STRESSORS AND COPING MECHANISMS OF TEACHERS

This study aimed to assess the stressors and coping mechanisms of Senior High School (SHS) Teachers. Moreover, it aimed to establish the difference between the stressors and coping mechanisms of Senior High School teachers in Tagbilaran City Schools Division, Tagbilaran City, Bohol, Philippines. Specifically, it determined the significant difference in the respondents’ stressors and coping mechanisms when categorized according to age and gender. Based on the assessment and findings, stress management measures are proposed. 
          The respondents of this study were the Public Senior High School (SHS) Teachers of Tagbilaran City Schools Division, Tagbilaran City, Bohol. No sampling technique was used because the total population of teachers participated in the study. The descriptive-correlational in nature. It employed a questionnaire in gathering the data to measure stressors and coping mechanisms used by the respondents. 
The researcher found that teachers are stressed if the physical working environment is not conducive to learning and teaching. Moreover, lack of resource materials and other paperwork related can really affect the teachers mentally. On the other hand, emotional and social stressors did not affect too much, although teachers have encountered these stressors while in school. Thus, the respondents’ stressors and coping mechanisms used by the teachers have no significant difference when categorized according to age and sex except for the physical coping in terms of gender. 
  
  
  
 


About the Author
He is a frequent participator in various professional enriching programs, a demonstrator, and a regional process observer for the entire Region VII about the P.E. and Arts Senior High School (SHS) Mass Training for Teachers (MTOT) for Academic Track (Core and Specialized Subjects) and a member of the Philippine Folk Dance AssociationCebu-chapter.
Moreover, I am also one of the Research proponents of the regional research conference h e l d a t t h e D e p E d r e g i o n a l o f f i c e w i t h R e g i o n a l R e s e a r c h C o m m i t t e e ( R R C ) a n d Deliverables BERF 2019, and the results of my study were utilized during the in-service finalization of the development of the DepEd sports manual for CVIRAA and Palarong Pambansa.

Preface
It is in this regard that the researcher is motivated to conduct this study to assess the stressors and coping mechanisms of all Public Senior High School (SHS) Teachers of Tagbilaran City Schools Division so that recommendations and action plan can be proposed to address the necessary needs of the teachers to cope with stressors. In order to fully understand the methods by which training can be provided to teachers to help mitigate the impacts of the stress, it is important that the relationship between potential stressors and coping mechanism be determined. Being aware of the effects, they may be able to manage and deal with such obstacles in life smoothly with lesser or without affecting their social, emotional, physical and mental aspects as a teacher.
Furthermore, the findings of the study would be utilized as a basis to plan activities that may help teachers minimize the stress and guide the teachers on how to handle stress and further prevent and improve their coping mechanism.
∉⇒¬⊇∠∇¬⌠ ⇐∨⊂⇒⊆ ∏〉 Holy Name University Tagbilaran City, Philippines Acknowledgments to the significant individuals who have contributed to the completion of his research work. Thus, the researcher would like to make special mention of the contributions of these people in the completion of this thesis, which have been particularly significant.
First and foremost, to the Almighty God the Father, to Jesus Christ His Son, and to Mary, advocate and helper who gave the researcher strength to complete and realize this study; Dr. Roque A. Bongcac, Dean of the College of Education for his intellectual pieces of advice, suggestions and approval; 4 Dr. Rafunz her unceasing and dedicated support and advice for the realization of the whole thesis output; researcher in the completion of the study and for extending her time to update on the progress of the thesis work; Bro. Carl Milos R. Bulilan, Prof. Arlene B. Loquias, and Prof. Ted Bryan Y. Ladaran, members of the panel, for the constructive criticism and valuable suggestions to improve this study; Dr. Virginia C. Zapanta, CESO V, Schools Division Superintendent, for her approval to conduct this study to the public schools of Tagbilaran City Schools Division, Tagbilaran City; All Senior High School Teachers of Tagbilaran City Schools Division, Tagbilaran City who were the respondents of the study; Anielyn C. Alleo and Daphne Pineda for their unselfish guidance and their constructive criticism of the grammar content of this study; The Lady Sharks, Fallene, Anielyn, Rachel, Jean Phebet, and Aisah, for their inspirational messages and words of encouragement; their expertise and support in the finalization of the data gathered; All Grade 11 and 12 SHS Teachers and all the school principals of Tagbilaran City Schools Division for the support of the study; His beloved Parents, for their unfailing love and unwavering support since the very beginning, they are his sources of inspiration and strength; My sisters, sister-in-law, and my brother, for the unending support, unconditional love, and prayers of success in everything that he is doing and for constantly being at his side in any moment of his life; and Those people who extended their help and support to the researcher in any way possible, THANK YOU SO MUCH. May the Good Lord forever bless you as you can help more people in time.
-The Researcher

DEDICATION
This humble piece and product, of determination and perseverance, -supportive family, friends, and to all who are in way or another have become instrumental to the accomplishment of the humble academic endeavor, and most of all to the Supreme Almighty God.
To all of you, words never suffice Stress is a universal phenomenon. It can be a catalyst for positive change or it can be a source of discomfort and pain. All people experience stress; it has always been a part of life and is generated by constantly changing situations that an individual must face. Stress is a result of both positive and negative experiences. It is an internal state which results from frustrating or unsatisfying conditions. Many people experience stress on a daily basis and many of the stressors are the same for everyone. Some people are, by nature or habit, more susceptible to stress, or more likely to be stressed by something that would more easily roll off someone else's back.
One of the most challenging professions today is teaching. This is mainly because the teachers are in a position of too much responsibility. Teaching has been a profession with many rewards and with these rewards come challenges that are very stressful to tackle.
stress response is triggered, and a series of physiological changes take place to allow the person to fight or run. Sometimes rs; stress. (Scott, 2018). Educators are not exempted from stress. Many teachers deal with stress in school which can be a significant factor in the delivery of their teaching. In fact, due to stress, a surprisingly high percentage of teachers experience high blood pressure. The concept of stress is important because it provides a way of understanding the person as a being who responds in totality (mind and body) to a variety of changes that take place in daily life (Kozier, 2007). are in the teaching field. Teachers must have preventive measures in managing stress. The simplest way to deal with stress quickly and effectively is to remove or eradicate its cause (Hambly and Muir, 1997). In the case of work stress, the cause would be the work stressors. Long hours, overwork, tight deadlines, and many more are frequent work stressors especially for teachers. There are four main aspects of stress management. First is providing information and explanation about stress; second is changing how the person sees the situation; third is resolving the cause of stress, and the fourth is cushioning the effects of stress.
Copper (1998) proposed that organizations are required to approach stress at relationship is and what the demands placed upon the employees are. Establishing stress management programs follows after which a counsel service must be established. Lastly is to cushion oneself by relaxation, breaks, social support, healthy, and leisure activities. Adopting the right attitude can convert a negative stress into a positive one (Selye, 1976).
from everyday life leading to detrimental physical and emotional outcomes for teachers ventilation in certain schools and trigger asthma. This illness contributes to the absenteeism of teachers. Moreover, Fisk (2000) also found out that bacteria, viruses, poor ventilation system. It is in this regard that the researcher is motivated to conduct this study to assess the stressors and coping mechanisms of all Public Senior High School (SHS) Teachers of Tagbilaran City Schools Division so that recommendations and action plan can be proposed to address the necessary needs of the teachers to cope with stressors. In order to fully understand the methods by which training can be provided to teachers to help mitigate the impacts of the stress, it is important that the relationship between potential stressors and coping mechanism be determined. Being aware of the effects, they may be able to manage and deal with such obstacles in life smoothly with lesser or without affecting their social, emotional, physical and mental aspects as a teacher.
Furthermore, the findings of the study would be utilized as a basis to plan activities that may help teachers minimize the stress and guide the teachers on how to handle stress and further prevent and improve their coping mechanism.
This study on the stressors and coping mechanism of teachers is anchored on the theories of Transactional Theory on Stress and Coping by Richard Lazarus (1996) Transactional Theory on Stress and Coping by Lazarus (1966). Stress is regarded as a relational concept, i.e., and is not defined as a specific kind of external stimulation nor a specific pattern of physiological, behavioral, or subjective reactions. Instead, stress (Krohne, 2002). Coping is a process of standpoint as an ongoing cognitive and behavioral efforts to manage specific external and/or internal demands that are appraised as taxing or exceeding the resources of the person. From the definition, coping is merely identified as cognitive and behavioral efforts to manage stress. From a measurement and research standpoint, this type of formulation emphasizes that the coping effort is independent of the outcome so that its role in influencing adaptational outcomes can be independently assessed (Lazarus, 1966). Borbowski (2005), stress can be though a direct response to a stressor but rather one's resources and ability to cope on mediate the stress response and are amenable to change, thus allowing stress to be controllable. In order to develop an effective stress management program, it is first necessary to identify the factors that are central to a person controlling his/her stress and to identify the intervention methods which effectively target these factors. Lazarus and Folkman's interpretation of stress as cited by Borbowski (2005) focuses on the transaction between people and their external environment (known as the Transactional Model). The model contends that stress may not be a stressor if the person does not perceive the stressor as a threat but rather as positive or even challenging.
Also, if the person possesses or can use adequate coping skills, then stress may not actually be a result or develop because of the stressor. The model proposes that people can be taught to manage their stress and cope with their stressors. They may learn to change their perspective of the stressor and provide them with the ability and confidence to improve their lives and handle all of the types of stressors.
Biopsychosocial Model of Stress as stated by Cordon (1997) stress has three components: one is an external component, second is an internal component, and the third is the interaction between the external and internal components. The external component of the Biopsychosocial Model of stress involves environmental events that precede the recognition of stress and can elicit a stress response. Most of the common stressors fall within four broad categories: personal, social/familial, work, and the environment. These stressful events have been linked to a variety of psychological and physical complaints. For example, bereavement is a particularly difficult stressor and has provided some of the first systematic evidence of a link between stress and immune functioning (Landow, 2006).
Bereavement research generally supports a relationship between a sense of loss and lowered immune system functioning. Health problems and increased accidents are also associated with stressful work demands. Stressors also differ in their duration. Acute stressors are stressors of relatively short duration and are generally not considered to be a health risk because they are limited by time. Chronic stressors are of relatively long duration and can pose a serious health risk due to their prolonged activation of the body's stress response.
Stress has generally been viewed as a set of neurological and physiological reactions that serves an adaptive function traditionally; stress research has been oriented toward studies involving the body's reaction to stress and the cognitive processes that influence the perception of stress.
According to Selye 1976, as cited by Saleem (2011), an important aspect of stress is that a wide variety of dissimilar situations are capable of producing the stress response such as fatigue, effort, pain, fear, and even success. This has led to several definitions of stress, each of which highlights different aspects of stress. A stress reaction is elicited by a wide variety of psychosocial stimuli that are either physiologically or emotionally threatening and disrupt the body's homeostasis. The internal component of stress involves a set of neurological and physiological reactions to stress. Selye defined stress as "nonspecific" in that the stress response can result from a variety of different kinds of stressors and he thus focused on the internal aspects of stress. Selye (1976) introduced the concept of general adaptation syndrome (GAS), the physiological response to stress. GAS is the same whether the stressor is actual or imagined, present or potential. In other words, physiological reactions of the body are essentially the same regardless of the source of stress. In addition to adapting globally, the body can also react locally: that is one organ or a part of the body reacts alone. This is referred to as the local adaptation syndrome (LAS). One example of LAS in inflammation. Selye (1956) proposed that both the GAS and LAS have three stages; alarm reaction, resistance, and exhaustion.
Selye, as cited by Saleem (2011), noted that a person who is subjected to prolonged stress goes through three phases: Alarm Reaction, this stage includes the complex sequence of events brought about by the activation of the sympathetic nervous system and the endocrine system the fight-or-flight reaction. During this stage, the body is more susceptible to disease or injury because it is geared up to deal with a crisis. A person in this phase may experience headaches, indigestion, and anxiety. Sleeping and eating patterns may also be disrupted. During the stage of Resistance, with continued stress, Selye, theorized that the body develop a new level of homeostasis in which it is more resistant to disease and injury than normal. During the resistance stage, a person can cope with normal life and added stress. Exhaustion, both the mobilization of forces during the alarm reaction and the maintenance of homeostasis during the resistance stage require a considerable amount of energy. If a stressor persists or if several stressors occur in succession, general exhaustion results. This is not the sort of exhaustion people complain of after a long, busy day. It is a life-threatening type of physiological exhaustion characterized by such symptoms as distorted perceptions and disorganized thinking. Selye termed this set of responses as the General Adaptation Syndrome (GAS). This general reaction to stress is viewed as a set of reactions that mobilize the organism's resources to deal with an impending threat.
This study is also anchored on the Code of Ethics for Professional Teachers of the Philippines (Resolution no. 435, 1997), pursuant to paragraph (e). Article II, Teacher, and the State, Section 3 & 4 of RA no. 7836 (Philippine Teachers Professionalization Act of 1994). In the interest of the state and of Filipino people as much as of his own, every teacher shall be physical, mentally, and morally fit. Every teacher shall possess and actualize a full commitment and devotion to duty.
This research gets its legal grounds the code of Good Governance otherwise known as Executive Order No. 220 issued by President Gloria Macapagal-Arroyo. Among its important features are: a.) the promotion and establishment of ethical awareness and competency among Filipino professionals to make them accountable to their public liability and fully fulfill their professional obligation to their clients: b.) the enhancement and maintenance of high professional, technical and ethical standards in the practice of their professions; and, c.) not only the improvement of their technical and ethical proficiency, but also the awareness and knowledge of modern trends and technology to deliver quantitative and globally competitive professional services, and secure the safety and protection of the public.
This Code of Good Governance has specific principles of professional conduct. The specific professional conduct are a.) wherein professionals are required to undertake responsibilities with the highest sense of integrity, maintain objectivity at all times, be free of conflicts and refrain from engaging in any activity that would prejudice their abilities to carry out their duties ethically and their principle of; and b.) wherein teachers should be equipped with a certain level of competence necessary such as knowledge, technical skills, attitudes and experience to carry out professional services which they can reasonably deliver with professional services which they can reasonably deliver with professional competence (De Belen, et al., 2007).
In a journal authored by Pickering (2005), it was then found out that the workload and time constraints have a strong negative result on teachers making their stress level increase. Thus, the article emphasized to manage workloads of teachers like prioritizing tasks, longer-term lesson planning, a delegation of tasks and decreasing their involvement in some extra-curricular activities. Moreover, relationship within family members of teachers particularly teachers worrying about not spending enough time with family and friends can create an increase of stress level among them. Inadequate collegial support then affects how teachers satisfy themselves in the workplace. Providing enough time for teachers to mingle with one another and creating avenues for them to share experiences can make a positive difference to the stress felt by the teachers. work stressful. This involves lack of materials and school supplies making it more difficult for them to stabilize.
According to Gebrekirstos (2015), the dominant sources of stress appear to be interpersonal related activities, administrative related stressors, and home-work interface in that order. Religious related coping, emotional self-control related coping, give-up coping planful coping and social related strategies are the most used coping strategies respectively. The article also recommends that there will be stress management programs and encouragement services provided to teachers. Thus, it is essential if counselors of the school and other health workers can help the educators cope with such stresses.
Stress is a reaction to a potential stressor (Roth & Cohen, 1986). A potential stressor is an event which has the potential to cause stress. When a potential stressor is encountered, each individual processes the event with coping mechanisms.  analyzed the impact that using specific coping mechanisms had on actual stress experienced and found that the management of stress was more significant than the actual potential stressor. This explains why individuals who are faced with the same potential stressor can have a vastly different amount of stress from the event. Lazarus and Folkman continue to explain that the use of appropriate coping mechanisms is paramount to the inevitable stress that the individual experiences emotionally or physically as a result of the stressor. As people encounter potential stressors, they interact with the stressful environment and employ a variety of coping strategies to manage that stress in an effort to lessen the impacts of the stress on the physical, emotional, or psychological well-being of the individual (Dolan, 2008).
Stressors that require coping may be acute, such as a change in residence or onset of marital problems. Stressors also occur that are of longer duration, such as chronic pain, chronic illness, or enduring financial problems. The effect of many acute stressors that occur within a relatively brief period of time may be cumulative and profound. Thus, the individual who experiences a marital separation, the death of an aging parent, and a change in his or her job within a brief period of time may find himself or herself struggling to adjust to maintain his or her physical and emotional health. Individuals may not be able to control some stressors. However, they can control the effects of stress managing stress like planning, laughing, re-channeling our energy, learning to relax and calling on our support system .
According to Fisher (2007), there were two major components of stress among teachers; these were the misbehavior of students and the limitation of time given to them. Additionally, Fisher (2007) suggests that positive peer collaboration, better mentoring for new teachers, and more effective professional development must be highlighted in schools to satisfy teachers who will remain in the field of teaching in a long run. Moreover, the study of Meghaa (2017) stated that no student is afraid of the teacher, they are only afraid of the power they hold because teachers have the power to From the findings of the study of Austin, Shah, and Muncer (2005), the prevailing cause of stress among educators was work overload. Purposeful problem solving was the most frequently used coping strategy among the respondents. Anger management was also used to minimizing stress upon misbehavior of students in the class.
The main reasons that elevate stress among teachers include unrealistic expectations, paperwork, and administration. Schools should focus on stress management techniques reflected in seminars given to teachers. In addition, it is important to include follow-up, long term evaluation so that the impact can be maintained over an extended period of time Sprenger (2011).
Moreover, Darmody and Symth (2011) concluded that female teachers were satisfied in their job than male teachers making them cope easily with the workplace, even though gender was not significant in teacher stress. In addition, Manjula (2007), found out that teachers who happen to be in the age group of above 40 years and teachers below 30 years old experience a high level of stress.
The study conducted by Kepalaite (2013), found that teachers who experience high-stress level most often cope with the stressful situation using planful-problem solving, accepting responsibility and would prevent future occurrence of another stressor by seeking social support.
From the findings of the study of Pieras (2017), entitled Stressors and Coping Strategies of Nurses conducted in the selected hospitals of Tagbilaran City, more female nurses assigned in the operating room than males with age ranges from 25 to 45 years and are single and has an average of 5 years experienced in the workplace identified the major physical stressors were the malfunctioning of equipment and poor ventilation specifically the air conditioning unit in the workplace and the inability of nurses to access personal necessities. Moreover, nurses in the operating room usually cope with the physical stressors by arranging and checking the usual set-up of equipment, physical environment specifically the air conditioning unit or the ventilation of the workplace and checking the availability of supplies before and after the operation.
The study of Apalisok (2013), on job stressors, coping strategies and work efficiency revealed, that job stressors can greatly affect the work efficiency of the nurses. High prevalence of stressors in the workplace can lead to poor efficiency. If the nurses experience job stressors, the work efficiency may deteriorate.
In another study, Ansley (2018) states that school heads or school leaders can help reduce teachers stress by cultivating working conditions that support teachers. The working conditions that lead to the most job satisfaction involve administrative and collegial support. In other words, teachers need their leaders to provide constructive feedback that helps improve their performance.
Based on the findings of the study of Bojo et al (2006) entitled Levels of Stress Management Skills in Relation to their Degree of Utilization as Perceived by Level III Nursing Students revealed that Level III Nursing students are proficient in the four skills being utilized: personal management skills, relationship skills, outlook skills, and selfcare skills.
Among the four management skills, relationship and outlook skills have the greatest number of respondents that belong to proficient, next is the personal management skills and the last is the self-care skills in which two percent of the level of stress management skills and their degree of utilization of coping mechanisms. Based on the findings, the researchers, then concluded that if an individual possesses the cognitive preparation, this individual has the skill components to perform, in dealing with the alarm stage. One is equipped with the mental, emotional and spiritual ability to condition oneself and thereby have the internal stability in dealing with stress of life and making these come into action.
The study of Acebes (2007) which concentrated on Stress Management Skills and Degree of Utilization of third year BS Nursing students revealed that most of the respondents are young and are females. The major sources of the physical stress of third year Nursing students are studying exams with long coverage being deprived of sleep. In the personal aspect, going out with friends and doing recreational activities are used in managing stress. Taking a nap or sleep was used very often in coping physical and emotional stress and doing recreational activities were as well often used in coping personal stress. The result shows that there is a significant relationship between gender and stress management skills and its utilization.
For example, if a teacher encounters a potential stressor of a student who consistently misbehaves, he can use the coping mechanisms to deal with the potential stressor differently. A teacher using confronted coping may approach the student and request that he changes the behavior, or he may contact the administration to manage the student. If the teacher utilizes distancing, he would employ strategies to make sure that the rest of the class will not be -controlling would be the teacher managing their emotions so that he did not get too upset or lose their cool (Ugwuja, 2009).
A teacher seeking social support may ask another teacher or friend what he should do to handle the misbehavior. If a teacher employees the coping mechanism of accepting responsibility, he may believe that the student misbehaving was because they did not keep the student engaged enough, or acknowledge that the student behavior should have been corrected earlier. Escape-Avoidance would involve the teacher processing the potential stressor by ignoring the student misbehavior. If the teacher was to use planful problem solving, he may sit down and make a list of things he can do to correct the behavior, and then follow through with those actions each time the Positive reappraisal would involve the teacher looking at the misbehaving student as a way to become a better teacher and better equipped to deal with problematic students in the future, or they may seek guidance from a religious belief or principle or pray about the solution. It is important to note that an individual quite often employs multiple coping strategies for each potential stressor (Folkman & Lazarus, 1988).
Based on the study of Mazumdar, et al., (2012) people cannot control life stress, but can manage the effect on it. Concentrating on the positive is one of the ways to reduce the stress that offers profound results. Akinboye et al. (2002) also found that stress is an unavoidable characteristic of life and work. In any job, there are a wide variety of potential causes of stress, some of which are common to both men and women and others are specific to each group. Taylor (2004) in his study states that one of the most effective means by which individuals cope with stressful events is through social support and seeking the advice and comfort from others when facing stressors. There is substantial evidence showing the benefits of many forms of social support for both mental and physical health.
There are some issues of stress among Senior High School Teachers (SHS) namely; changing of schedules every semesters, the challenging classes, scheduling issues that need coordination, home visitations, paper works, shifting schedules, poor ventilation, lack of school facilities, and the like, on the top of the workload of Senior High School (SHS) teachers which is significantly heavier than the Junior High School (JHS) workload, and it comes with less hand-holding from students and teachers.
All teachers keep crazy hours from staying up too late to make their lesson logs, and to study, getting up early for shifting classes and trying to cram in all work and fun that can possibly fit. New teachers deal with missing their previous workplace/school and more seasoned and experienced teachers are used to it and embraced the public school system.
With the theories, related literatures and studies cited, the researcher is guided in determining the relationship between stressors experienced by SHS teachers and their coping mechanisms.
The main purpose of the study is to assess the stressors and coping mechanisms of Senior High School (SHS) Teachers. Moreover, it aimed to establish the difference between the stressors and coping mechanisms of Senior High School teachers in Tagbilaran City Schools Division, Tagbilaran City, Bohol, Philippines.
Specifically, this study sought to answer the following questions: 1. What is the profile of the respondents in terms of: 1. It cannot be denied that in every effort exerted, there is always a significant aim to be pursued. The same is true in this study. The researcher has set to pursue this piece of work with the hope of producing an output, which proves beneficial to teachers as well as other individuals operating within the education milieu. The result and findings are expected to benefit the following individuals and sectors: Teachers. and attitude, teachers need to be aware of the stressors and coping mechanism to fully teach and give a quality education to the learners especially in engaging students in the classroom. The result of this study can be used as a tool in inculcating values, facilitating quality education to the students and the developing personal worth. This study are ideas suggestive to enhance work performance through developing and application of appropriate coping mechanisms.
With the awareness on the existence of common stressors and coping mechanisms of Senior High School (SHS) Teachers, the administrators will be able to formulate and/or device measures to answer to the needs of the teachers and develop a supportive intervention program to allow the teachers to effectively deal with their stressors. To encourage them to support and approve school -being. Such activities will motivate the teachers to use an approach that would lessen the level of stress that may be experienced by Senior High School teachers.
This study is also beneficial to other professionals such as teachers in elementary and junior high school both in private and public schools who are having a stressful job. They will get relevant data which will help them be informed of the effects of stress and on how to overcome those. This study will serve as a reference and baseline information to further develop studies that enhance the management of different stress levels and coping mechanisms utilized by the Senior High School (SHS) Teachers.
Keeping in mind the availability of time, budget, and resources, this study has experience of SHS teachers of Tagbilaran City Schools Division, Tagbilaran City.
The study was focused only to the Public Senior High School (SHS) Teachers of Tagbilaran City Schools Division, Tagbilaran City, Bohol on the stressors encountered, and coping mechanisms used in terms of Physical Stress, Emotional Stress, Social Stress, and Mental Stress.
stressors and coping mechanisms of teachers. No observation and validation was involved and no focused group discussion was done to validate the responses of the respondents. Moreover, the researcher is not an expert to fully validate the stressors and coping mechanisms of teachers. However, the researcher himself being a MAPEH teacher h competencies; thus, he possesses satisfactory knowledge on the said topic.
on foreign authors thus, the items in the questionnaires may not fit in the culture especially in the public school system. Furthermore, the stressors and coping mechanisms of teachers were only based on the perceptions of the respondents who were gauged through questionnaires. Interv answers.
This study was descriptive-correlational in nature. It employed questionnaire in gathering the data to measure stressors and coping mechanism used by the respondents. This was chosen to obtain a descriptive view of the stressors and coping mechanisms of Public Senior High School Teachers of Tagbilaran City Schools Division, Tagbilaran City, Bohol. It also determined the difference between the stressors and coping mechanisms utilized by teachers.
This study was conducted at various schools among Public Senior High Schools Teachers (SHS) of Tagbilaran City Schools Division, Tagbilaran City, Bohol. Coping; Jean-Practical improvements for stress prevention in the workplace Geneva, International stressors and coping mechanism, as the main research instrument to assess the stressors and the coping mechanism of teachers. These are formulated to find out the instrument was shown to the adviser for content validation and the final draft underwent pilot testing among selected teachers of Garcia Hernandez High School, in order to establish validity and reliability. The first part of the questionnaire consists of indicators on the stressors and the second part consists of items of coping mechanism utilized by the respondents when common stressors were encountered. All parts of the questionnaires are in a checklist form.
The matrix below shows responses, quality description, and numerical value. The researcher then visited the different school principals or schools heads of the identified schools of the division for the arrangement of the schedule of data gathering so as to let the researcher distribute the instrument during the designated time for the convenience of the respondents.
The researcher personally distributed the questionnaires to the secretary of the school principals of the different schools of Tagbilaran City Schools Division. Right after of the retrieval of the research instrument, the researcher with the help of his statistician, tabulated and collated the data. Quantitative data processing was determined to arrive at the scientific analysis and interpretation of the results.
In the analysis of the data, the following procedures were followed. The responses was collected, tallied and tabulated. To get the overall picture of the stressors and coping mechanisms by the respondents in terms of physical, emotional, social, and mental, the computation of the weighted mean was applied. The formula was: For the purpose of clarification and better comprehension, the important terms are operationally defined as follows: It refers to the way a teacher manages and gets himself from the stressful situation. This is the self-controlling and escape-avoidance the teacher uses to deal with stressful situation. jealousy, heartache, depressions, and dissatisfaction in work.
It refers to the stressors that cause strong feelings of pressure, worry or anxiety of teachers which hinder them in the decision-making process. make a teacher feel threatened and uncomfortable at work.
It refers to the stressors which caused a strained relationship to others and cannot easily adjust to a new environment or to a new situation and from the social environment in general.

Stressors
These refer to the situations or events encountered in the workplace, factors causing or source of work stress experienced by the teachers.
This chapter deals with the presentation, analysis, and interpretation of data based on the collected results. This includes the profile of the respondents in terms of Moreover, coping mechanisms when categorized according to age and gender.  mechanisms in physical aspect. In the physical stressors, the overall perception of the respondents which cause problems physically at work have a weighted mean of 2.52 perception of the coping mechanism used by the respondents has a weighted mean of stressors they try to rationalize and adjust to the situation by opening their minds to alternative viewpoints and those who are truly open to guidance. They solicit good advice from others or from their immediate heads because teachers do much more than teach academic lessons. The data show that there are items in the questionnaire that contradicts to the experienced scheduled break times/mealtime in item 9 but often used a coping mechanism. When asked about unfair distribution of work in item 11 they said they never experienced such but they seldom used a coping mechanism. This means that the coping mechanism was often done as part of their routine or as practiced everyday. Hence, teachers do not consider it as coping in the stressor since they do not also consider it as a stressor first and foremost. They also manage classroom behavior and keep an eye on helping students grow and develop socially in a healthy way. On top of that, teachers coordinate with other adults or parents or even guardians in order to keep records. Teachers are expected to perform these tasks effectively, even when their students face difficulties outside the classroom, from unmet needs to mental health issues. The more needs students have, the more effort teachers are expected to do.
Moreover, the working conditions that lead to the most job satisfaction involve administrative and collegial support. In other words, teachers need their leaders to provide constructive feedback that helps improve their performance (Ansley, 2018). des affect the teachingschool.
The result of this study is parallel to the result of the study of Pieras (2017). He identified that the major physical stressors were physical environments such as the malfunctioning of equipment and the poor ventilation specifically the air conditioning unit. Pieras (2017) found out that the major physical stressors were the malfunctioning of equipment and poor ventilation specifically the air conditioning unit in the workplace and the inability of nurses to access for personal necessities. Also, operating room nurses usually cope with the physical stressors by arranging and checking the usual setup of equipment, physical environment specifically the air conditioning unit or the ventilation of the workplace and checking the availability of supplies before and after the operation. The head nurses and supervisors should report to the concerned department for the proper monitoring and maintenance of all types of equipment.
On the part of the teachers, they cope by seeking assistance from the administrators, schools principals and PTA to help alleviate the problem in classrooms in item 4 teachers may find it comforting and they experience encountered in school to the parents and guardians. The problem be solved but expressing it lessens the stress. This is significant to a suggestion of making use of a support network in the management of stress. Those with little social support are vulnerable to stress and will find that coping with daily hassles and the stresses of life is especially difficult (Hambly and Muir, 1997). Though it may not be the resolution to stress, it probably helps provide the teachers a feeling of relief with the help of the administrators, school principals, parents and guardians to find solutions to the problems encountered in school. loud increase fatigue and tiredness, and cause a lack of energy and motivation among teachers. was another physical experienced by the respondents. This implies that teachers often experience the dust particles or fumes in the workplace which can trigger asthma attack and other allergies, rhinitis and even heart disease. If unattended and allowed to build up, it can cause experienced by the respondents indicates that overcrowded classrooms schools have consistently been linked to increased levels of aggression in students. It is also associated with decreased levels of student engagement and, therefore, decreased levels of learning (Duncanson, 2003).
that teachers are dealing with many paperwork, excessive teaching loads, lesson preparation, marking, supervising, short notice of paper works, computation of grades and other curricular activities to be attended like Athletic Meets and other extracurricular activities outside the campus. These are the reasons why teachers are bringing work at home just to finish the deadlines of the reports and other ancillary job requirements.
This indicates that the teachers are generally healthy and know how to de-stress, plan recreational activity and carve out family time after a hectic day. Spending time with friends and family makes a big difference when it comes to happiness. Social time is especially important for happiness even for introverts. Gilbert (2010) indicated that the amount of time spent with friends and family goes a long way towards boosting happiness even more so than an increased income. So while money can not buy happiness, spending time with the ones teachers love, is always a good investment. Teachers plan ahead and schedule things very well. Teachers are more often inclined to think positive thoughts, and consider the benefits of relaxation and make time for it.
In a study conducted by Kepalaite (2013), he found out that those teachers who experience high-stress level most often cope with the stressful situation using planful problem solving, accepting responsibility and would prevent future occurrence of another stressor by seeking social support.
Acebes et al. (2007) found that with the different sources of stress that were drawn among Nursing students, certain perceived management skills are used by the respondents. In the personal aspect, going out with friends and doing recreational activities are used in managing stress.
Lastly, unfair distribution of work has a weighted mean of 1.52 which means teachers never experienced this at work physically. Teachers were actually asked to submit a copy of the 201 files approved by the Civil Service Commission that includes approved appointment paper and other important documents related to the item qualification of teachers. Thus, the workloads and other ancillary jobs of teachers are given based on the 201 files submitted and approved by the Civil Service Commission. teachers with the weighted mean of 2.09. This implies that teachers need to speak out their concerns to direct superiors or heads to express the total number of workloads, fair distribution of works and the qualifications to handle the subject or any ancillary jobs of teachers that will be given to the teacher based on the submitted 201 files approved by Civil Service Commission. answers on the stressors were never experienced but they often use the coping mechanism. This means that the coping mechanism was often done as part of their routine or as practiced everyday, that is why teachers do not consider it as coping in the stressor since they do not also consider it as a stressor. As revealed in the table, the overall perception of the respondents answered, implies that teachers are emotionally healthy. Emotional health is vital in teaching and learning. Teaching and learning should take place within a healthy atmosphere. The conducive atmosphere allowed effective and efficient teaching and learning. Emotionally healthy teachers were able enjoy teaching and that made learners to enjoy learning, whereas unhappy teachers were difficult to colleagues and also learners. Among all the emotional problems of teachers at work, respondents rated is implies that teachers are having a hard time managing their finances. They often left with no choice but to spend from their own pockets for the needs they should not be shouldering from school activities to classroom posters to furniture.
In addition, expenditures are trickier to manage as public school teachers have a once-a-month pay schedule. Several teachers have pointed out that, because their paydays are farther apart, they are more likely to end up borrowing supplementary cash. One might see this as a sign of poor money management, but consider that these are the same teachers who are saddled with unreasonable classroom costs. Consider, too, that newly hired teachers often have to wait a few months before finally receiving their first salary. It is not surprising that they turn to loans to get by, right from the start of their job (Tagupa, 2018).
However, teachers often (3.04) cope with stress for financially challenged means that teachers are not actually underpaid, they simply lack financial literacy. Financial literacy is the possession of a set of skills and knowledge that allow all the teachers to make an informed and effective decision with all other financial resources. According to conclude that these professionals are not actually underpaid, they simply lack financial literacy. This is a common view, but a dangerous assumption to apply in general to all teachers in the country. Furthermore, specific factors affecting this situation could be further studied to be able to understand the main cause of such mismanagement.
Indeed, the teachers seldom have manifestations of emotional stress because teachers have professional knowledge and skills gained through formal preparation and experience. Teachers provide personal, caring service to students by diagnosing their needs and by planning, selecting and using methods and evaluation procedures design espondents (2.77) which means that they often manifest this because they are not emotionally stressed out. seldom experienced by the teachers (1.85). This implies that teachers seldom have manifestations of emotional stress because all teachers in the Senior High items are automatically in Teacher II position with the salary grade 12. Communicating or making oping mechanism of teachers with the weighted mean of 2.43. This means that teachers are well-informed before starting the school year. Teachers are scheduled for an orientation called Teachers Induction Program (TIP) in adapting to new workplace culture, information about the systems and processes, the school norms, mentoring for the newly hired In addition, the main reasons that elevate stress among teachers according to Sprenger (2011), include unrealistic expectations, paperwork, and administration. Schools should focus on stress management techniques reflected in seminars to be given to teachers. Likewise, it is important to include follow-up, long term evaluation so that the impact can be maintained over an extended period of time.
with the lowest weighted mean of 0.73. The main reason is that majority of the respondents are single. Thus, the coping mechanism of the respondents does not show any experience regarding conflict with in-laws. This is proven in the gathered data that ot to dwell on this terms of social aspect. The respondents claimed not having experienced some items but they marked specific coping mechanism. The researcher sees their responses on coping as routine and are not really an action triggered by stress.
that the r esponde nts a re not st re sse d out socially . Teac he rs ofte n use the co ping mechanism be experience stress like poor relations with colleagues/workmates; difficulty in handling That is why the respondents often used a coping mechanism in the social aspect. poor relations with experienced by the respondents with the weighted mean of 1.19. This implies that they seldom have outward manifestations. This means that the teachers have seldom experienced factions in school like their preferences, opinions, and expertise. While teachers are seeking social support from family, friends, co-workers and other individuals in times of personal crises and school-related problems. This result was supported by the study of Taylor (2004). It states that one of the most effective means by which individuals cope with stressful events is through social support and seek the advice and comfort of others when facing stressors. There is substantial evidence showing the benefits of many forms of social support for both mental and physical health. In a study conducted by Kepalaite (2013), it revealed that teachers who experience high-stress level most often cope with the stressful situation using planful problem solving, accepting responsibility and would prevent future occurrence of another stressor by seeking social support. experienced as social stressors by the respondents with the weighted mean of 1.88. Discipline problems challenge most new teachers but veteran educators already know how to handle such problems. According to Kokkinos as cited by Fisher (2007), there were two major components of stress among teachers; these were the misbehavior of students and the limitation of time given to them.
Additionally, Fisher (2007) suggests that positive peer collaboration, better mentoring for new teachers, and more effective professional development must be highlighted in schools to satisfy teachers who will remain in the field of teaching in a long run.
coping mechanism t example, if a teacher encounters a potential stressor of a student who consistently misbehaves, he can use the coping mechanisms to deal with the potential stressor differently. A teacher using confronted coping may approach the student and request that the student change the behavior, or he may contact the administration to manage the student. If the teacher utilizes distancing, he would employ strategies to make sure placed upon the employees. Establishing stress management programs follows after which a counsel service must be established. Lastly is to cushion oneself by relaxation, breaks, social support, and healthy, and leisure activities. Lastly, Selye (1976) suggests adopting the right attitude can convert a negative stress into a positive one. Table 6 presents stressors and coping mechanisms in terms of mental aspect. The data reflected were contradictory in item 9 (Students overpowering my authority as a teacher) and item 10 (Limited responses of the stressors were never experienced but they often used the coping mechanism. The researcher infers that the coping mechanism was often done as part of their routine or as practiced everyday, that is why teachers do not considered it as coping in the stressor since they do not also consider it as a stressor. Mental stressors are seldom experienced by the respondents with the overall perception of the weighted mean of 2.22 which means that they seldom have experienced stress in mental aspect. respondents. Many teachers are working with at-risk students with very few of the necessary resources to support them. This means that lack of resources plays a major role in influencing students to learn and love the subject. A classroom with many students without books is hardly a learning environment and can ne of the problems that the public-schools have. This could support the journal authored by Pickering (2005). He found out that not enough classroom resources can also make a ing it more difficult for them to stabilize. Because of these problems, teachers always (3.35) buy his own materials and references or look for alternative sources that will sustain the productivity of the classroom. Lack of classroom materials has a big impact on the process of teaching and learning. respondents (3.09). As perceived by teachers, students do not gain control over their teachers. Students tend to eliminate superiority among themselves and thus, respecting -up. The findings are supported by the study of Meghaa (2017). It revealed that no student is afraid of the teacher, they are only afraid academic grades.
Furthermore, mentally by the respondents. Doing self-study, finding opportunities to enrich his knowledge and attending seminars/workshops to cater to the need of the 21 st century are knowledgeable of the content matter they are teaching. This is dominant because one of the major duties and responsibilities of a teacher is to be a master of content knowledge and its application across learning areas. The education and various seminars attended by the respondents made them more equipped to become efficient and effective teachers. Thus, generally, they have enough or more knowledge to what they are into. mental stressors together with the corresponding coping mechanism when categorized according to age. The p-values of each factor presented are all greater than 0.05 alpha which means that the difference is not statistically significant leading to the null hypothesis to be accepted. Majority of the respondents belong to the age range of 31-40 resulting more to the acceptance of the null hypothesis. This means that there is no age. Furthermore, the highest mean of the stressors when categorized according to age is 31-40 years old, which means that the age group belongs to the age bracket of 31-40 and majority of them are females who experienced stress. This finding is inconsistent group of above 40 years and below 30 years old experience a high level of stress. This implies that teachers who happened to be in the 31-40 age bracket have adjusted to their working environment. Most of them are pretty mature and experienced which prevent them to look at stress and preserve the smoothness in their work organization. mechanisms when grouped according to gender. Seven (7) out of 8 factors mentioned have a p-value greater than 0.05 alpha resulting in the acceptance of the null hypothesis. This means that there is no significant difference between the male and female teachers when it comes to the stressors and coping mechanisms mentioned except for the physical coping, which is less than 0.05 alpha leading to the null hypothesis to be rejected; thus, persuading a significant difference betweenthe two gender groups.
Comparing the groups, the researcher infers that female teachers can cope easily with the physical stressors in the work environment because female teachers often seek su p p o rt b y c o nfi d in g t o f a mi l y / or a ny s u p p or t g r o up , f ri e nd s, t o pr oc e ss w ha t i s happening and what should be done. Also, female teachers like to tell their stories while male teachers often seek an escape activity to get relief from stress, or even tend to keep their stressors to themselves. Furthermore, males are acting out their stressful energy in a challenging way while enjoying the companionship of other men. Male teachers are not expressive compared to female teachers. Moreover, this result was supported by the study of Darmody and Smyth (2011), who concluded that female teachers were more satisfied in their job than male teachers making them cope easily with the workplace, even though the gender was not a significant factor in teacher stress.
This chapter embodies the summary of the findings. It also presents the conclusions drawn. Finally, recommendations were also presented based on the results of the study.
The study aimed to determine the stressors and coping mechanisms of teachers. This study made use of a descriptive correlational design which employed a quantitative approach. This was chosen to obtain a descriptive view of the stressors and coping mechanisms of the 104 public senior high school teachers of Tagbilaran City Schools Division, Tagbilaran City, Bohol. It also determined the difference between the stressors and coping mechanisms utilized by teachers.
Specifically, this study sought to answer the following questions: 1. What is the profile of the respondents in terms of: The significant findings of the study are presented in such a way that they answer to the specific questions in the statement of the problem. Based on the findings of the study, the following results were revealed: 1. Out of 104 Public Senior High School Teachers in Tagbilaran City Schools Division, Tagbilaran City, Bohol, seventy-seven of them were female teachers and twenty-seven are males. Majority of the respondents were females and belonged to the age bracket of 31-40 years old. 2. Stressors and coping mechanism used by the respondents. Teachers are stressed when the physical working environment is not conducive for learning and teaching and when it is also overcrowded/overpopulation of students. Moreover, teachers refer to and seek assistance of the school principal to help lessen the problem of overcrowding/overpopulation of students.
Financially challenged was coped by restructuring the budget and finding means of other income is the coping mechanism used by the respondents in the emotional aspect. Lastly, lack of resource materials and other paper work related can really affect the teachers mentally and buying their own materials and references or looking for alternative sources was the coping mechanism of teachers.
There are also items in the emotional and social stressors did not affect too much, although teachers have encountered these stressors g mechanisms used by the teachers have no significant difference when categorized according to age and gender except for the physical coping in terms of gender. Furthermore, there were contradicting results of the stressors encountered and coping mechanism used by the respondents. 3. mechanisms used by the teachers when categorized according to age and gender. However, for the physical coping, there is a significant difference in terms of gender.

Conclusions
Based on the findings of the study, the researcher concluded that there is no respondents. It is also concluded that male and female teachers have the same reactions of the encountered stressors and the same coping mechanisms used except for physical coping.
Based on the findings and conclusion drawn from the study, the researcher, therefore, recommends the following: Maintenance and other Operating Expenses (MOOE) to the school principal for the school supplies of teachers and other resource materials needed before the start of the school year; 3. Conduct a differentiated faculty development seminar on enhancing faculty understanding of the stressors encountered and coping mechanism used for men and women; 4. Implement the proposed action plan program to increase awareness of stress factors and manifestations before it can cause adverse effects to the body. The management techniques to handle daily stressors can be enhanced through this program; and 5. For future researchers, it is recommended that they take replication study to determine on the effectiveness of the coping mechanism used by the teachers in dealing with the stressors encountered and there should be an equal number of respondents of the male and female populations.
The program is designed for the senior high school teachers that focuses on stress management and coping mechanisms of teachers.

Rationale
Stress is one of the most fundamental problem spanning through human endeavor. It is something that affects many people each and every day. Life is full of hassles, deadlines, frustrations, and demands. For some people stress is so common it is a way of life. It can be very harmful and or helpful. It could help motivate you to meet a deadline and perform a task under pressure.
With the implementation of the K to 12 curriculum, teachers are tasked to create a learning environment suited to develop necessary to the 21 st century skills needed for the senior high school students. It is then considered that most teachers in the senior high school are having the hard time adjusting to the new working environment and the working loads of the per semester. The workplace become more complex, demanding a wider range of higher order skills, and become more attached through technology and other media. Teachers still able to develop more their own skills to keep pace with the environment. With this, teachers are at risk of a high level of stress and in the workplace as a whole.
Furthermore, the use of coping mechanism of teachers is to help and employ them to really adapt the environmental demands and to deal with the stressful or disturbing situations. Hence, this stress management measures is proposed.