2022 IJRSE – Volume 11 Issue 10
Special IJRSE Luminary Issue
Available Online: 15 April 2022
Author/s:
Trimocha, Donabelle
Santa Teresita National High School, Philippines (dtrimocha003@yahoo.com)
Abstract:
Teachers face numerous physiological, social, and psychological problems and utilized a lot of coping strategies to keep her sense of well-being. Through this study, it is aimed to create awareness and to find possible solution to these seemingly unaddressed problems. Moreover, this study is aimed to know the extent of problems and coping mechanisms employed by secondary teachers. It is believed that faculty development plans need to be focused on early building and strengthening the natural support systems for the teachers. The findings of this research shall serve as basis for project planning and development geared towards enhancing the coping mechanisms of teachers in Santa Teresita National High School. Geared towards capitalizing the strengths and opportunities found on this study, a faculty development plan was drafted with the following objectives: to effectively implement the mentoring project with the teacher respondents as volunteer mentors and gain greater support from the different sectors of the community; to maximize participation by all sectors of the school and other stakeholders to better the situation of teachers with various psychological, physiological and social problems in the district; to utilize all media to inform the different sectors of the activities pertaining to the faculty development plan; and to institutionalize and harmonize efforts of different sectors of the school community to support teachers and improve their quality of life.
Keywords: coping mechanism, life satisfaction, job satisfaction, mentoring project, faculty development
DOI: https://doi.org/10.5861/ijrse.2022.811
Cite this article:
Trimocha, D. (2022). Adaptive coping mechanism and life satisfaction of teachers of Sta. Teresita National High School: Input to faculty development program. International Journal of Research Studies in Education, 11(10), 13-24. https://doi.org/10.5861/ijrse.2022.811