A Study on Occupational Stress and Resilience of MAPEH Teachers as Mediated by Their Coping Behavior
DOI:
https://doi.org/10.54536/ajpehs.v4i2.8172Keywords:
Coping Behavior, MAPEH Teachers, Occupational Stress, Resilience, Teacher Well-BeingAbstract
Teacher resilience is a critical concern as public-school teachers face increasing occupational demands, administrative tasks, classroom management concerns, and extracurricular responsibilities. This study determined the mediating effect of coping behavior on the relationship between occupational stress and resilience among Music, Arts, Physical Education, and Health (MAPEH) teachers in the Division of Davao del Sur, Philippines. A non-experimental quantitative design using descriptive-correlational and mediation analysis was employed. Through total enumeration, 304 public secondary school MAPEH teachers participated, representing 93.83% of the target population. Data were collected using adapted standardized questionnaires on occupational stress, resilience, and coping behavior. Mean, Pearson product-moment correlation, regression-based path analysis, and the Sobel test were used to analyze the data. Results showed that occupational stress was high (M = 3.78, SD = 0.72), while resilience (M = 4.45, SD = 0.34) and coping behavior (M = 4.34, SD = 0.45) were very high. Occupational stress was positively correlated with resilience (r = .357, p < .001) and coping behavior (r = .580, p < .001), while coping behavior was positively correlated with resilience (r = .416, p < .001). Coping behavior partially mediated the relationship between occupational stress and resilience (Sobel z = 4.603634, p < .05). These findings indicate that adaptive coping strategies strengthen teachers’ resilience and should be integrated into teacher wellness and workload-support programs.
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