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Instructional Issues, Burnout, Stress, and Coping Strategies of Mathematics Teachers In Elementary Schools In Lapu-Lapu City: Basis For A Psycho-Social Support Plan

Artigo2025

Glenda Escasinas ORCID

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Resumo

This study explores the instructional challenges, burnout, stress levels, and coping mechanisms among elementary mathematics teachers in Lapu-Lapu City using a sequential explanatory research design. Data were gathered through questionnaires and focus group discussions conducted in selected schools under the DepEd Lapu-Lapu City Division. The findings highlight a predominantly middle-aged, female teaching workforce with limited advancement to senior positions. Teachers face challenges in developing instructional materials, managing classrooms, and accessing resources, exacerbated by systemic issues like inadequate administrative support and resource limitations. Burnout and stress levels among teachers are notably high, with physical exhaustion and role conflicts being key contributors. Teachers utilize various coping strategies, including mindfulness practices, dynamic instructional methods, time management, and social and spiritual engagement, to address these challenges and maintain professional resilience. The study emphasizes the need for systemic reforms, including targeted professional development, improved resource allocation, and comprehensive wellness initiatives. Schools must implement administrative support systems and stress management programs to address teachers' well-being and enhance instructional effectiveness. By fostering resilience and addressing systemic barriers, these measures aim to create a more supportive and effective teaching environment.

Dados da obra

Tipo
Artigo
Periódico
AIDE Interdisciplinary Research Journal, v. 12, p. 258-295
Ano
2025 (2025-05-01)
Idioma
en
Palavras-chave
teacher burnout; teacher stress; coping strategies; mathematics teachers; primary school teachers; instructional challenges; classroom management; instructional materials development; teacher well-being; psychosocial support; professional resilience; role conflict; mindfulness; time management; teacher professional development; resource allocation
Temas
Formação de Professores de Matemática
DOI
10.56648/aide-irj.v12i1.193
ISSN
2945-4603, 2960-365X
Acesso
Download disponível
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
ESCASINAS, Glenda. Instructional Issues, Burnout, Stress, and Coping Strategies of Mathematics Teachers In Elementary Schools In Lapu-Lapu City: Basis For A Psycho-Social Support Plan. AIDE Interdisciplinary Research Journal, v. 12, p. 258-295, 2025. DOI: https://doi.org/10.56648/aide-irj.v12i1.193.

APA

Escasinas, G. (2025). Instructional Issues, Burnout, Stress, and Coping Strategies of Mathematics Teachers In Elementary Schools In Lapu-Lapu City: Basis For A Psycho-Social Support Plan. AIDE Interdisciplinary Research Journal, 12, 258-295. https://doi.org/10.56648/aide-irj.v12i1.193

BibTeX
@article{escasinas2025,
  author = {Escasinas, Glenda},
  title = {Instructional Issues, Burnout, Stress, and Coping Strategies of Mathematics Teachers In Elementary Schools In Lapu-Lapu City: Basis For A Psycho-Social Support Plan},
  year = {2025},
  journal = {AIDE Interdisciplinary Research Journal},
  volume = {12},
  pages = {258-295},
  doi = {10.56648/aide-irj.v12i1.193},
  language = {en}
}
RIS
TY  - JOUR
AU  - Escasinas, Glenda
TI  - Instructional Issues, Burnout, Stress, and Coping Strategies of Mathematics Teachers In Elementary Schools In Lapu-Lapu City: Basis For A Psycho-Social Support Plan
PY  - 2025
JO  - AIDE Interdisciplinary Research Journal
VL  - 12
SP  - 258
EP  - 295
DO  - 10.56648/aide-irj.v12i1.193
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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