Mental Self-Government and Stress Coping Skills: A Comparative Study of Teachers in the Davao City Division

This purpose of the study was to determine if there a significant difference in the level of stress coping skills of teachers when grouped according to form of mental self-government in Davao City Division. A total of 82 teachers in Davao City Division were identified through tabachnick and fidell formula. The study utilized a descriptive-comparative design. Adapted survey questionnaires were utilized which centered on mental self-government and stress coping skills of teachers. Frequency and Percentage, Mean, and One-way ANOVA were used as statistical tools of the study. Results revealed On the mental self-government styles of teachers in Davao City Division, the findings revealed that the most common style was the Hierarchic style. Moreover, on the level of teachers’ stress coping skills, the findings showed that rational thinking, emotional regulation, and support seeking were interpreted as High, indicating that these stress coping skills were oftentimes evident among teachers. Clearly, on the significant difference in stress coping skills when grouped according to mental self-government styles, indicated a statistically significant difference. This suggests that the form of mental self-government significantly affects how teachers cope with stress. Thus, this study suggests that Department of Education (DepEd) should provide professional development programs focusing on enhancing teachers’ stress coping skills.