Mental Health Challenges and Teaching Performance Mediated by Coping Mechanisms: Basis for an Action Plan

Abstract

The research conducted a study to assess the effect of coping mechanisms on teacher performance and whether coping mechanisms serve as mediators in relation to teachers’ mental health challenges in the district of Calape. The researcher used surveys and the Individual Performance Commitment and Review Form (IPCRF) to evaluate teachers’ mental health status and performance. The results indicated that most teachers in this study were afraid of how they will react to their past traumatic experiences. Although teachers have met their challenges through various coping strategies, the majority of them were able to cope with their issues. The highest ranked area of mental health from the Anti-Bullying Study was avoidance symptoms (Mean = 1.80, SD = 1.07) and the lowest score for cognitive and mood alterations (Mean = 1.29, SD = 1.12). For the area of Coping Strategies, the highest Mean is Problem Focused Coping (Mean = 3.25, SD = 0.65), while the lowest score is Avoidant Coping (Mean = 2.78, SD = 0.74). The performance rating of all participants was rated as Very Satisfactory (100% of teachers received this rating.) In addition, the results demonstrated that coping mechanisms do not mediate contentious between mental health challenges and teacher performance, since the mean indirect effect of coping mechanisms on mental health and teacher performance results is nonsignificant (estimate = 0.00205, p = 0.376) and therefore does not support the existence of a mediating relationship. Furthermore, the relationship between coping mechanisms and mental health challenges to teacher performance is nonsignificant, therefore, there are no significant conditions necessary to support a mediating relationship. Therefore, even though teachers may have an abundance of challenges and difficulties, they may have overcome them with the need for coping strategies. Teachers are truly amazing in how they handle challenges and maintain their composure when faced with challenging situations. Further based on the findings of this investigation, it is the recommendation of the researcher for continuous professional development, ongoing peer-consultation and teacher activities to help promote the mental health and wellness of teachers.