Abstract
This study aimed to investigate the extent of stressors encountered by teachers following the COVID-19 outbreak with regards to the volume of assigned tasks, learners’ performance, relationship with co-workers, and instructional practices; the extent to which teachers utilize coping mechanisms about self-interventions and recreational activities, remediation and innovative teaching strategies, accountability partnership, and consultation and conferences with master teachers; performance rating of teachers during the resumption of in-person classes; significant relationship among the level of stress encountered by teachers, their coping mechanisms, and their performance after the COVID-19 pandemic; and coping mechanisms significantly addressed the extent of stressors encountered by the teachers. The study involved 129 randomly selected teachers of District 4 of Malaybalay City Division during the school year 2023-2024. The descriptive-correlational research design was used, and data were analyzed using various statistical methods, including Pearson product-moment correlation. Significant stressors were identified, including high volumes of assigned tasks, challenges in learner performance, difficulties in relationships with co-workers, and struggles with instructional practices. Teachers employed various coping mechanisms, such as self-interventions, remediation strategies, accountability partnerships, and consultation with master teachers, to mitigate stress and enhance professional efficacy. Despite the challenges posed by the pandemic, teachers demonstrated adaptability and resilience, with the majority receiving satisfactory to outstanding performance ratings during the resumption of in-person classes. The study found significant relationships between teacher stress, coping mechanisms, and performance outcomes, particularly in the effectiveness of consultation with master teachers and accountability partnerships in reducing stress and improving performance. These findings underscore the importance of supporting teachers in coping with stress and fostering collaborative, supportive environments to promote resilience and effectiveness in educational settings.
