Table 4

Spearman Row for Difference in Coping Mechanisms compared by

Teachers’ Challenges
Category ρ Sig
Teachers' Challenges and Coping Mechanism 0.58 0.002

* p<0.05, significant @ 5% alpha level

ns p>0.05, not significant @ 5% alpha level

There is a significant relationship between the Teachers’

Challenges and Coping Mechanisms. The result implies that among

the levels of Teachers’ Challenges in terms of Psychological

Well-being and Academic Overload are related to each other. The

result showed that the Sig value was 0.002, which is greater than

the alpha level of 0.05, indicating that the relationship is

statistically significant. During the Face to face teaching,

teachers’ apply various facets of problem-focused coping by

taking a coffee break, meditate, and going out with acquaintance.

Also, they do this to help them adjust to stressful events while

maintaining their emotional well-being that the challenges

brought by the pandemic-influenced teaching pushed them to show

their ability to rise above them by employing coping strategies.

Teachers’ stress has been shown to have an impact on their

performance all over the world. It has been discovered to be one

of the main causes of burnout as they face new challenges and

dynamic experiences as a result of ever-changing educational

system. With poor health and coping abilities, they are

recognized having a significant levels of stress and challenges.

It implies that greater teacher coping skills and well-being

would lead to more innovative, challenging and effective

mentoring and so improved educational outcome.

Therefore, we concluded that there is significant

relationship between teachers’ challenges and coping mechanisms

at a 5% significance level. The high mean score suggest that

teachers are able to cope well with the challenges they face in

the new normal. Results in our study revealed that Teachers’

Challenges and Coping Mechanisms are associated with each other

given the value of Sig 0.002.

Thus, the null hypothesis stating that there is significant

relationship in Teachers' Challenges in terms of Psychological

Well-being and Academic Overload. and Coping Mechanism of STEM

Teachers in Filamer Christian University is hereby rejected.