Instructional Issues, Burnout, Stress, and Coping Strategies of Mathematics Teachers In Elementary Schools In Lapu-Lapu City: Basis For A Psycho-Social Support Plan

This study explores the instructional challenges, burnout, stress levels, and coping mechanisms among elementary mathematics teachers in Lapu-Lapu City using a sequential explanatory research design. Data were gathered through questionnaires and focus group discussions conducted in selected schools under the DepEd Lapu-Lapu City Division. The findings highlight a predominantly middle-aged, female teaching workforce with limited advancement to senior positions. Teachers face challenges in developing instructional materials, managing classrooms, and accessing resources, exacerbated by systemic issues like inadequate administrative support and resource limitations. Burnout and stress levels among teachers are notably high, with physical exhaustion and role conflicts being key contributors. Teachers utilize various coping strategies, including mindfulness practices, dynamic instructional methods, time management, and social and spiritual engagement, to address these challenges and maintain professional resilience. The study emphasizes the need for systemic reforms, including targeted professional development, improved resource allocation, and comprehensive wellness initiatives. Schools must implement administrative support systems and stress management programs to address teachers' well-being and enhance instructional effectiveness. By fostering resilience and addressing systemic barriers, these measures aim to create a more supportive and effective teaching environment.