Authors

Alexandra L. Casia*
Yorkwood Elementary School
219 Baltimore, Maryland, USA
Email: Aalexandralcasia@gmail.com

Dr. Lilibeth C. Pinili
Cebu Technological University-Main Campus
Cebu City, Cebu, Philippines
Email: Lilibeth.pinili@ctu.edu.ph

Dr. Janine Joy L. Tenerife-Cañete
Cebu Technological University-Main Campus
Cebu City, Cebu, Philippines

Dr. Raymond C. Espina
Cebu Technological University-Main Campus
Cebu City, Cebu, Philippine
Email: Raymond.espina@ctu.edu.ph

Dr. Limuel J. Abelgas
Cebu Technological University-Main Campus
Cebu City, Cebu, Philippines
Email: limuel.abelgas@ctu.edu.ph

Dr. Honorio C. Añora
Cebu Technological University-Main Campus
Cebu City, Cebu, Philippines
Email: honorio.anora@ctu.edu.ph

Dr. Reylan G. Capuno
Cebu Technological University-Main Campus
Cebu City, Cebu, Philippines
Email: reylan.capuno@ctu.edu.ph

Dr. Majorie B. Añero
Cebu Technological University-Main Campus
Cebu City, Cebu, Philippines
Email: marjorie.anero@ctu.edu.ph

Abstract

This study examined the mental health challenges faced by Special Education (SPED) teachers and the coping mechanisms they employ to manage stress and burnout, aiming to inform the development of enhanced support programs. Grounded in the Transactional Model of Stress and Coping (Lazarus & Folkman, 1984) and the Job Demands-Resources Theory (Demerouti et al., 2001), as well as Republic Act No. 11036 and Republic Act No. 4670, the study employed a descriptive-correlational design involving 20 SPED teachers from the Zapatera SPED Center. Data were collected via an adapted quantitative survey questionnaire. The findings showed that respondents were predominantly female, aged 31–40, with master’s degree qualifications, and all had attended relevant training, particularly in Assistive Technology and INSET. Teachers reported low levels of mental health challenges in emotional well-being and work-related stressors, while institutional support was moderate. Coping mechanisms were moderately utilized, with problem-solving, cognitive restructuring, emotional expression, and social support being the most common, and avoidance being the least employed. Correlation analysis revealed a negligible, non-significant relationship between mental health challenges and coping strategies. The study concluded that although SPED teachers demonstrate moderate coping abilities, institutional support is crucial to sustaining their well-being. Recommendations include implementing structured mental health programs, resilience training, peer support initiatives, and workload management strategies. These findings informed the design of an Enhanced SPED Teacher Well-Being Program, which aims to foster psychological resilience and promote the overall mental health of SPED educators.

Keywords: Special Education teachers, mental health challenges, coping mechanisms, stress management, burnout, institutional support, teacher well-being, resilience, professional development.

*Corresponding author
DOI: http://doi.org/10.69651/PIJHSS0501702

Recommended citation:
Casia, A. L., Pinili, L. C., Tenerife-Cañete, J. J. L., Espina, R. C., Abelgas, L. J., Añora, H. C., Capuno, R. G., & Añero, M. B. (2026). Examining the mental health challenges of SPED teachers and their coping mechanisms. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 7718-7747. http://doi.org/10.69651/PIJHSS0501702

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