Rochelle A. Lusterio (Author)
Abstract
This study focused on the coping mechanisms employed by teachers in the context of resource deficiencies at Carmen District schools during the 2023-2024 school year. By understanding these dynamics, the research provided insights into improving the teachers’ coping strategies in the context of limited resources. The study used a random sampling design as a way of determine the respondents. The study included 96 respondents. A researcher-madequestionnaire was used to gather data to address the issues related to teachers’ coping mechanisms in the context of resource deficiency. The variables to be measured under coping strategieswerethe following: Initiating Self-Instruction, Forming Support Networks, Developing Interpersonal Skills, Seeking Administrative Support, and Seeking Social Support. The study employed Spearman correlation analysis to determine whether there is a significant relationship between the teachers’ profiles and the level of their coping mechanisms to address the problem of resource deficiency at Carmen District schools. The study revealed that the majority of teachers had earned a bachelor’s degree and did not pursue their continuing professional growth. Additionally, teachers received less training, which resulted inthem not being up to speed on the new strategy that may have enabled them to cope with resource deficits. The grade level taught and training attended had a significant relationship with coping mechanisms,as well as forming support networks and Initiating Self-Instruction. A proposed plan of action has been devised to enhance teachers’ coping strategies, focusing on implementing personalized professional development initiatives tailored to meet the specific needs of educators grappling with resource shortages.
Keywords: Coping Mechanisms, teachers’ strategies, resource deficiency
DOI: http://doi.org/10.69651/PIJHSS0403324
Recommended citation:
Lusterio, R.A. (2025). Coping strategies of teachers in the face of resource deficiency: Basis for a proposed intervention program. Pantao (The International Journal of the Humanities and Social Sciences) 4 (5), 3547-3557. http://doi.org/10.69651/PIJHSS0403324
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