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TEACHERS' COPING STRATEGIES WITH THE CHALLENGES IN THE

DEPARTMENT OF EDUCATION: A PHENOMENOLOGICAL STUDY

Article · June 2022

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TEACHERS’ COPING STRATEGIES WITH THE CHALLENGES IN THE
DEPARTMENT OF EDUCATION: A PHENOMENOLOGICAL STUDY

Lee G. Baraquia, EdD

Saint Columban College, Pagadian City, Philippines
0000-0003-2125-4221
[email protected]

Abstract

of the teaching profession. This phenomenological qualitative research utilized

Region IX, Philippines. The thematic analysis constructed eight (8) themes of

system, acceptance, avoidant coping, commitment to personal growth, and

emotional drivers and motivators. The constructive and non-constructive coping

that teachers utilized various coping strategies developed over time. This study
recommends the continuing personal and professional development of teachers.

Keywords: challenges; teachers’ coping strategies; Department of Education -

Philippines.

Introduction

with copious challenges (Wiggins, 2015). Reports underscored that the teachers
face several problems in their teaching profession, both international and local.

and instructional materials, submitting reports and other paper works, and

(Rabago-Mingoa, 2017). However, many educators thrive and live up to various

challenges by utilizing behavioral and psychological coping strategies.

Coping refers to the action taken by an individual concerning the internal

and external demands of situations perceived as threats. Teachers need to cope
with things that transpire to them and the things that occur within them. This

study builds on the Ways of Coping Theory, which entails dealing with internal and
external demands of situations perceived as threats (Folkman & Lazarus, 1980). It

troubling person-environment relationship (Folkman & Lazarus, 1985). Teachers

employed positive reinterpretation & growth, turning to religion, planning, active
coping, restraining coping, and suppression of competing activities as coping
strategies (Quraishi, Aziz, & Siddiquah, 2018). Other mechanisms include
seeking social support, mental disengagement, alcohol-drug disengagement, and
acceptance.

lack of training, lack of support, time constraints in planning, and overcrowded

class sizes (Makiwane-Mazinyo & Pillay, 2017). Worst case scenario, in 2018, the
Department of Education reported three (3) cases of teachers committing suicide.
One teacher from the Luzon area hanged herself last August 30, 2018, because of
the burden of paperwork as one of the reasons. Last July 2018, reports circulated
on social media that a multi-grade teacher in the Visayas area committed suicide
inside their house. Another teacher from Mindanao committed suicide inside

are quite alarming. However, Secretary Leonor Briones of the Department of

Education countered previous reports of teachers committing suicide allegedly
due to the workload at school and depression (Terrazola, 2018). In schools

Undeniably, the teaching profession is prone to diverse challenges. Thus, it is

imperative to examine recognizable coping strategies as to how teachers handle,
overcome, or deal with the challenges.

in performing duties and responsibilities in their teaching profession. This

challenges in the Department of Education.

Method

This qualitative research employed the hermeneutic phenomenology

of Heidegger that advocates the interpretive process of exploring the human
experience as it is lived (Racher & Robinson, 2003). The phenomenological

paradigm (Reiners, 2012). Phenomenology pursues to describe the typical

structure of the phenomenon from the perspective of what is experienced and
how it was experienced (Moustakas, 1994). In this hermeneutic phenomenology,
participants and the researcher facilitated the development of understanding
the coping strategies as a phenomenon without bracketing the biases and prior
experiences.

IX, Zamboanga Peninsula, Philippines, during the School Year 2019-2020. These
participants actively served in the Division of Pagadian City, Zamboanga del Sur,
Zamboanga del Norte, and Zamboanga Sibugay. Region IX is in the southern
part of the Philippines. The study employed a purposive sampling technique.
These public-school teachers have at least three (3) years of teaching experience.

females, was voluntary with informed consent. Four research participants

currently teach in urban areas, while the other six teach in rural high schools.

The researcher developed an Interview Schedule used in conducting the

individual interview. It is composed of engaging, exploratory, and exit questions.
The exploratory questions contained (a) What are the challenges you encountered
in your teaching profession? (b) What are your coping strategies in confronting the

to this exploration. The researcher ensured participants that the data they provide
could not be traced back to them.

The data analysis guided the examination of the trends, determination

of implications, and construction of conclusions. This qualitative inquiry

1 Immersion tasks include organizing the dataset into texts, iterative reading,
and preliminary interpretation to facilitate coding. Stage 2 Understanding tasks

emphasizes identifying second-order constructs and grouping them into sub-

themes. Stage 4 Synthesis and Theme Development accentuate clusters of sub-
themes into themes and further elaboration of ideas. Lastly, Stage 5 Illumination
and Illustration of Phenomena include linking the literature to the themes

Results

in the Department of Education using: (1) Active Coping; (2) Positive Coping;
(3) Flexible Coping; (4) Support Group System; (5) Acceptance; (6) Avoidant
Coping; (7) Commitment to Personal Growth; and (8) Emotional Drivers and
Motivators.
Theme 1: Active Coping.

the situation. All the teacher-participants (10) manifested this phenomenon of

steadfast in their teaching profession, rewarding themselves, time management,

and being patient, considerate, and giving their best in teaching. The research
participants (RP) disclosed:

“I cope with the demands by abiding with the demands, managing my

“Just think of the rewarding moments with my students. The rewarding

moments are those moments when you see your students learning, and

lifelong learners. So, I give my best in teaching.” -RP7

Theme 2: Positive Coping.

Six (6) teachers suggested and utilized this coping mechanism based on their
responses. They exhibited positive coping styles by manifesting a positive

style enhanced the well-being of the teachers by showing the right perspective
as they view problems as an opportunity to grow. The research participants (RP)
expressed:

“Amidst the hectic schedule, we should learn to smile and take each
problem as a challenge that will help us grow. Positivity is truly a must.”
-RP2

person who can still manage to stand and to smile amidst pressures, for I
chose to be an inspiration to others and most especially to my students.”
-RP5

Theme 3: Flexible Coping. Four (4) teacher-participants demonstrated the

responding to changes. If they are threatened by challenging events in the teaching

profession, they show a willingness to change. They undergo a reevaluation of

in their teaching profession. Some teachers revealed swallowing everything,

coping strategy.

“Flexibility is highly needed for responding to changes, e.g., for

curriculum changes, by attending enhancement seminar like inset,
 mentoring and orientation of learners and teachers. I need to change to
overcome these challenges.” -RP4

“For the slow ones, I had remedial classes. And for the advanced ones,

and do what I can do best. In this teaching profession, this really needs
our dedication.” -RP7

“Working for several years in DepEd, i have eventually come to realize

that the challenges are inevitable, I think the most practical way to cope

-RP9

Theme 4: Support Group System. A primary distinguishing characteristic of

the teachers is their tendency to seek support from teachers, mentors, and
administrators as they conquer exhausting and discouraging challenges. This
theme is supported by six (6) teacher-participants based on their responses. They
also overcome challenges by seeking family support. The support group system
allowed the teachers to share personal experiences and feelings through a core
network of people close to their lives. Seeking core support and inspiration from

“The thought of being needed and mentored pushed me to persevere in

my teaching profession…I decided to continue what I have been doing
and will do the best I can.” -RP3

“My family and my passion for teaching push me to persevere in my

teaching profession. My students, colleagues, and school head also serve
as my inspiration.” -RP5

Theme 5: Acceptance. Acceptance as a coping strategy allowed the teachers to

recognize the fact that there are events beyond their control. They manifested
acceptance coping by persevering and handling problems with grace and dignity.

in their teaching profession. Acceptance as a coping mechanism is supported by

three (3) responses from the interview. The teachers shared:

it.” -RP9

“I always remind myself of the purpose of why I am here in this world.

I need to motivate myself and accept the challenges to do my duties and
responsibilities as a noble teacher.” -RP10
Theme 6: Avoidant Coping.
the problem and mentally avoid troubling thoughts and experiences. Teachers
employed avoidant coping mechanism by avoiding stress and hassles. They
overcome challenges by getting rid of distractions. Three (3) teachers manifested
the phenomenon of avoidant coping as they leave school problems at school. As
they get home, they get rid of school issues. Thus, they avoid the problem.

people who keep on complaining because it adds negative vibes.” -RP6

“I am not that type of person who would bring school problems beyond
5:00 PM or beyond school days. When I get home, everything should

Theme 7: Commitment to Personal Growth.

educators by staying relevant and updated. It highlights a sense of purpose,

security, and contentment in the teaching profession. They pursued professional
development by attending training workshops and engagement in graduate and
post-graduate studies. Commitment to personal growth as a coping mechanism
motivates teachers to keep pace with the current standards of teaching. Three (3)
participants emphasized:

“The factors that push me to persevere in my teaching profession are

salary, compensation, and security of tenure.” -RP1

best for the students reading problems. Professional growth is indeed my

motivator to persevere in my teaching profession.” -RP3

“Perhaps, I think of my salary as my motivation. I am compensated well

learners in my lifetime.” -RP8

Theme 8: Emotional Drivers and Motivators. In this study, teachers were driven

responses from the interview. These emotions fueled their motivation to succeed
in performing their duties and responsibilities. As a coping strategy, emotional
drivers and motivators stimulated the teachers to consistently show passion for
teaching as well as love and dedication of service. Teachers found continuous

“Though we are overworked yet underpaid, it did not stop me to continue

teaching because I love doing this.” -RP2

teaching, which is meaningful to me, and which is more useful to my

students and other people in my community. So I really give my best
teaching.” -RP7

“I want to help my students and I want them to change for the better. And
I want to make impact to their lives...I always remind myself the purpose
why I am here in this world.” -RP10

Discussion

Studies showed that individuals practice active coping if they have more
personal and environmental resources than avoidant coping (Holahan & Moos,
1987). Active coping strategies highly predicted resilience (Stewart & Yuen, 2011).
Active coping is like problem-focused coping, which aims at problem-solving or
doing constructive things (Folkman & Lazarus, 1980). That is why teachers in

things they need to do, giving their best in teaching, and overcoming challenges in

functions (Naparan & Gadong, 2021).

resilience (Stewart & Yuen, 2011). Having a positive attitude allows the teacher

1992). They engaged positive coping mechanisms for a corresponding volume

and level of stress fronting the teachers (Pagayanan, 2016). Conversely, when a
teacher faces challenges poorly, this response precipitates a state of stress that is
potentially dangerous to their performance and wellness.
(Cheng & Cheung, 2005). Flexible coping correlated positively with better
psychological wellness, together with minimized anxiety, depression, and distress

well-being and resilience of teachers (Cael, 2021).

Social support groups highly predicted resilience (Stewart & Yuen,

2011). Seeking social support highlights relationships and involvement with
fellow teachers and their interactions among them (Naparan, 2018). Certainly,

technique to minimize potential stressors.

towards various problems and sources of stress. Acceptance-based coping

with better outcomes and improves the quality of life (Silva, Crespo, Carona, &
Canavarro, 2015).

Avoidant coping works best on people under completely overwhelming

situations. It is helpful only on a short-term basis because of its counterproductive
consequences. Austin, Shah, and Muncer (2005) pinpointed those stressed
teachers employed negative coping strategies such as escape avoidance. Escape
avoidance of addressing stressful events leads to unresolved problems, reduced
resilience, and induced negativity. Lower resilience and more perceived stigma

Oexle, & Ruesch, 2017).

Through their commitment to personal growth, teachers coped with the latest
trends and demands in education by growing intellectually and giving the necessary

classes because of a lack of experience (Juszczyk & Kim, 2020). Nevertheless,

every day is an opportunity for the teachers to grow personally and professionally
to set their clear priorities (Naparan & Tulod, 2021). Commitment to personal
spiritual contexts (Naparan, Adoremos, Lomocso, Alayon, Torrecampo, Egao, &
Baraquia, 2019).

One of the types of coping strategies used to deal with threatening

situations is emotion-focused coping. It is a coping style that intends to manage
emotional distress with the condition to endure (Folkman & Lazarus, 1985). As
a coping strategy, emotional drivers and motivators propelled an individual to
actualize his abilities and potentials to become successful and happy (Maslow &
Lewis, 1987).

In synthesis, constructive and non-constructive coping strategies

commitment to personal growth, and emotional drivers and motivators. These

strategies promote improvement or development over a long time. On the other
hand, the non-constructive coping mechanism comprises avoidant coping that is
helpful for teachers on a short-term basis only because of their counterproductive

Figure 1. Model of teachers’ coping strategies showing the themes and meta-
themes
Conclusions and Recommendations

school teachers as they try to handle, overcome, or deal with the demands in
the Department of Education. This analysis captured eight themes describing

group system, acceptance, avoidant coping, commitment to personal growth, and

emotional drivers and motivators. These themes indicate that teachers utilized
various coping strategies developed over a while. These outcomes suggest that
some coping strategies which operate for someone else might not work for others.
An individual utilizes a variety of coping mechanisms which are dependent on

at the end of the day, so they chose to apply constructive and non-constructive
coping strategies. Thus, teachers manifested various coping strategies so that they

coping strategies across age groups, gender, and culture since coping mechanisms

the scope of the study. (e) And future studies might explore quantitative analysis

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