Strengthening Adaptive Coping Mechanisms Among School Administrators: A Basis for an Action Plan in Maguindanao Del Sur, Bangsamoro Autonomous Region in Muslim Mindanao (BARMM)

Abstract

This study examined the role of school administrators in strengthening adaptive coping mechanisms among teachers and learners in selected schools in Maguindanao del Sur, Bangsamoro Autonomous Region in Muslim Mindanao (BARMM). Specifically, it described the demographic profile of the respondents, assessed the extent of administrative practices in enhancing coping strategies, identified the challenges encountered by administrators, determined the relationship between respondents' profiles and their roles in strengthening coping mechanisms, and proposed an action plan based on the findings. The study employed an explanatory sequential mixed-methods research design involving thirty (30) school administrators from selected public schools in the districts of Datu Anggal, Talayan, and South Upi. Data were gathered using a validated researcher-made questionnaire and analyzed using frequency, percentage, weighted mean, standard deviation, Pearson Product-Moment Correlation Coefficient, and qualitative thematic analysis of open-ended responses. Findings revealed that most respondents were within the 31-40 age bracket, were equally represented in terms of sex, were predominantly married, and were mostly pursuing or holding graduate-level education. School administrators demonstrated effective roles in strengthening coping mechanisms through provision of resources and facilities, mental health and well-being support, policy implementation and governance, professional development and capacity building, and community and stakeholder partnerships. Policy implementation and governance obtained the highest mean, while professional development and capacity building obtained the lowest mean. The major challenges encountered included limited community or parental support, security and conflict-related concerns, limited resources and facilities, lack of mental health training, and heavy workload. The correlation results showed no significant relationship between demographic profile and administrative roles, indicating that leadership effectiveness in strengthening coping mechanisms was not dependent on personal characteristics. The study concluded that school administrators play a vital role in fostering resilience, emotional well-being, and adaptive coping in conflict-affected and resource-limited educational settings. It recommends strengthening mental health programs, enhancing professional development opportunities, improving stakeholder collaboration, and increasing institutional support to sustain effective school leadership and resilience in BARMM schools.