Stress and Coping Mechanisms of Teachers in the New Mode of Learning

The COVID-19 pandemic has affected today’s process of learning; therefore, academic institutions opted for the new mode of delivering education, which is through online classes. The interaction in a physical classroom setup and a virtual class setup has an evident difference. However, because of various factors during this new mode of delivering education, the experience is no longer the same. The workloads from the new learning setup became more difficult than the traditional setup. Teachers struggle to keep a consistent performance since there are several factors threatens their productivity – one of those is stress. Thus, this study has sought to determine the stress and the coping mechanisms of teachers in the new mode of delivering learning. This study utilized a quanti-quali type of research adopting the descriptive type of research design, and the researcher designed a validated survey questionnaire, and adapt the Perceived Stress Scale by Sheldon Cohen (1994) following the topic. Based on the study's findings, it was determined that teachers tend to overwork themselves and that their personal lives are the main sources of stress for them. Their physical and psychological conduct has also suffered as a result of the switch to online programs. Some of the respondents said they slept and stressed-ate. Their ability to use appropriate coping techniques was greatly aided by the ability to find time for leisure activities like reading, viewing their favorite television series, and participating in religiously oriented events. The researcher recommends developing programs for the recognition and mitigation of associated stress as well as providing instructors with counseling addressing their stress at both home and at work.