This study aimed to determine the coping mechanisms to change of public secondary teachers of Cabadbaran City Division in terms of social support, tension reduction, problem engagement, emotional engagement and avoidance to the present changes brought about by technological changes, curricular changes, changes in school management, changes in teaching strategies, and social changes.
This study used the descriptive research design. The respondents were the teachers coming from the six public secondary schools in the Division of Cabadbaran City. To determine the 121 teacher-respondents, Raosoft software and proportionate sampling were used. In gathering the data, a survey questionnaire was used. The statistical tools used were frequency, percentage and weighted mean.
The findings revealed that the respondents agreed that there were technological and curricular changes as well as changes in school management and teaching strategies affecting them. However, teachers were undecided that there were social changes in society. Further, respondents strongly agreed on problem engagement as their coping mechanism but also agreed on social support, tension reduction, emotional engagement and avoidance as other coping mechanisms to changes.
It was therefore concluded that the public secondary school teachers in Cabadbaran City Division involved themselves whenever there are problems to be solved. Specifically, teachers admitted that they seek the support of colleagues, friends and superiors; pray and meditate in times of difficulties; look at the brighter side of life but don’t easily give-up; and consider options before making decisions.
However, teachers claimed that they cannot exactly say that they are better than other professionals which showed their low morale and low self-esteem. Therefore, teachers need exposures in uplifting their self-esteem.
In addition, developing more awareness of the social changes affecting learners is a must for teachers in the 21st century. Hence, an enhancement program was recommended in this regard.