Exploring the Coping Mechanisms of Teachers and Their Impact on Teaching Performance

Abstract

This qualitative phenomenological study explored the coping mechanisms of teachers and their influence on teaching performance during the transition from pandemic-era learning modalities to face-to-face instruction under the MATATAG Curriculum. The inquiry focused on inclusive Grade 1 and Grade 4 classrooms at Colegio San Agustin-Biñan. Six teachers with at least five years of teaching experience were purposively selected. Data were generated through in-depth, face-to-face, semi-structured interviews and analyzed through Braun and Clarke’s reflexive thematic analysis. The findings showed that teachers experienced abrupt curriculum changes and inadequate preparation, difficulty addressing diverse and special educational needs, and post-pandemic attention and behavior concerns among learners. These challenges contributed to emotional exhaustion, stress, burnout, and occasional compromise in instructional quality. Teachers responded through peer support and collaboration, adaptive and differentiated practices, modification of lessons and activities, reflective self-regulation, and consultation with internal and external experts. Their strategies included group work, read-aloud activities, action songs, modified physical activities, and the National Reading and National Mathematics Programs. Despite limited preparation and support, teachers demonstrated resilience, commitment, and compassion in sustaining inclusive instruction. The study concludes that coping mechanisms help teachers maintain performance, but individual adaptability cannot substitute for systematic institutional support. A five-part action plan was therefore proposed, emphasizing continuous practical MATATAG and SPED training, intervention guides and resources, peer mentoring and inclusion teams, teacher wellness initiatives, and sustained administrative feedback, workload management, and monitoring.