Action-Research-Per-page - Edited

Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office of Quezon City
BAGONG SILANGAN ELEMENTARY SCHOOL
A PERSPECTIVE OF THE COPING MECHANISMS OF TEACHERS
WITH SPECIAL ASSIGNMENTS TOWARDS INSTITUTIONAL
INNNOVATIONS
An Action Research Title Proposal Presented to the
School Research Committee
Bagong Silangan Elementary School
JULIE B. TAYABAN
Proponent
January 28, 2021
Villamor St. Brgy. Bagong Silangan, Quezon City

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Office of the Principal
A PERSPECTIVE OF THE COPING MECHANISMS OF TEACHERS
WITH SPECIAL ASSIGNMENTS TOWARDS INSTITUTIONAL
INNNOVATIONS
An Action Research Title Proposal Presented to the
Division Research Committee
Bagong Silangan Elementary School
JULIE B. TAYABAN
Teacher -III
February 17, 2021

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ABSTRACT

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ACKNOWLEDGEMENT

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Introduction of the Research
In realization towards the objective of quality education, it has been a
great challenge among teachers with special functions to increasingly search
coping mechanisms that would help them stay alive and kicking as they
continue performs their functions to give great contributions for the
improvement of the school and success of the stakeholders.
Over the years, Psychologist and researchers have identified about 400
to 600 coping strategies, and yet there are so many other potential coping
mechanisms that are still under research. Coping Mechanisms is an effort a
person does to prevent, eliminate or weakens stressors, or tolerate their effects in
the least harmful manner (Matheny et al., 1986) However, Lazaruz (1993, p.8)
conceptualizes coping as “a person’s ongoing efforts in thoughts and in action to
manage specific demands appraised as taxing or exceeding the resources of the
person”.
Teachers with special functions such subject school coordinator assumes
a wide range of roles thus, these additional load to regular function of these
teachers would probably an additional stressor to them therefore coping
mechanisms demand.
Moreover, as stressed by (Iwasaki et al., 2005) that for most people now a
days, stress and coping mechanisms “become a part of life”

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Hence, it is then but timely and recommended as this study aimed to help
teachers with special functions identify the coping mechanisms that would help
them free themselves from stressors brought by additional load while they are in
the making.
Theoretical Framework
One of the recognized groupings of coping strategies is that which was
written in the psychology textbook by Weiten, which includes the appraisal-
focused or adaptive cognitive, the problem-focused or adaptive behavioral, and
the emotion-focused.
1. the appraisal-focused strategies are those coping mechanisms which involve the
change of mindset or a revision of thoughts. Denial is the most common coping
mechanism under this category.
2. the problem-focused strategies are those that modify the behavior of the person.
A good example of this is learning how to cook a family dinner upon knowing
that your spouse's family would come over your house this weekend.
3. the emotion-focused strategies include the alteration of one's emotions to tolerate
or eliminate the stress. Examples include distraction, meditation, and relaxation
techniques.

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Many psychologists also contributed in the study of coping mechanisms
by grouping mechanisms or strategies according to their manifestations and
purposes. In general, here are the general classifications of coping mechanisms:
Defense - the unconscious ways of coping stress. Examples: reaction formation,
regression
Adaptive -tolerates the stress. Examples: altruism, symbolization
Avoidance -keeps self away from the stress. Examples: denial, dissociation,
fantasy, passive aggression, reaction formation.
Attack - diverts one's consciousness to a person or group of individuals other
than the stressor or the stressful situation. Examples: displacement, emotionality,
projection.
Behavioral - modifies the way we act in order to minimize or eradicate the stress.
Examples: compensation, sublimation, undoing.
Cognitive - alters the way we think so that stress is reduced or removed.
Examples: compartmentalization, intellectualization, rationalization, repression,
suppression.
Self-harm - intends to harm self as a response to stress. Examples: introjections,
self-harming
Conversion - changes one thought, behavior or emotion into another. Example:
summarization.

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On the other hand, “Folkman and Lazarus [1980, 1985] stressed Ways of
Coping Scale. A clear difference can be seen between two major types of coping
termed as problem-focused coping and emotion-focused coping. Problem-focused
coping aims to solve the problems in advance or in other words to try
maneuvering the source of stress before it creates any problem, whereas emotion-
focused coping aims to reduce the emotional distress which is linked with a
situation [Carver et al., 1989].
Problem-focused on coping mechanisms (e.g., proactive coping) involve
goal setting and are associated with social support resources in contrast to a
reactive strategy where coping is used after stress has been experienced
[Greenglass and Fiksenbaum, 2009]. Emotion-focused coping includes
acceptance and positive interpretation of stressful events, denial, avoidance and
seeking social support for emotional reasons [Carver et al., 1989]. Problem-
focused coping is used mostly in situations which were appraised as changeable
and emotion-focused coping in scenarios appraised as unchangeable [Lazarus
&Folkman, 1984]. Taris et al., [2001, p. 294] in their study on coping behaviors
mention that strains and withdrawal behaviors (avoidance) were expected to be
most prominent among those faculty members who reported “having few
resources and/or who reported high job demands”. Dick & Wagner [2001] while

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studying the “stress and strain in teaching” found that workload leads to physical
stress, but that the support from the principal (supervisor) reduces the negative
perceptions related to workload: social support served as a moderator between
stress and strain. Their results also show that teachers using ‘adaptive’ coping
mechanisms have a lower level of burnout compared to those who used ‘ignoring’
or ‘avoiding’ coping tactics.
As such the present study is being anchored on the three major types of coping
mechanisms the appraisal-focused coping mechanism, the problem-focused
coping mechanisms and emotion-focused coping mechanisms
Conceptual Framework
Coping mechanisms for public school teachers with special function is
very important. Stress management primarily concerns to keep each teacher stress
free and to minimize burnout.
The researcher believes that teachers with special functions in the public
elementary school will actually find themselves enjoying their teaching
profession for they know how to balance and overcome their stress.
The study is anchored on the coping mechanisms of teachers with special
function in relation to their IPCRF Rating.
This study made use of an evaluation process of input or independent variable –
Process-Output paradigm.

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The input or independent variables include the profile of the teacher-
respondents on age, gender, position, highest educational attainment, length of
service and IPCRF Rating. The process used was a survey questionnaire on
teachers with special functions. The output was an assessment of teachers coping
mechanisms according to problem-focused strategy and emotion-focused
strategy.
Figure 1 shows the conceptual paradigm of the study.
CONCEPTUAL PARADIGM
. Input Process Output/ Expected

Profile Indicators of Survey Coping Mechanism
Outcome Teachers along:
Questionnaire on programs for
a. Age; Coping Mechanisms Teachers with
b. Gender;
of Teachers with special functions
c. Position;
Special Functions in
d. Highest Improved teacher’s
relation to their
Educational performance
IPCRF
Attainment; working in a stress
e. Length of Descriptive Research free environment
Service and;
f. IPCRF Rating
Figure 1- A Conceptual Paradigm showing the Relationship of Input, Process
and Output outcome of the study.

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Literature Review
This chapter presents related published literature and studies that have bearing on
the present study. These pieces of literature and studies were selected because of
their relevance to the present problem.
Related Literature
Dealing with problems and difficulties in a calm and appropriate manner is
commonly referred to as coping (www.dictionary,com,2010). How a teacher
copes with stress in the school environment affects the impact of the stress on
their psychological well—being and on physiological response (Griffith, Steptoe,
& Cropley, 1999). Coping behaviors or resources come in the form of physical
psychological, social, or material factors and help teachers overcome job related
stressors and achieve their valued outcomes with students (Blasé, 1982).
Common positive strategies teachers use to alleviate stress include exercise,
social resources, avoidance, reading, hobbies, movement and meditation
(Gulwadi, 2006). These coping strategies used by teachers affect their outlook on
the situation, thereby altering the perception of stress (Griffith, Steptoe &
Cropley, 1999). To alter the perception of stress, teachers may invoke inward or

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outward coping strategies. Inward strategies, such as concentrating on something
narrow in the field of stimuli around oneself, include seeking stillness and focus.
Outward strategies, such as exercise, involve seeking connections, distractions,
and movement (Gulwadi, 2006).
Although there are many common coping strategies available, most teachers rely
on social support, active planning, restorative experiences, and suppression of
competing behaviors. Social support can reduce the impact of stressors on
teachers’ well-being, job satisfaction, and physical illness risk. Teachers seek
support from family, friends and colleagues in order to receive advice, discuss
feelings, get emotional support, get sympathy and understanding, and to talk
about their feelings. Teachers who have more support within their personal lives
tend to experience less stress in the worlplace (Griffith, Steptoe Cropley, 1999).
Active planning, although a part of the normal workload, allows teachers to take
their mind off stress and focus on their work. The process of active planning
involves concentrating efforts, developing a plan, taking some action, coming up
with strategies, trying to take steps, and doing what has to be done in order to
keep their attention on the students rather than the stressors (Griffith, Steptoe &
Cropley, 1999).
Restorative coping experiences refer to teachers being able to release stress in
places away from the school environment. Places chosen by teachers reflect

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qualities that are helpful on offsetting the effects of the source of stress. The
places teachers choose most often that make them feel better when stressed
include home, nature related outdoor places, city places, churches, and cafes.
These environments are helpful in relieving stress because they provide teachers
with sensory conditions, social contact, props, and nature related environmental
features, which can help teachers alleviate stress (Gulwadi, 2006).
Along with restorative experiences, teachers may choose to employ
environmental coping resources. Teachers’ awareness of possible environmental
conditions can be very valuable coping resources. A persons’ ability to know the
potential surrounding environment can be used as a resource. Their knack to
change these settings, in order to achieve personal goal refers to as environmental
competence. The most common environmental resources that are easily available
to teachers include time, money, social ties, organizational resources, and
physical environmental resources such as locations that teacher’s access and use
of their spatial and sensory properties (Gulwadi, 2006).
Some people, either intentionally or unintentionally, employs negative coping
strategies to deal with stress. Negative coping strategies are common responses to
stress and feelings of being overwhelmed. Although these strategies can provide
temporary stress relief, they can because more stress in the long run (Crisis
Intervention Centre of British Colombia, 2010). Negative coping strategies can

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include unhealthy behaviors, distractions, violence, distractions, and withdrawal.
Unhealthy behaviors such as smoking, drinking alcohol, excessively over/under
eating, and drug abuse are sometimes used to relieve stress.
Distractions such as televisions, computer, and filling up schedule to avoid facing
problems are common ways to avoid stress. Violence such as angry outburst,
procrastinating, and withdrawing from family, friends, and activities, and
disengagement are ways in which people try to remove stress from their lives
(Helpguide, 2010). Disengagement refers to teachers giving up on the goals in
which the stressor is interfering with. Teachers disengaged resort to negative
coping skills such as engaging in other activities, daydreaming, sleeping,
watching television, and reducing their efforts in the classroom. Disengagement
can be applied immediately and without the help of others, but is only a short-
term solution. In the long-run, disengagement can lead to teachers having
cumulating workloads, disruptive classes, and feeling of lowered self-esteem and
helplessness, (Griffith, Steptoe & Cropley, 1999).
Suppression of competing behaviors refers putting aside all activities in their lives
so that they can concentrate solely on work. Teachers have a tendency to prevent
distraction, focus more on work tasks, prevent outside interferences, and
concentrate more on their thoughts on work in order to suppress competing
activities. Lessening the demand of other aspects of life and only focusing on

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work leads to teachers having and increased perception of stress levels, which
prevents them from taking time to relax (Griffith, Steptoe & Cropley, 1999).
Multiple research studies have shown that the process of coping is varied and
multidimensional based on the nature of the stressor (Menaghan, 1983; Murphy,
1974; Pearlin and Schooler, 1978). Coping with stress has been evaluated as a
function of personality traits (Bryne, 1964) or as a process specific to the stressors
encountered (Cohen &Lazarus, 1973). As a process, Lazarus (1966) defined
coping as an individual, thus lessening the impacts of the stress on the emotional,
physical or psychological well-being of the individual.
There are many instruments for breaking down stress coping mechanisms.
Several focus on stress as a factor dependent or indicative of personality type. For
example, Goldstein (1959) described a method used for coping as a function of
personality. This study showed that certain personality traits are more likely to
use specific methods for managing stressors. Additional methods for analyzing
coping mechanisms (Byrne, 1964; Gleser & Ihilevich, 1969) used personality
profiles as indicators which will predict method of coping an individual will
prefer.
A more in-depth study of coping leads to coping strategies emerging as a more
complicated procedure which depend on the nature and severity of the stressor
encountered 9Moos & Tsu, 1977; Murphy, 1974; Pearlin &Schooler, 1978).

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In as much as there are different methods for analyzing coping methods, there are
also many different methods for identifying the coping mechanisms themselves.
Some more prominent coping scales include the study by Roth and Cohen (1986),
which described two methods for coping: approach and avoidance. Osipow and
Spokane (1983) developed the Personal Resources Questionnaire to divide coping
into four subgroups; self-care, social support and cognitive coping. Common
threads of coping exist among all scales.
Lazarus & Folkman (1988) cited the following coping scales: a) Confrontive
Coping describes aggressive efforts to alter the situation and suggests some
degree of hostility and risk-taking; b) Distancing describes cognitive efforts to
detach oneself and to minimize the significance of the situation; c) Self-
Controlling describes efforts to regulate one’s feelings and actions; d) Seeking
Social Support describes efforts to seek informational support, tangible support,
and emotional support; e) Accepting Responsibility acknowledges one’s own role
in the problem with a concomitant theme of trying to put things right; f) Escape-
Avoidance describes wishful thinking and behavioral efforts to escape or avoid
the problem. Items on this scale contrast with those on the Distancing scale,
which suggest detachment; g) Planful Problem Solving describes deliberate
problem-focused efforts to create positive meaning by focusing on personal
growth. It also has religious dimensions.

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These described scales were originally derived from multiple factor analysis of
more than 750 teacher-respondents used by Lazarus’ coping mechanisms daily to
process potential stressors. For example, if a teacher encounters a potential
stressor of a student who consistently misbehaves, they can use the coping
mechanisms to deal to the potential stressor differently. A teacher use confronts
coping to approach the student and request that they change the behavior, or they
may contact the administration to manage the student. If the teacher utilizes
distancing, they would employ strategies to make sure that the rest of the class
was not impacted by the student’s behavior. Self-controlling would be the
teacher, managing their emotions so that they did not get too upset or lose their
control. A teacher seeking social support may ask another teacher or friend what
they should to handle this misbehavior.
If a teacher employed the coping mechanism of accepting responsibility, they
may believe that the student misbehaving was because they did not keep the
student engaged enough, or acknowledge that the student’s behavior should have
been corrected earlier. Escape-Avoidance would involve the teacher processing
the potential stressor by ignoring the student misbehavior. If the teacher were to
use plan problem solving, they may sit down and make a list of things they can do
to correct the behavior, and then follow through with those actions each time the
student misbehaves, adjusting the actions based on student’s reactions.

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Positive reappraisal would involve the teacher looking at the misbehaving student
as a way to become a better teacher and a better equipped to deal with
problematic students in the future, or they may seek guidance from a religious
belief or principle or pray about the solution. It is the important to note that an
individual quite often employs multiple coping strategies for each potential
stressor.
Workload was the next most commonly studied stressor for teachers and it was
assessed by using descriptive terms such as time and workload pressures (Chan,
1988; Howard &Johnson, 2004), amount of work (Salo, 1995), too much paper
work, and role overload ( Litt & Turk, 1985). Because of the wide array of
different responsibilities placed on teachers, such as grading papers, preparing
lessons, incorporating district mandated requirements, tutoring students before
and after class, attending meetings, and contacting parents, the total amount of
work can be experienced as very stressful.
For example, Chan (1998) reported workload and time pressure to be ranked
number one, while Solo (1995) the content of work (i.e., amount of work) to be
the second greatest stressor for teachers. In addition, Litt and Turk (1985)
reported too much paperwork to be the third greatest stressor, although this is
only one aspect of work requirements placed on teachers. Although workload can
be a major source of stress for teachers, with the exception of the studies

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mentioned above, workload is not typically reported as being as difficult as the
other stressors mentioned thus far. For example, it was not reported as one of the
top 10 stressors for teachers by Zurlo and colleagues (2007) and, in the studies
that did report workload as one of the top stressors, the researchers generally
combined it with other sources of stress.
Griffith and colleagues (1999) cited that in order to deal with the many demands
associated with the profession; teachers must have effective strategies that enable
them to manage stress. In the teacher stress and coping literature, these strategies
have been measured in the variety of ways.
Much of the research focused on working mothers and working females in
general. It was found that working females experienced more work stress as
compared to men. And currently in Malaysia, social policies that support working
females, especially working mothers, has not been adopted fully by most
corporations. Furthermore, the evidence for effective problem- focused and
emotion-focused coping was inconsistent. It was concluded that correlation
between work stressors and coping strategies may vary depending on the type of
problems being built with and the interplay between the employee and the
demand. Moreover, resilience literature reviews this concept as an enhancement
of an individual's adaptability and survival in the presence of occupational
stressors and success in overcoming the stressors result in increased resilience the

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future hardships. This article identifies a number of research gaps for advancing
work stress research in particular: 1) limited work stress research on Malaysian
working women and mothers, and; 2) limited literature on regulating resilience to
coping strategies and work stress.
Bowen, et al (2014) cited that mini construction professionals experience high
levels of stress. workplace stress led to psychological physiological and
sociological strain effects. verse about different coping mechanisms in attempt to
mitigate their condition. using an online survey, opinions were sought from
architects, civil engineers, quantity surveyors, and project and construction
managers in South Africa. the contribution of the research report in this paper
lies in its examination of the word stress experienced by construction
professionals in developing countries characterized by economic hardships and
social problems, such as inequality and crime. Most respondents experience high
levels of stress at work. architects (more than engineers, quantity surveyors, and
project and construction managers) and female (more than male) professional feel
stressed. Psychological effects of workplace stress include that feeling of not
being appreciated by others for a job well-done dissatisfied with one's own
performance at work and feeling tense at work. Physiological effects include
disturbances to usual sleep patterns, difficulty in relaxing after hours, and
difficulty in concentrating. sociological effects include a strain and family life,

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social activities, and social relationships. a wide range of positive coping
mechanism (or countermeasures) is reported, including physical exercise in
addition to intellectual and cultural activities. From a negative coping
perspective, consumption of alcohol is widespread, with more than one-third of
respondents consuming 3-9 units per week.
One in six respondents report smoking of up to 40 cigarettes per day, whereas
use of narcotics (such as marijuana, cocaine, mandrax, ecstasy, heroin, and
methamphetamine) at least once in the previous 12 months is reported by 1 in 20.
A duty-of-care ethos suggests that appropriate and carefully targeted stress-
management strategies should be implemented by organizations within the
construction industry. Further research is recommended to explore the
effectiveness of organizational and personal stress-management interventions.
Stress, as pointed out by Oladinrin et al (2014) is a universal phenomenon that
essentially manifest itself in humans as a result of pressure emanating from
several experiences or challenging situation. Due to the nature of the
construction industry which embraces a wide range of loosely integrated
activities, stress becomes an issue of concern. This research work focuses on
identifying the sources of stress among construction professionals, assessing the
impact of stress on the productivity of professionals and examining ways of

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effectively managing stress level among construction professionals. To achieve
these objectives, 100 questionnaires were administered to the professionals in the
construction industry at which 70 were retained and suitable for analysis.
Using a descriptive statistical analysis tool on the data obtained shows that
insufficient finance/ resources, staff shortage, and conflicting roles ranked highest
as the main sources of stress. Delay in job completion, deterioration of power
organization and planning, increase in error rate during manipulative and
cognitive tasks, depression and feeling of helplessness and over sensitivity are the
major impact stress on the productivity of professionals. In order to minimize
stress, delegating some work, sharing burden with colleagues, leave and time off
work with family and loved ones, as well as reducing work overtime ranked
highest as strategies for stress management.
Based on the findings, it was concluded that stress has a great impact on the
professionals and thereby affects the level of productivity. It was recommended
that professionals should exhibit self-control and good self-esteem; engage in
continuous professional development on skills for better organization, integration
of work within specified project constraints and delegation of assignments,
authority and breaking work into manageable parts so as to be able to cope with
stress.

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In this study, Shahmohammadi (2011) found that student’s coping with stress at
high school level particularly at 11th and 12th grade were examined. The
objectives of the present study were: A) To study the academic anxiety among the
students. B) to analyze stress among the students. C) to understand the coping
strategies adopted by the students. For this purpose, a sample of 100, 11th and
12th class students from government secondary schools located in Tehran was
selected.
For the purpose of gathering information from respondents’ personal data,
coping strategies, stress and academic anxiety, the stress and coping strategy
questionnaire which consists of a series of questions about stress and coping
strategies was administered to a total of 90 (90%) students. The findings of the
research showed that: the percentage of distressed secondary students was
26.1%. The top 10 rank of stressor among students we're afraid of not getting
placed in tertiary education, examinations, too much content to be learnt,
difficulty in understanding subjects that have been learnt, too much homework,
and school timetables was too packed. all of the stressors were related to the
academic matters. While the rest of the top 10 stressors were rated as causing
moderate to high stress. the findings of the study indicated that 11th and 12th

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grade students coped with difficult situations in a mature manner, yet they tended
to withdraw from the problems they faced in life.
According to Akshaya and Jaishankar (2014) stress may be considered as any
physical, chemical, or emotional factor that causes bodily or mental unrest and
that may be a factor in causing disease. Stress is a normal psychological and
physical reaction to the ever-increasing demands of life. Physical and chemical
factors that can cause stress include trauma, infections, toxins, illnesses, and
injuries of any sort. Emotional causes of stress and tension are numerous
and varied. While many people associate the term stress with psychological
stress, scientists and physicians use this term to denote any force that impairs the
stability and balance of bodily functions. That is why stress management is so
important. When we are stressed, our body responds in certain way called the
Stress Response. It was mentioned that stress management strategies include; 1)
Hardiness; 2) Outlook; 3) Listening to your body; 4) Decreasing Stress (if
possible); and 5) Unburdening yourself; and 6) Problem solving.
Devi 2011) espoused that stress has become significant due to dynamic social
factor and changing needs of life styles. Stress is man’s adaptive reaction to an
outward situation which would lead to physical, mental and behavioral change.
Even though stress kills brain cells, not all stresses are destructive in nature.
Appropriate amount of stress can actually trigger passion for work, tap latent

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abilities and even ignite inspirations. The study throws light on the wide spread
silent problem by name. 'Stress, which gave rise to acute dysfunctions and are
called many diseases, increase divorce rates, and other harassments. The work
Stress is found in professions. lT professionals are very stressed because they are
highly target driven and highly pressured on results. --- Athletes experience the
strength that comes from eu-stress right before they play a big game or enter a big
competition. Because of eu-stress, they suddenly receive the strength that is
required to perform to the best of the ability. Stress can make a person productive
and constructive, when it is identified and well managed. The focus of the paper
is to study the Stress level among lT employees and to suggest the coping
strategies. A Survey of 200 employees in the IT companies situated in and around
Hyderabad is done. Some of the stress coping strategies identified by this study
includes stress management programs. Physical activities planned in job design,
life style modification programs, finding triggers and stressors, supportive
organization culture, stress counseling programs, and spiritual programs.
Bazgan and Bazgan (2011) quoted that currently, more and more organizations
begin to understand and be increasingly concerned to obtain benefits from
implementation of coherent human resource management, as a result of a modern
management and professional focused especially on employees in order to
maximize the performance during their remaining years within the organization.
Work is now no longer just a way of satisfying individual necessity but also as an

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opportunity that contribute to shaping a favorable self-image. This article aims to
capture the relationship between stress management and work performance.
Orzechowska, et al (2013) conducted a study which aimed evaluate the most
popular strategies of coping with stress in people with depression in comparison
to healthy subjects.
Initial research was carried on 80 patients aged from 20 to 66 years with of
diagnosis of depression. The control group consisted of 30 healthy aged 22 to 57
years. Analysis of the most popular strategies of coping with stress was
performed with the Multi phasic Inventory to Measuring Coping (COPE) by
Carver, Scheier, and Weintraub.
In contrast with healthy people, patients with depression in stressful situations
more often use strategies based on avoidance and denial and have more
difficulties in finding positive aspects of stressful events.
Jahanian (2012) uncovered that stress is a fact in our daily life. When a person
needs help, it means the person feels physically and emotionally disabled. Most
people believe that their capacity and capabilities are so little for encounter high
level of stress. Today, with progress in all respects, human is facing new
challenges in many different fields as if progress in turn creates new problems.
Over a century, the nature of working has been changed widely, and still these
changes are in progress. Following these changes, number of illnesses has been

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increased, morality and human aspects are faded and new problems are occurred
every day, so that we are facing job stress which called “illness of the century”.
Bamuhair, et. al (2015) mentioned that medical education is rate to the most
difficult trainings to endure. Throughout their undergraduate years, medical
students face numerous stressors. Coping with these stressors requires access to a
variety of resources, varying from personal strengths to social support. We aimed
to explore the perceived stress, stressors, and coping strategies employed by
medical students studying in a problem-based learning. Methodology. This is a
cross-sectional study of randomly selected medical students that explored
demographics, perceived stress scale, sources of stress, and coping strategies.
Results of the 378 medical students that participated in the study, males were
59.3% and females 40.7%. Nearly 537 students often felt stressed, and a third felt
that they could not cope with stress. Over 82% found studying stressful and
64.3% were not sleeping well. Half of the students reported low self-esteem.
Perceived stress scores were statistically significantly high for specific stressors
of studying in general, worrying about future, interpersonal conflict, and having
low self-esteem. Coping strategies that were statistically significantly applied
more often were blaming oneself and being self-critical, seeking advice and help
from others, and finding comfort in religion. Female students were more stressed
than males but they employ more coping strategies as well. Conclusions. Stress is
very common among medical students. Most of the stressors are from coursework

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and interpersonal relationships. Low self-esteem coupled with self-blame and
self-criticism is quite common.
Lian and Tam's (2014) study aimed to evaluate research relating the coping with
stress is defined as all activities undertaken by a human in a stressful situation.
The effect of stress on depression, its role in triggering the subsequent phases of
the disease, and the factors that mediate the stress-depression relationship become
more and more often subjects of research in psychiatry and psychology. Factors
important for the formation of depressive symptoms and disease progression are
significantly associated with coping strategies used in the face of stress. The main
aim of the study was to evaluate the most popular strategies of Coping with stress
in people with depression in comparison for healthy subjects.
Initial research was carried on 80 patients aged from 20 to 66 years with a
diagnosis of depression. The control group consisted of 30 healthy Subjects aged
22 1O 5/ years. Analysis of the most popular strategies of coping with stress was
performed with the Multiphasic Inventory for Measuring Coping (COPE) by
Carver, Scheier, and Weintraub.
It was found that in contrast with healthy people, patients with depression in
stressful situations more often use strategies based on avoidance and denial and
have more difficulties in finding positive aspects of stressful events.

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Much of the research focused on working mothers and working females in
general. It was found that working females experienced more work stress as
compared to men. And currently in Malaysia. Social policies that support
working females especially working mothers, has not been adopted fully by most
corporations. Furthermore, the evidence for effective problem-focused and
emotion-focused coping was inconsistent. It was concluded that correlation
between work stressors and the adopted coping strategies may vary depending on
the type of problems being dealt with and the interplay between the employee and
the demand.
Moreover, resilience literature revealed this concept as an enhancement of an
individual’s adaptability and survival in the presence of occupational stressors
and success in overcoming the stressors results in increased resilience to future
hardships. This article identifies a number of research gaps for advancing work
stress research, in particular: 1) limited work stress research on Malaysian
working women and mothers, and; 2) Limited literature on relating resilience to
coping strategies and work stress.
Synthesis of the Reviewed Related Literature and Studies
All the foregoing studies find relevance to the present study since they gave the
researcher insights in the conceptualization of this research study particularly on
the theory cited by Matheny et al. (1986), Greenglass and Fiksenbaum, (2009)

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and lwasaki et al. (2005). Endler and Parker (1990) divided coping strategies into
three categories: task-oriented, emotion-oriented, and avoidance-oriented ones.
The task-oriented portion of the measure involves strategies that attempt to
change the stressful situation and remove its effects (e.g., "determine a course of
action and follow it). Emotion-oriented coping involves the use of cognitive
activities that reduce or remove the effects of the stress and involve regulating
emotions. Interestingly, the only example item included for emotion-oriented
coping by any of the five studies mentioned above was "become very upset (see
Rasku & Kinnunen, 2003). Avoidance oriented coping involves methods of
turning one's thoughts away from the stressful event (e.g., "go out for a snack or
meal").
Research Questions
This research aimed to find out the coping mechanism of teachers with special
functions in public elementary school in district II of the Division of Quezon City
during the school year 2020-2021.
Specially, the study required an answer to the following questions.
1. What is the profile of the respondent teachers in terms of;
a.age;

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b.gender;
c.position
d.highest educational attainment;
e.length of service; and
f.current IPCRF rating?
2. What is the perception of teachers with special functions in the different coping
mechanisms when they encounter the following?
2.1 Stress
2.2 Burn out
2.3 Over load
3. What are the teachers with special function competence based on the IPCRF
during the School Year 2020-2021?
Null Hypothesis
At the level of significance, the following null hypothesis was tested;
1. There is no significant deference between the identified coping mechanisms in
relation to teachers encountering.
2. There is no significant relationship between teachers with special functions in
relation to their IPCRF rating.

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Scope and Limitations
The study was only limited in the coping mechanisms of teachers with special
functions in relation to their IPCRF in the six public elementary city schools
District II in Quezon City. Questionnaires were distributed to the 50 Filipino
School Coordinator from the district of Quezon City last June 07, 2021.
Particularly the questionnaire identifies possible coping mechanisms programs to
help these teachers with special functions manage their duties and
responsibilities.
Importance of the Study
The job of a modern teacher demands working round the clock with
multiple responsibilities of teaching, research and community service and work
overload has been reported as the most significant source of stress among them
[Omolavon, 2010].

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Therefore, it is important to get a deeper knowledge of the sources and
moderators of stress and on the functional coping mechanisms which can help
overcome the impact of stressors [Srivastav, 2007].
This study will be benefited to the educational stakeholders with
multiple responsibilities.
Definition of Terms
For the purpose of this study the following terms were clearly define to
make their meaning and usage explicit.
Curriculum Development. It refers to the dynamic process or changes, or
modification of improvement of existing condition of the subjects or subject
matter or course of study which include potential experiences set in the schools
for the purpose of disciplining students thinking and acting.
Highest Educational Attainment. It refers to the highest degree of learning
which a teacher acquires like BEED, BSED, BSN, BSCE, MA. Degree, Ph.D.,
etc.
Special Functions- It refers to extra designation or duties in school that the
school head assigned aside from the regular functions as a teacher.

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Subject School Coordinator. leads a team of staff to contribute to the well-being
and education of students at the school. In their leadership of the department,
a Subject Coordinator models for others both deep knowledge of the curriculum
and excellent teaching practice.
Coping Mechanisms- It refers to any effort, healthy or unhealthy, conscious or
unconscious, to prevent, eliminate or weaken stressors, or tolerate their effects in
the least harmful manner” [Matheny et al., 1986].
Personal Profile. It refers to the status of the respondents as to age, gender,
highest educational attainment, length of service and award received.
IPCRF- (Individual Performance Commitment Rating Form). It refers to the
grading system intended to evaluate teacher’s performance throughout the year.
Stress- According to Lazarus [1990, p. 4], “stress is a multivariate process
involving inputs, outputs and the mediating activities of appraisal and coping
Burn out- Chronic and continual stress ultimately results in a state of exhaustion
and fatigue termed as burnout [Cherniss, 1980].
Overload- was measured by a scale adapted from Pareek [2002] merging two
highly inter-correlated components (stressors) of this scale: ‘role overload’
(sample item: “Too many and too high expectations from one’s role which s/he

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can’t fulfill”) and ‘inter role distance’ (sample item: “Demanding organizational
roles interfering with family roles creating work-life imbalance”).
RESEARCH METHODOLOGY
This chapter presents a brief description of the general method of research
employed in the study. The respondents of the study, procedural steps followed in
the conduct of the study, which includes research instruments, and the statistical
treatment for the analysis and interpretation of data.
Research Design
This study used the descriptive survey method. Descriptive-survey method
(Calmorin L. & Camorin M. 1995) refers to the method, which collects detailed
and factual information to describe existing phenomena. It describes a systematic
situation of area of interest factually and accurately. It allows a researcher to
carefully describe and understand behavior. It was the best design for the study

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because it will identify and justify the present coping mechanisms of the sixty
(60) subject coordinators with special functions in relation to their IPCRF rating.
Respondents of the Study
Respondents of this study were the sixty (60) subject coordinators from the six
(6) public elementary city schools, in Distict ll, Division of Quezon City as
shown in Table 1 below:
Population and Sample Size

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Data Gathering Instrument
The questionnaire was the data-gathering instrument consisting of two parts. Part
I include the profile of the teacher-respondents as to: gender, age, position held,
highest educational attainment: length of service and Individual Performance
Commitment and Review Form (IPCRF) Rating. On the other hand, Part ll was
on the level of coping mechanisms of teachers with special assignments as subject
coordinator.
Data Collection Procedure
The researcher first sought in the approval of the City Schools Division
Superintendent, Division of Quezon City before the gathering of the needed data
from the intended teacher-respondents. As soon as the letter of request was
approved, the researcher coordinated with all the principals or the six schools in

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CD II for the administration of the questionnaires to each of the teacher-
respondents in their respective schools. This was done purposely to ensure a one
hundred percent retrieval of the answered questionnaires. The response to the
questionnaires was treated with confidentiality to avoid any bias in the
interpretation of the results.
Statistical Treatment of Data
The statistical techniques used in interpreting the data gathered and in testing the
hypotheses include the following:
a) frequency Counts and Percentage. The frequency count with the
Corresponding percentage was used in describing the profile of the teacher-
respondents as to: 1) age: 2) sex: 3) position: 4) highest educational attainment: 5)
length of service and PCRF Rating.
b) Weighted Mean (WM). This was employed by getting the average score that
reflect the different weights in determining the level of coping mechanisms of
teacher-respondents with special assignments as subject coordinators. The scale
used was follows: (Chan, 1994; 1978) and Slovene (Peklaj & Puklek, 2001

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Scale Numerical Value Descriptive Equivalent
5 4.21-500 Always experienced
4 3.41-420 Sometimes experienced
3 2.61-3.40 Rarely experienced
2 1.81-2.60 Mildly experienced
1 1.00-1.80 Never experienced
c) The Pearson Product Moment Correlation Coefficient (Pearson r), Chi-square,
Spearman rho, Point Biserial were used to determine the significant relationship
between the coping mechanisms of teacher-respondents with special function and
their competencies based on the IPCRF rating.

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Discussion of Results and Recommendations
This chapter is the presentation, analysis and interpretation of data gathered
based on the responses to the questionnaire in textual and tabular form.
As could be gleaned from Table 2, a little more than four-fifths (49 or 81.7%)
were females while their counterparts’ males comprised the remaining one-
fourths (11 or 18.3%). Obviously, this is the trend when it comes to teaching
profession which is usually dominated by females.
The Same table 2 showed that majority (27 or 45%) belonged to age bracket 36-
40 followed by those in the 46-50 bracket with 23.3%, 31-35 (13.3%), while
8.3% were shared by two age groups (26-30 and 41-45). The lone teacher
belonged to above 50 years of age. The mean age of the teacher-respondents was
39.2

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These findings seem to indicate that the teacher-respondents have had
experiences and very satisfactory performance in teaching that made them to be
assigned with special functions.
As to religion, the bulk of the teacher-respondents (52 or 86.7%) were
Catholics. Their counterparts who were non-Catholics and Iglesia Ni Cristo
comprised the remaining 11.7% and 1.7%, respectively.
Table 2
Frequency Distribution of the Profile of the teacher- Respondents
A. Gender Frequency Percentage
Male
Female
Total
B. Age
26-30
31-35
36-40
41-45

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46-50
Above 50
Total
Mean=39.2
C. Religion
Catholic
Iglesia
Others
D. Highest
Educational
Attainment
College
With M.A Units
Total
Position
T1
T2
T3
MT1
Total

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Years of Service
1-10
11-20
21-30
Total
Mean=11.95
IPCRF Rating
3.49-3.99
(Satisfactory)
3.50-4.49 (Very
Satisfactory)
4.50-5.00
(Outstanding)
Total
Mean=4.35
These findings affirmed what San Luis (2016) cited that 80% Catholics from a
population of 100 million Filipinos. Moreover, the Philippines is the biggest
Catholic nation in Asia according to Myanmar Bishop Charles Maung Bo
(Mosqueda, Jr and Aquino, 2016). In the week-long 51 st International Eucharistic

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Congress held in Cebu City from January 16-31, 2016; Bo told the gathering of
hundred thousand of Filipinos that they had a special role to play in spreading the
gospel each to developed nations.
In terms of highest educational attainment, it was observed that most (50 or
83.3%) had obtained units leading to their material degrees while a little less than
one-fourths (10 or 16.7%) have not started Pursuing a higher degree than their
baccalaureate degrees.
As a validation, these results seem to imply that the teacher-respondents has
chosen to grow professionally by pursuing graduate studies which thought of to
be of great element when it comes to promotion to higher ranks.
Data in Table 2 exhibits that more than one-half (31 or 51.7%) of the teacher-
respondents with special functions were holders of Teacher 1 position followed
by Teacher 2 composed of a little over than one-fourths (17 or 28.3%), Teacher 3
with a little less than one-fifths (11 or 18.3%) and the lone Master Teacher 1
(1.7%).
As to the number of years in teaching, majority (32 or 53.3%) had been teaching
for less than 10 years followed by more than one-thirds (23 33.3%) and the least
were those between 21-30 years composed at 5 or 8.3%.

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It could also be observed in Table 2 that three-fourths (40 or 75%, of the
teacher-respondents with special functions were rated as Very Satisfactory with
IPCRF rating between 4.0 to 4.49 followed by those with outstanding rating of
4.5 to 5.0 composed of less than one-fourths (54 or 3.3%). Only one (1.7%)
received a Satisfactory IPCRF rating.
Griffith and colleagues (1999) cited that in order to deal with the many demands
associated with the profession, teachers must have effective strategies that enable
them to manage stress. This Table 3 exhibits the top ten coping mechanisms of
teacher-respondents with special functions as described by the weighted means
and ranks.
Table 3
Coping Mechanisms of Teachers with Special Assignments
Coping Mechanisms AW D Ran
M E k
1. Acting Out: not
coping-giving in to
the pressure to
misbehave.
2. Adaptation: The

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human ability to
adapt.
3. Aim Inhibition:
lowering sights to
what seems more
achievable.
4. Altruism: helping
others to help self.
5. Attack: trying to beat
down that which is
threatening you.
6. Avoidance: mentally
or physically avoiding
something that causes
distress.
7. Compartmentalization
: separating
conflicting thoughts
into separated
compartments.

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1. Compensation:
making up for a
weakness in one area
by gaining strength in
another.
2. Conversion:
subconscious
conversion of stress
into physical
symptoms.
3. Crying: Tears to
release and seeking
comfort.
4. Denial: Refusing to
acknowledge that an
event has occurred.
5. Displacement:
Shifting of intended
action to a safer
target.

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6. Dissociation:
Separating oneself
from parts of your
life.
7. Distancing: Moving
away.
8. Emotionally:
Outbursts and
extreme emotion;
9. Fantasy: escaping
reality into world of
possibility.
10. Help-Rejecting
Complaining: Ask for
help then reject it.
11. Idealization: Playing
up good points and
ignoring limitations
of things desired.
12. Identification:
Copying others to

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take on their
characteristics.
13. Intellectualization:
Avoiding emotion by
focusing on facts and
logic.
14. Introjection: Bringing
things from the outer
world into the inner
world.
15. Passive Aggression:
avoiding refusal by
passive avoidance.
16. Performing Rituals:
Patterns that delay.
17. Post-Traumatic
growth: Using the
energy of trauma for
good
18. Projection: Seeing
your own unwanted

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feeling in other
people.
19. Provocation: Get
others to act so you
can retaliate.
20. Rationalization:
Creating logical
reasons for bad
behavior.
21. Reaction Formation:
Avoiding something
by taking a polar
opposite position.
22. Regression: returning
to a child state to
avoid problems.
23. Repression:
subconsciously hiding
uncomfortable
thoughts

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24. Self-Harming:
physically damaging
the body
25. Somatization:
psychological
problems turned into
physical symptoms
26. Sublimation:
channeling psychic
energy into acceptable
activities
27. Substitution:
Replacing one thing
with another
28. Suppression:
Consciously holding
back unwanted urges.
29. Symbolization:
turning unwanted
thoughts into

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metaphoric symbols
30. Trivializing: making
small what is really
something big
31. Undoing: actions that
psychologically
‘undo’ wrongdoings
for the wrongdoer.
As could be gleaned, “Making up for a weakness in one area by gaining strength
in another“was given the highest rank of 1 with the corresponding weighted mean
of 4.38 which means “always experienced.” This was followed by “the human
ability to adapt” and “mentally or physically avoiding something that causes
distress” with the same rank 0f 2.5 as indicated by the weighted mean of 4.25
described as “always experienced.”
The remaining seven coping mechanisms which were all described, as
"sometimes experienced" with their corresponding ranks and weighted means
include: "separating conflicting thoughts into separated compartments" (4.15,
rank 4); "shifting of intended action to a safer target'. (4.05. rank 5); "helping
others to help self," "tears of release and seeking comfort" and "copying others to

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take on their characteristics"(4.00, rank 7); "subconscious conversion of stress
into physical symptoms" (3.97, rook 9); "lowering sights to what seems more
achievable" “trying to beat down toot which is threatening you"(3.95, rank 10.5).
From the above findings, it could be deduced that the teacher-respondents were
able to adjust their coping methods to the demands of changing situations and
differing stressors. Undeniably, they become knowledgeable of their short
comings, thus, they revert to a more positive decision protecting their ego from
anxiety to a more acceptable one.
The results of this present investigation had the same line of thought when it
was revealed by Devi (2011) that an appropriate amount of stress can actually
trigger passion for work, tap latent abilities and even ignite inspirations. The
study throws light on the wide spread silent problem by name.
Data on Table 4 indicate that there was a highly significant low positive
relationship between the IPCRF and the coping mechanisms as shown by the
correlation value of .293 with corresponding Sig. value of .023 which is lower
than the set .05 level of significance. This means the higher the level of their
coping mechanism the higher is the IPCRF rating also.
Table 4

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Relationship Between the Coping Mechanisms of Teachers with Special
Functions and their Competencies Based on their IPCRF Rating
Correlatio Sig.
n Value
IPCRF Coping .293* .023
Mechanisms
*Significant at 5% level of significance
These findings seem to imply that the competencies based on the IPCRF rating
of teachers with special functions could be attributed to their positive coping
mechanisms despite the heavy workload. Corroborative to these findings was
what Bowen, et al (2014) cited that many constructions professionals experience
high levels of stress that leads to psychological, physiological, and sociological
strain effects. However, sufferers adopt different coping mechanisms in attempts
to mitigate their condition.
Therefore, the null hypothesis that there was no significant relationship between
the level of coping mechanisms of teachers with special functions and their
competencies based on IPCRF rating was rejected.
As to the relationship between the coping mechanisms of teachers with special
functions and their competencies and profile variables, Table 5 showed no

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significant relationship as shown by the correlation values with corresponding
sig. values which are all higher than the set .05 level of significance.
Table 5
Relationship Between the Coping Mechanisms of Teachers with Special their
Competencies and Profile Variables
Profile Coping Correlati Sig.
Mechanis on Value
ms
a)Sex 3.074 0.40
b)Age 0.171 1
a)Religio 2.78 0.19
n 3.491 2
c)Highest 0.86

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Education 5
al -0.01 0.32
Attainme 0.013 9
nt
b)Position
b)Years 0.94
of Service 0.92
a)Pearson Chi-Square b) Spearman rho c) Point Biserial
Statistical data seem to point out that whether they are young or old, male or
female, whatever educational attainment they obtained whatever religious
affiliation they belonged, whatever position they held and be it young or old in
teaching service, the coping mechanisms of these teachers with special function
prevail. Thus, the null hypothesis, which states that there was no significant
relationship between the competencies and profile variables of the teachers with
special functions, was accepted.
The above findings slightly confirm the study of Lian and Tam (2014) when it
was concluded that correlation between work stressors and the adopted coping
strategies may vary depending on the type of problems being dealt with and the
interplay between the employee and the demand.

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Dissemination and Advocacy Plans
Summary
Coping mechanisms may include all activities undertaken by human person in a
stressful situation. The effect of stress on depression, its role in triggering the
subsequent phases of the disease, and the factors that mediate the stress-
depression relationship become more and more often subjects of research in
psychiatry and psychology. It is the focus of this research to determine coping
strategies used by teachers with special functions in the face of stress.
This descriptive research study through the use of a questionnaire checklist
unfolded the profile variables of the sixty (60) elementary school teachers with

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special functions as to: gender, age, highest educational attainment, position held,
religion, years of service and IPCRF rating during this school year 2016-2017 at
Quezon City, District IV Division of City Schools.
Further, it tried to determine the coping mechanisms of teachers with special
functions and its relationship to their competencies based on the IPCRF rating
and the probe variables. Statistical analysis was done through the Statistical
Package for social Sciences (SP{SS) program employing frequency counts,
weighted means and correlational values.
Highlights of the Findings
On the basis of the gathered data. The following were the findings of the study:
1. Majority of the teacher-respondents were females (49 or 81.7%) belong to the age
bracket of 36_40 (27 or 45%), Catholics (52 or 86.7%). As to their highest
educational attainment, 50 or 83.3% hove masteral units and are holding Teacher
1 positions (35 or 51.7%) and they had been teaching far ten years or less with a
Very Satisfactory IPCRF rating between 3.50-3.99.
2. The coping mechanism "Making up for a weakness in another area gaining
strength in another area” was ranked 1witha weighted mean “always experienced.

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3. There was a positive low correlation value of .293 coping mechanisms and
IPCRF of teacher with special functions at the .05 level of significance.
4. As to the coping mechanisms, IPCRF rating and profile variables, a not
significant relationship existed as indicated by correlational statistics such as
Pearson r. chi-square, spearman rho and point biserial.
Conclusions
The following conclusions were drawn on the basis of the highlights of the
findings:
1. The teacher-respondents with special functions were experienced females who
were Catholics holding Teacher 1 positions, had earned units leading to their
masteral degrees, with outstanding IPCRF rating and had been in the teaching
profession for less than ten years.
2. The special functions are chairmanship, coordinator ship, and committee
membership.
3. The coping mechanisms of the teacher-respondents with special functions are
compensated by their achievement or competencies as indicated by their
outstanding IPCRF rating.

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4. The null hypothesis that there was no significant relationship between the
coping mechanisms and IPCRF rating of the teacher-respondents with special
functions was rejected.
5. The coping mechanisms and IPCRF rating were not influenced by the profile
variables of the teacher-respondents with special functions.
Recommendations
Based on the highlights of the findings and conclusions drawn, the following
recommendations are offered:
1. Teachers should be recognized of their abilities and potentials.
2. Varied coping mechanisms maybe employed to counteract depression caused
by multi-functions of teachers not only inside the school, but also in the home and
community.
3. Additional monetary compensation or remuneration may be allocated to
augment the regular salaries of teachers who are assigned special functions.
4. In terms of Awards of Recognition may be given equivalent points in the
ranking system especially for promotion purposes.

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5. Teachers may be given scholarship for post graduates studies for them to
improve their skills and potentials, be done in the secondary level tot more
6. Similar of this study may conclusively results.
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Financial Report

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Appendix A
March 30, 2017

The Principal
_____________________
_____________________
Sir/Madam:
Attached herewith is the approved letter of request from the Schools Division

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Superintendent, Quezon City for the conduct of my research study entitled”
Coping Mechanisms of Teachers with Special Functions in Relation to Individual
Performance Commitment Record Form (IPCRF) Rating”. This is in partial
fulfillment of the requirements for the degree of Master of Arts major in
educational Management at Luna Colleges, Inc., Tayug, Pangasinan.
In this connection, may I request your god office to allow me to administer
questionnaire to your teachers who are my sample-respondents. Rest assured that
data to be gathered will be treated with confidentiality.
It is hoped that you will give this request your most favorable action and
approval.
Respectfully yours,
JULIE B. TAYABAN
Researcher
Noted:
AURORA E. ROSARIO, Ed. D.
Adviser
Approved:

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WILMA C. MANIO
Principal IV
March 28, 2017
Ms. JULIE B. TAYABAN
Researcher
Luna Colleges, Inc.

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Graduate School
Tayug, Pangasinan
Dear Ms. Tayaban:
This has reference to your letter dated March 27, 2017 requesting permission to
allow you to gather data pertinent to your research using Grade Chairmen as
subjects of your study in the District VI of this Division.
In this connection, please be informed that this Office interposes no objection to
the said request provided that proper coordination with the principals and
arrangement of your schedule shall be made in adherence to the no disruption of
classes policy as stipulated in DepEd Order No. 9, s. 2005 entitled "Instituting
Measures to Increase Engaged Time on Task" and ensuring compliance
therewith.
Please he guided accordingly.
Appendix B
Letter to the Respondents Thru the Principal
January 25, 2017

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Dear Respondents:
(Thru Channels)
As per approved letter of request from the office of the schools division
superintendent, I am very much honored to request for your kindness and
cooperation by providing the needed facts and information to the attached
questionnaire. This is in connection with my masteral thesis entitled: COPING
MECHANISMS OF TEACHERS WITH SPECIAL FUNCTIONS.
Rest assured that your answers to will be treated with strict Confidentiality May
this request merit your most preferential concern and approval.
Sincerely yours,
(Sgd.) JULIE B. TAYABAN
Researcher
Appendix C
QUESTIONNAIRE ON COPING MECHANISMS OF

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TEACHERS WITH SPECIAL ASSIGNMENTS
PART I. PERSONAL PROFILE OF RESPONDENTS
Direction: Please fill in the blanks for the needed information.
Name (Optional):__________________________________ Sex:
___________________
Age: ______________________ Religion:
_______________
Highest Educational Attainment: __________________ Position:
_______________
IPCRF Rating: __________________ Length of Service:
___________
PART II: Coping Mechanisms
Direction: Please put a check (/) mark on the column that corresponds to your
choice on how you cope as a teacher and other functions using the scale below.
Scale Descriptive Equivalent
5 Always
4 Sometimes

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3 Undecided
2 Seldom
1 Never
Coping 5 4 3 2 1
Mechanisms
1. Acting Out: not
coping-giving
in to the
pressure to
misbehave.
2. Adaptation:
The human
ability to adapt.
3. Aim Inhibition:
lowering sights
to what seems
more
achievable.

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4. Altruism:
helping others
to help self.
5. Attack: trying
to beat down
that which is
threatening
you.
6. Avoidance:
mentally or
physically
avoiding
something that
causes distress.
7. Compartmental
ization:
separating
conflicting
thoughts into
separated

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compartments.
8. Compensation:
making up for a
weakness in
one area by
gaining
strength in
another.
9. Conversion:
subconscious
conversion of
stress into
physical
symptoms.
10. Crying: Tears
to release and
seeking
comfort.
11. Denial:
Refusing to
acknowledge

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that an event
has occurred.
12. Displacement:
Shifting of
intended action
to a safer target.
13. Dissociation:
Separating
oneself from
parts of your
life.
14. Distancing:
Moving away.
15. Emotionally:
Outbursts and
extreme
emotion;
16. Fantasy:
escaping reality
into world of

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possibility.
17. Help-Rejecting
Complaining:
Ask for help
then reject it.
18. Idealization:
Playing up
good points and
ignoring
limitations of
things desired.
19. Identification:
Copying others
to take on their
characteristics.
20. Intellectualizati
on: Avoiding
emotion by
focusing on
facts and logic.

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21. Introjection:
Bringing things
from the outer
world into the
inner world.
22. Passive
Aggression:
avoiding
refusal by
passive
avoidance.
23. Performing
Rituals:
Patterns that
delay.
24. Post-Traumatic
growth: Using
the energy of
trauma for good
25. Projection:
Seeing your

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own unwanted
feeling in other
people.
26. Provocation:
Get others to
act so you can
retaliate.
27. Rationalization:
Creating logical
reasons for bad
behavior.
28. Reaction
Formation:
Avoiding
something by
taking a polar
opposite
position.
29. Regression:
returning to a
child state to

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avoid problems.
30. Repression:
subconsciously
hiding
uncomfortable
thoughts
31. Self-Harming:
physically
damaging the
body
32. Somatization:
psychological
problems
turned into
physical
symptoms
33. Sublimation:
channeling
psychic energy
into acceptable

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activities
34. Substitution:
Replacing one
thing with
another
35. Suppression:
Consciously
holding back
unwanted
urges.
36. Symbolization:
turning
unwanted
thoughts into
metaphoric
symbols
37. Trivializing:
making small
what is really
something big

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38. Undoing:
actions that
psychologically
‘undo’
wrongdoings
for the
wrongdoer.
Appendix D
INDIVIDUAL PERFORMANCE COMMITMENT RECORD FORM
Name: ___________________________ School:
__________________
Position Title: (T1, T2, T3, MT1, MT2)

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District /Division: ___________________________ Region:
_____________________
Rating Period: ______________________` (1st Semester/2nd Semester)
School Year: _____________________
PERFO 1 8 6 4 2 R
RMAN 0 a
CE t
INDICA i
TOR n
I:
TEACH
ING
LEARN
ING
PROCE
SS:
(40%
for
Teacher

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s)
1. Prepared
daily
lesson
plans/log
s of
activities
within
the
rating
period
with
1.1
Complet
e parts of
descripti
on
1.2
Appropri
ate,
adequate

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and
updated
instructi
onal
materials
1.3
Higher
order
thinking
skills
(HOTS)
develope
d.
1.4
Desired
learning
compete
ncies
attained
based on

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the
budget
of work.
2. Facilitate
learning
through
innovati
ve
teaching
strategie
2.1 Child
centered
activities
2.2
Cooperat
ive
learning
2.3 ICT
integrati

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on
3. Initiated
disciplin
e of
learning
through
setting
of
classroo
m/
school
rules and
guideline
s within
the
rating
period.
No
guidance
cases,
issue

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reported.
Name: ___________________________ School:
__________________
Position Title: (T1, T2, T3, MT1, MT2)
District /Division: ___________________________ Region:
_____________________
Rating Period: ______________________` (1st Semester/2nd Semester)
School Year: _____________________
PERFOR 1 8 6 4 2 R
MANCE 0 a
INDICAT t
OR i

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I:
TEACHIN
LEARNIN
PROCESS
: (40% for
Teachers)
4. Prepared
daily lesson
plans/logs
of activities
within the
rating
period with
1.1
Complete
parts of
description
1.2
Appropriate

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, adequate
and
updated
instructiona
l materials.
1.3 Higher
order
thinking
skills
(HOTS)
developed.
1.4 Desired
learning
competenci
es attained
based on
the budget
of work.
5. Facilitated
learning
through

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innovative
teaching
strategies
2.1 Child
centered
activities
2.2
Cooperativ
e learning
2.3 ICT
integration
6. Initiated
discipline
of learning
through
setting of
classroom/
school rules
and
guidelines
within the

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rating
period. No
guidance
cases, issue
reported.
7. Monitored
attendance,
diversity
appreciatio
n, safe,
positive
and
motivating
environmen
t, overall
physical
atmosphere
cleanliness
and
orderliness

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of
classrooms
including
proper
disposal
daily.
4.1Mainati
ned safety,
orderliness
and
cleanliness
of floor,
toilets and
proper
waste
disposal.
4.2Carried
out
attendance
checking
systematica

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lly to lessen
absenteeis
m.
I:
Learners
Outcome
(30% for
Teachers)
1. Monitored,
evaluate
and
monitored
pupil’s
progress
within the
rating
period
through:
1.1 An
updated

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record
1.2 Pupil’s
portfolio
1.3
Summative/
unit test
with table
of
specificatio
ns (TOS)
1.4 Pre test
and Post
test
1.5
Conducted
remediation
and
enhanceme
nt to pupils
to improve

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performanc
e indicator
1.6
Attained
the MPS
for grade
level and
learning
areas based
on baseline
target/diagn
ostic test
1.7
Decreased/
maintain
failure rate
1.8
Degreased/
Maintained
NAT __%

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over
number of
enrollees
1.9
Increased/
Maintained
NAT MPS
by __%
over
previous
year
II:
COMMM
UNITY
INVOLVE
MENT
1. Conducted
regular /
periodic
PTA

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meetings
within the
rating
period
1.2 Visited
parents
pupils
needing
academic
monitoring/
follow up
within
rating
period
III:
Professiona
l Growth
and
developme
nt (20% for
Teachers)

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1. Conducted
case
study/resear
ch in
classroom/s
chool,
district or
division
within the
rating
period
1.1Participa
ted in
trainings or
seminars/
workshop
1.2
Demonstrat
ed/
Manifested
dedication

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and
commitmen
t to work
through:
1.3
Punctuality
1.4
Attendance
in school &
other
related
activities
1.5
Observed
demo
teaching in
a year
1.6 Pursued
graduate /
post

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graduate
studies
1.7
Developed
teachings to
fill in the
gaps need
of the
school

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JULIE B. TAYABAN
Teacher III
Muñoz St. Talanay Area B Batasan Hills Quezon City
+639064452818
709-2355/ 8255-7383 julietayaban49@gmail.com
bses136539@live.com
https://www.facebook.com/julie.tayaban/
SKILLS AND SUMMARY

COMPETENCIES Detail-oriented, dedicated and highly motivated. Good leadership and
Leadership & Management management. IT/ ICT equipped. Professional driven and possess solid
analytical, effective written and communication skills, problem solving
Effective Written & and critical thinking skills. Seeking to work in an environment that will
Communication Skills challenge and expand upon the abilities and skills I have gained in my
experiences.
Computer Literate
PERSONAL BACKGROUND
Planning & Organizing
Safety Management
Self-motivated
Enthusiastic
EDUCATIONAL BACKGROUND
INTERESTS
Social
Interaction
Bread and Pastry
Creative Arts
Spiritual Growth
Gardening
Adventure
Reading
Music
WEBINAR WORKSHOP TRAININGS ATTENDED
LANGUAGES

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Republic of the Philippines

A PERSPECTIVE OF THE COPING MECHANISMS OF TEACHERS

WITH SPECIAL ASSIGNMENTS TOWARDS INSTITUTIONAL

An Action Research Title Proposal Presented to the

School Research Committee

Bagong Silangan Elementary School

January 28, 2021

Villamor St. Brgy. Bagong Silangan, Quezon City

Office of the Principal

A PERSPECTIVE OF THE COPING MECHANISMS OF TEACHERS

WITH SPECIAL ASSIGNMENTS TOWARDS INSTITUTIONAL

An Action Research Title Proposal Presented to the

Division Research Committee

Bagong Silangan Elementary School

February 17, 2021

Villamor St. Brgy. Bagong Silangan, Quezon City

Villamor St. Brgy. Bagong Silangan, Quezon City

Villamor St. Brgy. Bagong Silangan, Quezon City

Introduction of the Research

In realization towards the objective of quality education, it has been a

great challenge among teachers with special functions to increasingly search

continue performs their functions to give great contributions for the

improvement of the school and success of the stakeholders.

mechanisms that are still under research. Coping Mechanisms is an effort a

person does to prevent, eliminate or weakens stressors, or tolerate their effects in

conceptualizes coping as “a person’s ongoing efforts in thoughts and in action to

manage specific demands appraised as taxing or exceeding the resources of the

Teachers with special functions such subject school coordinator assumes

teachers would probably an additional stressor to them therefore coping

days, stress and coping mechanisms “become a part of life”

Villamor St. Brgy. Bagong Silangan, Quezon City

One of the recognized groupings of coping strategies is that which was

written in the psychology textbook by Weiten, which includes the appraisal-

focused or adaptive cognitive, the problem-focused or adaptive behavioral, and

change of mindset or a revision of thoughts. Denial is the most common coping

mechanism under this category.

3. the emotion-focused strategies include the alteration of one's emotions to tolerate

or eliminate the stress. Examples include distraction, meditation, and relaxation

Villamor St. Brgy. Bagong Silangan, Quezon City

Many psychologists also contributed in the study of coping mechanisms

by grouping mechanisms or strategies according to their manifestations and

purposes. In general, here are the general classifications of coping mechanisms:

Defense - the unconscious ways of coping stress. Examples: reaction formation,

Adaptive -tolerates the stress. Examples: altruism, symbolization

Avoidance -keeps self away from the stress. Examples: denial, dissociation,

fantasy, passive aggression, reaction formation.

Attack - diverts one's consciousness to a person or group of individuals other

than the stressor or the stressful situation. Examples: displacement, emotionality,

Examples: compensation, sublimation, undoing.

Cognitive - alters the way we think so that stress is reduced or removed.

Examples: compartmentalization, intellectualization, rationalization, repression,

Self-harm - intends to harm self as a response to stress. Examples: introjections,

Conversion - changes one thought, behavior or emotion into another. Example:

Villamor St. Brgy. Bagong Silangan, Quezon City

termed as problem-focused coping and emotion-focused coping. Problem-focused

coping aims to solve the problems in advance or in other words to try

situation [Carver et al., 1989].

Problem-focused on coping mechanisms (e.g., proactive coping) involve

[Greenglass and Fiksenbaum, 2009]. Emotion-focused coping includes

acceptance and positive interpretation of stressful events, denial, avoidance and

focused coping is used mostly in situations which were appraised as changeable

and emotion-focused coping in scenarios appraised as unchangeable [Lazarus