International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

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Volume 7 Issue 3
May-June 2025

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Teacher's Resilience and Coping Strategies in the Face of Work-Related Pressures in Diverse School Context

Author(s) Faith Pulmones Amoroso
Country Philippines
Abstract In the dynamic educational setting, where challenges and uncertainties are the norm, the resilience of teachers becomes not just a personal strength but a critical asset for sustaining the quality of learning. This study examined teachers' resilience levels and coping strategies in the Tupi 3 District, South Cotabato. Using a quantitative approach, the research utilized descriptive and correlational methods with 48 public elementary school teachers as respondents. Using the descriptive correlation design, the study revealed that most teachers were 25-30, predominantly female, with 2-6 years of service. Many teachers commute 1-5 km to school, mostly teaching Blaan learners. Teachers exhibited moderate resilience, with scores reflecting moderate control, ownership, reach, and endurance. The level of coping strategy was high. Positive self-talk, time management and self-care, social support, professional support, and problem-solving. The analysis of variance revealed that age significantly influenced resilience, while professional achievement affected coping strategies. Correlation analysis identified self-care as the strongest factor contributing to overall resilience. In contrast, time management showed weak correlations with resilience. The findings suggest teachers' resilience is best nurtured through self-care, problem-solving, and social support strategies.
Keywords teacher’s resilience, coping strategies, self-care, social support, professional support, problem solving
Field Sociology > Education
Published In Volume 7, Issue 3, May-June 2025
Published On 2025-05-11
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E-ISSN 2582-2160
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IJFMR DOI prefix is
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