Occupational stress and coping mechanisms of MAPEH teachers

Teaching is widely recognized as one of the most demanding professions, often exposing educators to high levels of occupational stress. This study explored the occupational stress and coping mechanisms of MAPEH teachers in the Second District of Capiz. Specifically, it assessed the level of stress experienced by teachers in relation to workload and time pressure, student behavior and classroom management, curriculum and instructional support, emotional and psychological stressand external factors after class hours. It also examined the coping mechanisms employed by theteachers, focusing on active coping, emotional coping, social support and avoidance coping. Additionally, the study examined the relationship between stress levels and coping mechanisms. A descriptive-correlational research design was employed, using a survey to collect quantitative data from 147 MAPEH teachers. Data were gathered using a researcher-made Occupational Stress and Coping Mechanisms Survey (OSCMS) and analyzed using frequency, percentage, mean and Pearson’s r for correlation. Findings revealed that MAPEH teachers experienced high levels of occupational stress, particularly in workload, emotional stress, and lack of support. Despite these challenges, teachers exhibited a high level of coping mechanisms, demonstrating resilience by actively employing a variety of coping strategies, with emotional regulation and active coping being the most frequently used. A significant positive correlation was found between occupational stress levels and coping mechanisms, indicating that increased stress was associated with greater use of coping strategies.