STRESS AND COPING STRATEGIES DURING PANDEMIC AMONG ELEMENTARY SCHOOL TEACHERS

ABSTRACT : The COVID-19 pandemic caused a rapid shift to remote learning, placing significant stress on elementary teachers as they adapted to new instructional methods and technologies. This study explored the stress levels and coping strategies of elementary teachers in the District of Gandara 1, Schools Division of Samar, during the pandemic using a quantitative approach with survey questionnaires. Results showed widespread teacher stress, with education level having a weak correlation to stress. Other factors like age, gender, and attitude toward stress management programs showed no significant impact on stress levels, suggesting the pandemic presented common challenges to all teachers. Personal characteristics, including age, civil status, education, and experience, had minimal to moderate influence on coping strategies, but these were not strong predictors. Gender, performance ratings, and attitudes towards stress management had little impact on coping mechanisms. The study also found a weak connection between specific stressors (e.g., preparing modules, fear of contracting the virus) and coping strategies, indicating other factors influenced stress management. Overall, the findings suggest that broader elements, such as workload or administrative support, may significantly affect teacher stress and coping during crises like the pandemic