2026 IJRSE – Volume 15 Issue 15
Available Online: 20 June 2026
Author/s:
Malenab, Gid Chris Atip
Leyte Normal University, Philippines (gidchris.malenab@lnu.edu.ph)
Abstract:
Novice teachers in underserved and geographically isolated regions of the Philippines face a compounded set of professional, personal, and contextual challenges that threaten both their effectiveness and their continued service in public schools. This phenomenological study examined the lived experiences and coping strategies of novice Social Studies teachers in Eastern Visayas, Philippines—one of the country’s most disaster-prone and resource-constrained regions. Guided by Lazarus and Folkman’s (1984) Transactional Model of Stress and Coping alongside Bandura’s (1986) Social Cognitive Theory, the study sought to illuminate the nuanced ways in which beginning teachers manage the multidimensional demands of their profession within a distinctly regional context. Using purposive sampling, twelve (12) novice Social Studies teachers—defined as those with one to three years of teaching experience—drawn from public secondary schools across Leyte, Samar, Eastern Samar, Northern Samar, Biliran, and Southern Leyte were selected as key informants. Data were gathered through in-depth semi-structured interviews, reflective journals, and focus group discussions, then analyzed through Colaizzi’s (1978) phenomenological method. Findings revealed five overarching themes representing the coping strategies employed by participants: (1) seeking and cultivating social support networks, (2) adopting adaptive reflective practices and professional self-regulation, (3) drawing on indigenous cultural values such as bayanihan and pagtitiis, (4) utilizing humor and emotional reframing as protective buffers, and (5) anchoring professional resilience in a deep sense of vocation and service. The study underscores the urgency of institutionalizing structured mentorship programs and context-sensitive induction policies for beginning teachers in Eastern Visayas. Implications for teacher education, school administration, and national education policy in the Philippines are discussed.
Keywords: internal stakeholders, external stakeholders, education quality, private health institutes, health profession
DOI: https://doi.org/10.5861/ijrse.2026.26257
Cite this article:
Malenab, G. C. A. (2026). Coping strategies of novice social studies teachers in Eastern Visayas, Philippines. International Journal of Research Studies in Education, 15(15), 1-12. https://doi.org/10.5861/ijrse.2026.26257