Abstract
This study examined the relationship between coping strategies and perceived obstacles faced by teachers in achieving task mastery during the teaching and learning process. Utilizing data from surveys and assessments, the study explored how teachers utilized coping mechanisms such as Seeking Support, Active Planning, Disengagement, and Suppression of Competing Behavior to navigate challenges in educational settings. It also investigated various perceived obstacles, including time management, facility constraints, community support, student conduct management, and school leadership. The findings indicated that while teachers deployed coping strategies occasionally across different dimensions, they encountered occasional challenges in these areas. Despite these obstacles, teachers consistently demonstrated high effectiveness in their roles, as evidenced by performance evaluations. The study concluded by recommending targeted interventions and support systems to enhance coping strategies and mitigate perceived obstacles, thereby optimizing teacher performance and fostering a conducive learning environment.
