THE STRESS PROFILE AND COPING MECHANISM AMONG THE PUBLIC SCHOOL TEACHERS IN THE RESUMPTION OF FACE-TO-FACE CLASSES
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The study focused on the Stress Profile and Coping Mechanism among Public School Teachers in the Resumption of Face-to-Face Classes. Likewise, the study used correlational design given that it assessed the relationship between the perceived levels of stress and coping mechanisms among Junior and Senior High School teachers upon transitioning back to the face-to-face modality. Furthermore, the participants in this study were the faculty members from Lamac National High School, which had recently transitioned to a full face-to-face mode of instruction. Moreover, the researcher utilized the cluster sampling method in the selection of the respondent. The result indicated that teachers experience low levels of stress. In addition, the most commonly utilized coping mechanism was acceptance, Positive Reframing, and religion. Furthermore, During the pandemic and now that face-to-face classes have resumed, the Teachers played a crucial role in ensuring that the learning process continued. The study found that when face-to-face lessons resume, teachers only feel minimal stress. This outcome might be explained by the fact that teachers are no longer concerned about the difficulties posed by remote learning, such as poor internet connectivity.
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