ support have crucial bearings towards effective coping mechanisms to address stressors. It is hereby recommended that the junior high school mathematics mathematics teachers find ways and means to continue their professional development. The authorities of the basic educational system should implement the prescribed number of students per class to ensure effective delivery of the teaching-learning process by concerned teachers and other stakeholders. Novice teachers should have minimal paper works so as not to be stressed, they should be provided with adequate and relevant instructional materials.

 

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novice teachers, stressors, coping mechanisms, mathematics teachers

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DOI: http://dx.doi.org/10.46827/ejes.v0i0.2843

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