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 8 Issue 3
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Teaching Competence and Coping Strategies of Newly Hired Teachers

Author(s) GERLYN MAE G. LAGUMBAYAN
Country Philippines
Abstract This study examined the relationship between teaching competence and coping strategies of newly hired teachers among 123 respondents in the Schools Division of Antique for the year 2025. The study utilized a descriptive-correlational research design to determine how coping strategies influence the teaching competence and professional adjustment of beginning teachers. Data were gathered using a researcher-made questionnaire and analyzed using descriptive and inferential statistical tools such as mean, standard deviation, t-test, ANOVA, and Pearson product-moment correlation.

The findings revealed that newly hired teachers demonstrated a high level of teaching competence and a high level of coping strategies. Significant differences were observed in coping strategies when respondents were grouped according to length of service, while no significant differences were found in terms of sex and educational attainment. Furthermore, a significant positive relationship was found between teaching competence and coping strategies, indicating that effective coping mechanisms contribute to better teaching performance, resilience, and professional adjustment among newly hired teachers.

Based on the findings, the study concluded that coping strategies play a significant role in enhancing the teaching competence of newly hired teachers. Strengthening teacher support systems, mentoring programs, and professional development initiatives can further improve teacher effectiveness, adaptability, and resilience within the teaching profession.
Keywords Teaching competence, coping strategies, newly hired teachers, teacher effectiveness, stress management, professional adjustment, instructional performance, teacher resilience, Schools Division of Antique, professional development
Field Sociology > Education
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-05-23
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.79116
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