THE COPING STRATEGIES OF TEACHERS IN NEW NORMAL EDUCATION

A Thesis (Proposal)

Submitted to

The Faculty of the Graduate School

Saint Columban College

Pagadian City

In Partial Fulfillment

Of the Requirements for the Degree

Master of Arts in Education’

Major in Educational Management

By

WILLIAM VINCENT N. SORIA

December 2020
 Chapter 1

The Problem

Introduction

The COVID-19 pandemic is a health predicament that the world is facing nowadays. Many

countries have taken some appropriate action to address different problems in their society (Sievertsen

& Burgess, 2020). The problem crystallizes the dilemma policymakers face between the school year

will be continued, or there will be an academic freeze in this academic year. Many families worldwide

felt the severe short-term disruption: homeschooling is a massive shock to parents' productivity and

children's social well-being and learning (Sievertsen & Burgess, 2020). Teaching has taken a lot of

steps on changing its way of delivering knowledge to the students. Student assessments are also on

the process of change. The authority has canceled many assessments. Importantly, these interruptions

will not just be a short-term issue, but can also have long-term consequences for the affected cohorts

and are likely to increase inequality.

In the Philippines, COVID-19 affected 324,762 people as of October 5, 2020(Worldometer,

2020), and it is still increasing its number (DOH, 2020). To respond to this predicament, the

Department of Education (DepEd) has implemented its Learning Continuity Plan(LCP), which the

Department has set the opening this coming October 5, 2020, instead of August 24, 2020 (DepEd,

2020). Within the new normal, the situation presents a unique challenge to every educational leader's

decision-making process. The institution can sustain the delivery of quality of instruction in every

school. The Department has implemented its alternative delivery of the lessons. The DepEd offers

self-Learning modules (SLMs) with the alternative learning delivery modalities for various learners

across the Philippines. Along with the SLMs that had given to the student, the integration of the

different delivery modalities like modular, television-based, radio-based instruction, blended and

online which will help boost or improve the quality of learning and eventually aid to the

accomplishment of the Learning Continuity Plan of the Department (DepEd, 2020). According to

Karalis (2020), it is worth studying after returning to normality, are the inference that has emerged for
the day after, that is, what is needed to adapt to the adjustments, the extent of the situation, and to

define the basic aspects of education and to learn informal education systems and organizations amid

educational disruptions.

In the study of Schaufeli (2015), dealing with stress in the workplace is the key concept in

adapting to the worker's roles. In the workplace, many problems or demands arise and later on

become 'stressors' when a person cannot handle the stress that he/she is experiencing. The factors

were identified as job stressors like work overload, role problems, poor job management, lack of

support from supervisors and coworkers, and conflicts interpersonally. These stressors may lead to

negative impacts on workers' psychological factors (e.g., depression, irritability, and burnout),

physical like headaches, heart palpations, and hyperventilation, behavioral (e.g., absenteeism,

turnover, and violence) symptoms, or strains. A psychological process that has been effective in this

kind of situation has been recommended to deal with the job stressors and restrain the possible

negative effect om the person in which this process is identified as 'coping.' More specially, coping

with job stress refers to the mental and behavioral strategies that employees use to handle the stressors

they encounter at work.

The Philippines has been ranked in the Top 5 of a global optimism index. It was revealed by

the National Center for Mental Health (NCMH) that there is a significant increase in monthly hotline

calls regarding depression, with numbers rising from 80 calls pre-lockdown to nearly 400 (Maramag,

2020). It shows the effect of the pandemic on the Filipino people that experience stress should not be

taken lightly. People have been experiencing depression throughout this time.

In the Division of Tangub City, Tangub City, Misamis Occidental, teachers have been facing

a lot of challenges following the implementation of the Learning Continuity Plan and the so-called

'New Normal Education' of the DepEd in which certain changes were imposed such as mode of

teaching, school calendar, delivery of learning materials, work arrangement, and health protocols.

These changes are needed to adapt to the current situation in this pandemic. With the situation at

hand, the researcher wanted to find out how the teachers coped with these changes or learn coping

strategies for them to go with the system. The researcher was challenged to conduct this study on how
they cope with the new normal education. In the future, this study will be relevant since it will help

not just the teachers or even the people in the community on how they will stay well psychologically

and physically amid a pandemic.

Perspective of the Researcher

The researcher is a graduate of Bachelor in Elementary Education in 2015 and a Bachelor in

Secondary Education Major in Social Studies in 2016 at Gov. Alfonso D. Tan College. After

graduation, the researcher had taught in a private school for two years. The researcher eventually

transferred to the public school in 2018. The researcher was assigned to Lorenzo Tan National High

School of Division of Tangub City, Misamis Occidental.

The researcher also wanted to promote mental health awareness in this kind of situation

because of the happenings nowadays. Hearing from the different news about people taking their life

because of the lack of knowledge in handling stressors, it gave the researcher the courage to find

effective strategies to cope with changes in the community. Emotional and mental health is relevant

because it's a crucial part of life and impacts an individual's thoughts, behaviors, and emotions.

Having a healthy emotional can encourage effectiveness and productivity in activities in the

workplace. It plays a significant part in your relationships' health and allows you to adapt to changes

in the life of a person and cope with adversity. Upon the study, the researcher will apply the concept

of interpretivism in understanding the data that the researcher will give. Interpretivism concentrates

on the meanings that people bring to situations and behavior and the ways that they use this to

interpret the world (Stainton, 2019). an interpretative researcher believes that reality and the

individual who observes it are inseparable. This is because a person’s views of the world are

inextricably linked to their life experiences. Also the researcher will implement the constructivism in

which it is a philosophical paradigm serves as an approach that asserts that people construct their own

understanding and knowledge of the world through experiencing things and reflecting on those

experiences. In conclusion, the researcher can glean meaning of events through interactions with

others in social and cultural contexts.

Theoretical Framework

This study anchors on the theory of cognitive appraisal by Lazarus and his colleagues

(Folkman & Lazarus, 1980). The theory highlighted that stress is recognized as the disproportion

between the stipulation placed on the individual and the individual’s means to cope (Lazarus &

Folkman, 1984). Lazarus stated that individuals differ in what kind of stress they experience. It

significantly affects the process of interpreting the event and the outcome of specific steps of thinking

patters, called appraisals (Lazarus, 1991). The study finds a foundation on the theory of Abraham

Maslow, the Hierarchy of Needs. It explained that humans are motivated to fulfill their needs in a

hierarchical order. Thus, it mentioned the stage on the person's safety needs related to an individual's

need to perceive safe and secure in their life and surroundings (Maslow & Lewis, 1987). Maslow also

stated that it would explain how humans intrinsically partake in behavioral motivation. It means that

teachers should achieve safety needs to feel happy and become motivated by what they are doing in

the workplace. Also, it suggested that teachers develop their way of coping with the different

challenges they are in to be productive and efficient in their work.

 Primary Appraisal
Harm/loss/threat
Self-esteem
Goals

Stressors Problem-focused coping

(Mode of Teaching, Stressors Information-seeking
School Calendar,
(Mode of Teaching, School Support-seeking
Delivery of Learning
Calendar, Delivery of
Materials, Work
Learning Materials, Work Accepting confrontation
Arrangement and
Arrangement and Health
Health Protocols)
Protocols)
Emotion-focused coping
Self-blame, wishful thinking,
avoidance, minimization, self-
control(inhibition/expression)

Secondary Appraisal
Coping potential and
resources
Future expectancy and
control

Figure 1. The Theoretical Framework of the Study

Statement of the Problem

The general goal of the study is to how coping strategies will help the teachers in the

management of stress and adaptation of the New Normal Education. This study aims to determine the

Coping Strategies of Teachers in the New Normal Education among the teachers in the Division of

Tangub City, Tangub City, Misamis Occidental in this school year 2020-2021.

Specifically, the study seeks to answer the following questions:

1. What are the different responsibilities of the teachers in the implementation of the

Learning Continuity Plan in the New Normal Education?

2. What are their adjustments in the new normal education?

a) Mode of Teaching

b) School Calendar

c) Delivery of Learning Materials

d) Work Arrangement

e) Health Protocols

3. What is their mindset in adapting to the new normal education?

4. What are the effects of this new normal education on them?

5. What are the different challenges of the teachers in the implementation of the Learning

Continuity Plan in the New Normal Education?

6. How do teachers cope with these challenges in the new normal education?

Scope and Limitations of the Study

The study's scope and limitations involved the following parameters, which are projected to

define the concerns of the study and find its proper place in the wide area of educational research.
 Subject Matter. The study shall focus on the Coping Strategies of the Teachers in New

Normal Education and their perspective on DepEd's new set of education.

Research Environment and Timeline. The study will be conducted at the Division of Tangub

City, Tangub City, Misamis Occidental, during the school year 2020-2021.

Research Participants. The research respondents are teachers under the Division of Tangub

City at Tangub City, Misamis Occidental, which comprises 10 teachers.

Research Design. The researcher will employ a qualitative descriptive design, specifically the

case study design, to answer the problems set by the researcher on the Coping Strategies of the

Teachers in the New Normal Education.

Research Methods. The researcher will interview the respondents in which the researcher

prepared a set of questions that will help gather the data needed to answer the problem of the study.

Significance of the Study

Since the society has been hitting the rock-bottom because of the COVID-19 pandemic, the

researcher foresees that the study's result is relevant to several groups in the academe.

Specifically, this study benefits the following:

Students. This research will give them information on how they are going to adapt to the

current situation of the pandemic. It will also boost their mental health to avoid stress on the current

changes in the educational system.

Teachers. As the subject of the study, they will benefit from this study to the point that they

also learn from other respondents on what kind of coping strategies they apply in order to fit in the

trend of education.

Administrator. This study will serve as their basis of what kind of programs that are needed

by the teachers during this kind of predicament that we are facing—implementing programs that will

allow them to strengthen their mental health or awareness of the situation.

 Other Researcher. The result of the study will serve as a stepping stone to advance into new

studies regarding the New Normal Education.

Definition of Terms

The following terms are used in this study and are to be understood according to the

theoretical definitions given in this section.

Cognitive Appraisal Theory. It is an assessment of an emotional situation wherein a person

evaluates how the event will influence them, interprets the various aspects of the event, and arrives at

a response based on that interpretation.

Coping. This means investing one's conscious effort to resolve personal and interpersonal

problems to try to minimize or tolerate stress and problems.

Emotion-focused coping. A type of stress management that deals to reduce negative emotional

responses that occur due to exposure to stressors.

Hierarchy of Needs. A theory that is a motivational theory in psychology comprising a five-

tier model of human needs, and often depicted as hierarchical levels within a pyramid.

New Normal Education. A term used to describe the different changes in our society,

especially in our educational system. It is a certain situation in which a new setting in our community

had been implemented by the educational sector to adapt to a particular situation.

Problem-focused coping. It is a kind of coping aimed at resolving the stressful situation or

event or altering the stress source.

Primary appraisal. A concept that is the cognitive process that occurs when one is appraising

whether an event is stressful and relevant to them.

Secondary appraisal. It refers to the evaluation of an individual's ability or resources to cope

with a specific situation.

Strategy. A course of action designed to achieve a long-term or overall aim

 Stressors. These are events or conditions in your surroundings that may trigger stress.

Structure of the Thesis

The study embodies five chapters: Chapter 1 The Problem, Chapter 2 Review of Related

Literature, Chapter 3 Research Methodology, Chapter 4 Presentation, Analysis and Interpretation of

Data, Chapter 5 Summary of Findings, Conclusions, and Recommendations.

Chapter 1 includes the problems, introduction, perspective of the researcher, theoretical

framework of the study, statement of the problem, scope and limitations of the study, significance of

the course, and definition of terms.

Chapter 2 discusses a review of related literature and studies considered by the researcher

significant to the present investigation. This chapter's focus is to review the literature that serves as

the background of information on the variables treated in this study.

Chapter 3 covers the research design, research environment, research participants, research

instruments and sampling technique, data gathering technique, and research ethics.

Chapter 4 includes the presentation, analysis, and interpretation of the data gathered of

Coping Strategies of Teachers in New Normal Education.

Chapter 5 contains the summary of findings, the conclusion reached by the researcher based

on the strength of findings on the study, and the recommendations forwarded to improve the Coping

Strategies of Teachers in New Normal Education.

 Chapter 2

Review of Related Literature

This chapter reviews the literature related to, which will provide bases for interpreting the

data gathered later.

Stressors

Teachers face lots of stressors in his/her everyday life. According to the study of Aziz and

Quraishi(2018), the teacher faces a lot of stress in the workplace. The profession of teaching can be

identified as a noble and nice profession but can be stressful (Clipa & Boghean, 2015; Griffith, Ignat

& Clipa, 2012; Neves de Jesus et al., 2014). According to Clipa (2016), teaching is more

stressful than other jobs. It makes teaching the job with the highest occupational stress.

The stress can be identified to be as negative factors and the absence of positive aspects at the

workplace. The negative characteristics are recognized as an overload to prove oneself, the need for

innovation the administrators that may lead to negative consequences and may lead to guilt,

administrative hassles, emotional overextension, problems on overextension of commitment and

deadlines, environmental pressure, conflicts on the demands from another individual, physical danger,

and harassment by colleagues are experienced. The positive factors were determined as somewhat not

present, which led to cause stress to the teachers. To cope with stress and positive interpretation, the

teachers often used these mechanisms to manage actively, restrain coping, seek social support from

colleagues for personal purposes like acceptance, mental disengagement, alcohol-drug withdrawal,

focusing on and venting of emotions, seeking social aid for instrumental reasons, behavioral

disengagement and denial. Young teachers used two coping strategies to cope with stress like positive
reinterpretation and growth and spiritual guidance, while the middle age group frequently addressed

stress by using mental disengagement (Craşovan &Ungureanu, 2010).

Impacts of Stress on Teachers

International researches (Aldrup et al., 2017; Cozolino, 2017; El Helou, Nabhani &

Bahous, 2016; Neves de Jesus et al., 2014), as well as the Romanian ones (Clipa & Boghean,

2015; Crașovan & Ungureanu, 2010; Masari, Muntele & Curelariu, 2013; Miclea, 2010)pointed that

teachers emotion can affect their performances and the children, and pupils' well-being (Aldrup et al.,

2017; Ignat & Clipa, 2012; Warren & Dowden, 2012; Sandilos et al., 2018; Sparks, 2017). The

teachers who suffer from burnout live with a high level of stress and lack of sense in the classroom.

As a result, the teacher developed a negative behavior and became ineffective (Cozolino, 2017).

The teachers develop a negative attitude and become ineffective (Cozolino, 2017). Somewhat

can be defined as burnout (El Helou, Nabhani & Bahous, 2016; Sandilos et al., 2018), leading to

educational failure.

Problems in New Normal Education

In the study of Klapproth et al. (2020), he concluded that teachers' stress level was medium to

high. Teachers who spent more time distance teaching and experiencing more stress due to technical

problems Leopoldina(2020). He added that parents with children in elementary and primary school

had needed the most support and the caring services of school and the students with special

educational needs. With the changes in the DepEd setting, the school has its three relevant duty. Still,

due to the lockdown or effects of COVID-19, it has been overturned by the officials: a) the structured

learning environment of learners b) the supportive learning social exchange with peers and teachers

that promotes societal participation, especially essential for learners with socio-emotion and problems

in language, and c) the feedbacking process on the learner's development.

 There are so many difficulties that occurred in the New Normal Education. Many teachers

considered the lack of adequate computer equipment, alongside low internet connectivity, as factors

for unsuccessful teaching. It caused society to uproar to the different changes in education (Harwardt,

2020). Thus, the teacher already experienced this kind of problem in internet connection, but it has

been evident how slow the relationship we had during the lockdown. Furthermore, the teacher felt the

lack of intrinsic motivation of the students doing distance learning. When teachers experienced that

their students were overextended by distance teaching and learning, they may have feared a tendency

for them to employ a surface learning method (Kember & Leung, 2006). Also, students with low

motivation would intercept them from reaching their goals for learning. Factors occurred in students'

low motivation because of the low-to-medium computer and internet skills (Eickelmann, Bos,

Gerick & Labusch, 2019), and teachers' lack of ability to facilitate online learning and to

breakthrough technological restrictions (Fryer & Bovee, 2016).

Coping Strategies

The result that teachers applied coping strategies (e.g., planning or seeking social aid) than

dysfunctional coping like giving up to attempt goals or drinking alcohol emphasize that most of them

felt able to actively and intentionally manage distance teaching. However, although many teachers

preferred functional over dysfunctional strategies, most of them also used dysfunctional strategies,

like watching more TV or abandoning personal goals Klapproth, et al. (2020).

The researcher believes that the significant barriers limiting the teacher's ability to teach in

this New Normal Education are integrating technology into classrooms, lack of resources, time, and

support (e.g., Pittman & Gaines, 2015).

Major barriers limiting teachers' ability to use and integrate technology into classrooms lack

resources, time, and support (e.g., Pittman & Gaines, 2015). Sufficient studies have shown that

teachers are prone to stress when they feel a lack of help and time when teaching learners (e.g.,

Kyriacou, 2010). Also, teachers will likely feel stress because of the mindset that if they are going to

use technology in teaching, they are not confident in using it (e.g., Al-Fudail & Mellar, 2008). During
the lockdown, stressors outside the workplace can also play a key role, such as socio-demographic

factors or coping mechanisms.

Teachers were more likely to use functional than dysfunctional coping strategies when they

credited the causes of their restriction to external factors, like parents with low motivation or the

school's low organizational level. However, when they internalized the constraints, e.g., when they

complained about their organization level or the low level of digital capability, they preferred

dysfunctional over functional coping strategies.

Female teachers were more prone to experiencing stress than male teachers, but female

teachers also used more frequently functional coping strategies than their male workmates. Women

often feel pressure mainly because of gender differences since it is perceived by the researcher that

women can be flexible in terms of their workload and domestic tasks. Simultaneously, even with the

sharper conflict between work and family roles are being considered with (Greenglass & Burke,

2003). The researcher also viewed that teachers have the most significant stress because of their

responsibility for their performance. They exerted lots of effort in crafting lesson plans and distance

teaching. Thus they used more functional than dysfunctional coping strategies (cf. Klassen & Chiu,

2010).

In the research of Rosario et al.(2003), they categorized two kinds of coping strategy namely

‘approach’ and avoidant’ strategies. Approach strategies tackles the problem by handling the stressor

(e.g., seeking advice and social support)’ whereas, avoidant strategies try to reduce the unpleasant

emotions by avoiding the stressor (e.g., withdrawal, wishful thinking). According to Smith(2016) of

the several coping strategies utilized to process and manage stress, three have been highly

investigated, including task-oriented coping, emotion-oriented coping, and avoidance-oriented coping.

Upon reading the different studies, the studies are much focused on the teaching process

between teacher-students relationship. This study would be further from the pass researcher since it

will tackle the various policy changes or what it used to be in our educational system. In terms of

mode of teaching, school calendar, delivery of learning materials, work arrangement, and health
protocols, these things were not mentioned by other researchers in the other studies. Thus, the

researcher can conclude that the study will be different from the other studies.

Chapter 3

Research Method

This chapter presents the research methodology of the study. It includes discussion on the

research design, research, environment, research participants, sampling technique, research

instrument, data gather procedure, data analysis, and ethical considerations in doing research.

Research Design

The study will utilize the qualitative descriptive case study design, which implies collecting

and analyzing the study's quantitative data. Qualitative research is an amorphous, multi-dimensional

field which forbids any case single definition or set of illustrations (Morrison, 2014). Then, Flick

(2014, p. 542) asserted that qualitative research is interested in analyzing individual meaning or the

social output of issues, events, or practices by collecting non-standardized data and analyzing texts

and images rather than numbers and statistics. There is some advantage of using qualitative research

approaches and methods. Firstly, the qualitative research approach produces the thick (detailed)

description of participants' feelings, opinions, and experiences; and interprets the meanings of their

actions (Rahman, 2016). He added that the qualitative research approach holistically understands the

human experience in specific settings. Another advantage is that qualitative research admits the

researchers to discover the participants' inner experiences and figure out how meanings are

shaped(Corbin & Strauss, 2011). Also, qualitative research methods such as participant-observation,

unstructured interviews, direct observation, and describing records are most commonly used to collect

data (Cohen, Manion, & Morrison, 2011). And lastly, qualitative research design (interactive
approach) has a flexible structure as the design that construct and reconstructed to a greater extent

(Maxwell, 2012). With all the advantages stated above, it also has a downside. First, Silverman

(2010) argues that qualitative research approaches sometimes leave out contextual sensitivities and

focus more on meanings and experiences. Second, policymakers may give low credibility to results

from a qualitative approach. Sallee and Flood (2012) found that stakeholders frequently use

quantitative research when research is called design. Third, in terms of the research method, a smaller

sample size raises the issue of generalizability to the whole population of the study (Harry & Lipsky,

2014; Thompson, 2011). Finally, the cases' analyses take a considerable amount of time, and one

can generalize the results to the larger population in only a minimal way (Flick, 2011).

Research Environment

The researcher will conduct the study on the different schools under the Division of Tangub

City located at Tangub City, Misamis Occidental, Mindanao, Philippines. Tangub City is considered a

place as the Christmas Symbols Capital of the Philippines.

The study fits to the Division of Tangub City because it employed different kind learning

modalities like radio-based, tv-based and modular approach. Thus, it challenged the teachers in the

Division of Tangub City to adapt in this change in the system. In accordance to the variety of new

implementation of health protocols, mode of delivery, work arrangement and new school calendar,

teachers are challenged with this that is why the researcher chooses the said locale.

The Division of Tangub City has 68 schools, 55 from elementary and 13 from secondary

schools. SDS Agustines Cepe heads the division of Tangub City along with his ASDS Lorena P.

Serrano. Both leaders are innovative and passionate. He is bringing out the best of the teachers at this

time of the pandemic. SDS Agustines Cepe has been the pioneer of the Region X in incorporating

Radio-based and TV-based instruction during these changes in teaching.

Research Participants

The study participants are the teachers under the Division of Tangub City during the school

year 2020-2021. The researcher will choose participants according to his judgement that the research
participants can be able to give the desired information and handful data to the research. The

researcher will choose teachers from the Division of Tangub City. Table 1 presents the profile of the

respondents in this research, as shown in the table. The teachers in the different clusters of Tangub

City Division were considered relevant as participants of the study.

Table 1. Research Participants

No. Cluster Teachers

Sampling Technique

The researcher will employ the purposive sampling is a non-probability sampling method and

it occurs when elements selected for the sample are chosen by the judgment of the researcher.

Researchers often believe that they can obtain a representative sample by using a sound judgment,

which will result in saving time and money (Black, 2010).

Research Instruments

In the study, the researcher is identified as the primary research instrument. The researcher

will develop an interview schedule that will be used in conducting the videoconference interview. The

interview schedule comprises questions that the respondents will be required to engage and explore to

discover the teachers' coping strategies as they try to handle, overcome, or deal with the challenges

and demands in the New Normal Education.

Data Gathering Procedure

In gathering the data, the researcher will ask permission to conduct the study through the

Dean with his approval. After having approved authorization to conduct the research, the said paper

will be given to the Schools Division Superintendent of the Division of Tangub City to seek
permission to perform in the locale. After it, the researcher will identify the respondents through

cluster sampling in the different cluster schools in the Division of Tangub City. The researcher will

prepare an interview schedule for the identified respondents that will be interviewed through

videoconference.

The researcher will employ the data source triangulation method that promotes the collection

of information based on an interview, observation of interactions, and document analysis (Carter et

al., 2014). Each meeting will last for 40-50 minutes. The researcher will record the interview and let

the respondent check if the data recorded is accurate. The researcher will take note of the different

relevant points that the respondent will answer.

Before the interview commences, the researcher explained to the participants the purpose of

the study, research procedures, and protection of confidentiality. The researcher provided them

information about himself to establish a connection and gain their trust. Open-ended questions were

used throughout the interviews to encourage respondents to respond freely and openly to queries.

Probing and follow-up questions allowed participants to elaborate on or clarify a response.

Data Analysis

The researcher will employ the categorical aggregation method of analyzing and interpreting

the data that has been collected during the data gathering procedure. Categorical aggregation is the

process of clustering complex data into categories or classes to ease the search for meaning (Stake,

1995). This involves examining a collection of themes from the data, hoping that essential meaning

about knowledge to be learned about the case will come out. The idea of categorical aggregation is

that the researcher will have to analyze the data collected. Then, group the different data in order to

make a ‘theme’ in order to come up with a general idea.

Ethical Considerations in Research

 To maintain the research integrity, the researcher observed ethical considerations in this

exploration. The guidelines served to protect individuals' interests by looking at ethical concerns such

as protection of confidentiality, nature of participation, and informed consent as a process.

Protection of Confidentiality. The confidentiality of the information collected by research

subjects and the anonymity of respondents must be respected. The researcher ensured participants that

the data they provided could not be traced back to them in all means and dissemination forms.

Nature of Participation. A person should at no point feel any coercion to participate in a

study. This includes any type of persuasion or deception in attempting to gain an individual's trust.

The researcher oriented the participants about their right to withdraw any time from the research

should they want to.

Informed Consent. The researcher employed no deceptive practices in administering informed

consent from the potential research participants. The researcher read the written letter to the

participants. This form presented the researcher's identity, defined the purpose of the research, and

described the ethical guidelines used in the study. The participant affixed his/her signature on the

form, indicating consent to participate in the study.

Appendices
 INTERVIEW SCHEDULE

Coping Strategies of Teachers

in the New Normal Education
Interview Guide Questions
Name (Optional): ________________________ Division: ______________________

A. Engaging Questions

1. How are things going during this pandemic?

2. What things do you do during this situation?

B. Exploratory Questions

1. As a teacher at this current situation, what are your responsibilities following the
implementation of he Learning Continuity Plan in the New Normal Education?
Possible Probing Questions:

a. Are these responsibilities have given you a hard time especially during this
pandemic? In what way?
b. Can you tell me about how things have been for you since you experience these
responsibilities?
c. Which new DepEd policies or school policies and practices that you find difficult
or hard to do? Why do you say so?

2. Can you tell me about your coping strategies with these challenges?

Possible Probing Questions:

a. How do you handle, overcome, or deal with these challenges in the New Normal
Education?
b. How do you cope with the New Normal Education?
c. Despite the changes in the New Normal Education, how were you able to maintain
your effort and interest in performing your duties and responsibilities? How did you do it?
Please give a specific instance.

3. How do you view this situation of DepEd in the New Normal Education?

Possible Probing Questions:

a. How are your adjustments in the new things that DepEd has implemented?
b. How are you been affected with the New Normal Education?

Exit Question

1. If you were to suggest, how would you like the Department of Education assist you or
teachers in coping with the New Normal Education or what will you tell to your co-teachers during
this pandemic especially in doing their duties and responsibilities in New Normal Education?
2. Would you like add more?

SAINT COLUMBAN COLLEGE

 Pagadian City
-oOo-
Senior High School Department
July 11, 2020

AGUSTINES E. CEPE, CESO V

Schools Division Superintendent
Division of Tangub City
Brgy. Mantic, Tangub City

Sir:
Panagdait sa tanang Kabuhatan!
The undersigned is a student of Master’s Degree in Education, major in Educational Management at
Saint Columban College. Part of the total requirements for the degree is actual research to be
conducted in the researcher’s environment, Division of Tangub City, Tangub City. The study will
focus on the THE COPING STRATEGIES OF TEACHERS IN NEW NORMAL EDUCATION.
The research participants of the said research are the teachers under the Division of Tangub City. I
would like to ask your permission to allow me interview your teachers for this research. The purpose
of this research is to find out the coping strategies of the teachers in the new normal education
specifically on the changes implemented by the DepEd.
I am looking forward for your favorable response. Thank you and more power. Your continuing
support to the educational research in this institution shall go along in providing an useful information
on the mental health of the teacher in the Division of Tangub City.
In Saint Columban,

WILLIAM VINCENT N. SORIA

Researcher

Noted by:

DR. GILBERT CELISIO

Dean, Graduate School

Approved:

AGUSTINES E. CEPE, CESO V

Schools Division Superintendent
 SAINT COLUMBAN COLLEGE
Pagadian City
-oOo-
SENIOR HIGH SCHOOL DEPARTMENT

INFORMED CONSENT/ASSENT

1. I volunteer to participate in a research study conducted by WILLIAM VINCENT N.

SORIA from Lorenzo Tan National High School, Tangub City. I understand that the
project is designed to gather information on The Coping Strategies Of Teachers In
New Normal Education: A Case Study. I will be one of the respondents to be
interviewed for this research.
2. My participation in this project is voluntary. I understand that I will be not paid for
my participation. I may withdraw and discontinue participation at any time without
penalty. If I decline to participate or withdraw from the study, no one in my school
will be told.
3. I understand that most interviewees will find the discussion interesting and thought-
provoking. If, however, I feel uncomfortable in any way during the interview session,
I have the right to decline to answer any question or to end the interview.
4. The interview will last approximately 40-50 minutes. Notes will be written during the
interview. An audio tape of the interview and subsequent dialogue will be made upon
my consent.
5. I understand that the researcher will not identify me by name in any reports using
information obtained from this interview, and that my confidentiality as a participant
in this study will remain secure. Subsequent uses of records and data will be subject to
standard data and policies which protect the anonymity of individuals and institutions.
6. Faculty and administrators from my campus will neither be present at the interview
nor have access to raw notes or transcripts. This precaution will prevent my individual
comments from having any negative repercussions.
7. I understand that this research study has been reviewed and approved by the Graduate
School of Saint Columban College.
8. I have read and understood the explanation provides to me. I have had all my
questions answered to my satisfaction, and I voluntarily agree to participate in this
study.
9. I have been given a copy of this consent form.
__________________________________ _________ _____________________
Participant’s Signature over printed name Date
Name: WILLIAM VINCENT N. SORIA ______________________
Contact # (09304616166/09171066072) Signature of the Investigator
Email: jveesoria30@gmail.com

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