TEACHERS' EXPERIENCES RELATED TO WORK -FAMILY CONFLICT PROMPTED BY MODULAR DISTANCE TEACHING DURING THE PANDEMIC AS INPUTS TO COPING MECHANISM PROGRAM

This research explored teachers’ experiences related to work-family conflict prompted by modular distance teaching. The descriptive quantitative approach was used to investigate teachers’ experiences related to work-family conflict, as well as their work-life balance, challenges encountered and coping mechanism with challenges. The study showed that teachers’ experiences related to work-family conflict in terms of time-based works constrained them from their family time and they must devote their time to job that led them unequally perform household responsibilities and activities. In strain-based, tension and anxiety from family weaken the respondents’ ability to perform their job. In behavior-based, problem-solving behavior that works at home does not seem to be as useful at work. Respondents’ coping mechanism to address work-family conflict was evident despite all the challenges they encountered. However, there is still a need to enhance their work-family conflict coping strategies, thus, results were used to formulate a Work-Family Conflict training program.