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050	0	0	_aLG 221.R59 R712 _b2022
100	1		_aRosario, Rey C. _eResearcher
245	1	0	_aCoping Mechanisms of Newly Hired Public Elementary Teachers _cRey C. Rosario
300			_axi, 73 leaves _billustration _c28 cm
336			_2rda content _atext
337			_2rda media _aunmediated
338			_2rda carrier _avolume
502			_aGSTHESIS _bMaster of Arts in Education Major in Educational Management _cUniversity of Rizal System, Rodriguez, Rizal
520			_aThis study aimed to determine the coping mechanisms of the newly hired public elementary teachers in San Mateo, Rizal. This was conducted during the School Year 2021 2022. It was participated in by the newly hired public elementary teachers who have been teaching for two years. Their length of service was certified by the District Human Resource Office. Descriptive evaluative research was applied utilizing qualitative design wherein interview was conducted in gathering data needed to accomplish the objective of the study. From the analysis of data gathered, the following findings are hereby summarized. Neophyte teachers are dominated by females. Some were able to have advance units in graduate studies and had attended seminars and trainings. The prevailing stressors identified by the participants were work overload, meeting the deadlines, lack of self-routine, emotional distress, Threat of Covid 19, work demands, discipline challenges, classroom management, and curriculum challenges. With the identified stressors, the foremost coping mechanisms utilized by new teachers were seeking social support. It was followed by active planning and physical activity. Then time management, avoidance and accepting responsibility came next accordingly. Aligned with those coping mechanisms were the following skills applied by the teachers, connecting with family, friends and peers and asking for help. Next were making to-do list and active planning. Then relaxation and meditation came last.
650			_2Coping mechanisms
700			_aGimeno, Ferdinand C. _eAdviser
856			_3Online Request for Student Unpublished Works _uhttps://forms.gle/7LqvGGkaDrUQqz429
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