Abstract
The COVID-19 outbreak presented various obstacles for teachers to overcome. This study set out to identify the difficulties Filipino teachers faced in the new normal and their coping techniques or mechanisms. Teachers have thus been forced to work despite situations and tensions that would have harmed their mental health. The goal of the study was to identify and assess the coping skills and teaching abilities of the chosen public primary and secondary teachers in Agusan del Sur in the context of the new normal education. The study employed a descriptive-correlation research approach to investigate the challenges, teaching abilities, and coping mechanisms experienced by the teacher participants in the Division of Agusan del Sur. The 40 items on teaching competencies and coping strategies or mechanisms have average Cronbach's alpha values of 0.945 and 0.878, respectively. The research approach is viewed as exceptional and highly acceptable as a result. According to the results, the respondents believe that each of the aforementioned criteria will have a major impact on an instructor's ability to teach in the new normal. Additionally, formative evaluation or assessment (M = 3.98, SD = 0.13) has the lowest level while personal competences and techniques (M = 4.22, SD = 0.48) have the highest competencies. Additionally, problem-focused coping is employed by the instructors in the schools selected by the Division of Agusan del Sur more frequently than emotional coping (M=4.75, SD=0.51) and less frequently (M=3.92, SD=0.33). The significance of the relationship between the responses and the coping and teaching skills-related variables. The range of the calculated correlation coefficient for teaching competences is presented in table 4, and it ranges from -0.039 to +0.079. The p-values (sig.) are higher than the 0.05 level of significance. Furthermore, there is no connection between the teaching skills and coping mechanisms of public elementary and secondary school teachers and the new normal education.
