Instructional Challenges in Teaching and Coping Strategies of Teachers in Manolo Fortich, Bukidnon

Teachers face many challenges adapting to changing education. The study was conducted to examine the instructional challenges in teaching and coping strategies among teachers during the school year 2023-2024. Specifically, this aimed to assess the teachers’ level of instructional challenges in teaching and their coping strategies; and determine the significant relationship between the teachers’ challenges and their coping strategies. A descriptive-correlational method of research was utilized, with 175 teachers as respondents using stratified sampling technique and simple random sampling to obtain the number of respondents per grade level. The instrument for measuring coping strategies was patterned and modified from Ausa (2023), while the assessment of instructional challenges was based on the different readings of the researcher, however the indicators were researcher- made. Descriptive statistics such as mean, standard deviation, and Pearson’ s Product Moment Correlation Coefficient were used to analyze and interpret the data. The level of teacher’s instructional challenges is moderately challenged with the highest mean on the behavioral issues and curriculum constraints. Furthermore, the level of teachers coping strategies is high, on positive well- being. Hence, there is a significant relationship between instructional challenges and coping strategies. It is concluded that the most pressing concerns for educators were behavioral issues and curriculum constraint, which significantly hindered their ability to deliver effective lessons. Hence, as instructional challenges increase, teachers also strengthen their coping strategies. It is recommended that school administrators should provide more diverse instructional materials and strengthen social support among teachers, as support mechanisms are perceived as inadequate.