Transitioning to Full Face-To-Face Instruction: Challenges Met, Coping Mechanisms and Teacher’s Mental Health and Well-Being

This study mainly focused on teachers’ challenges, coping mechanisms, and mental health during transitioning of full face-to-face classes in education, and deal with the most critical information needed in providing safety for teachers and quality education to students.This study used descriptive correlational survey. The study was conducted at San Andres District, San Andres, Quezon, during this school year 2022-2023. It was limited to the participation of 219 schoolteachers as respondents.The findings reveal that most teachers are Millennials, 26-41 years old, female, married, and have Baccalaureate educational qualifications. They need help designing activities based on the needs of their students during the transition from modular to in-person classes. Social support, positive well-being, openness to change, and job awareness are all important factors in the success of teachers. Emotional Wellbeing of teachers during the transition was found to have high levels of anxiety, stress, and depression. Professional learning that targets the teacher's social well-being should reduce stress and burnout. The relationship between the level of teacher's mental health and the Challenges met by the teachers is partially sustained, so the null hypothesis is accepted. The relationship between the level of teacher's mental health and the coping mechanisms utilized during the transition to full face-to-face classes is partially sustained, therefore the null hypothesis is accepted. Recommendations were advanced to address the challenges faced by Gen-X teachers in terms of utilizing technology, designing, and implementing a continuous program for face-to-face classes, and presenting the results to the school head for intervention programs.