Mental Workload and Coping of Junior High School Teachers
Keywords:
Coping strategies, mental workload, teacher stressAbstract
Teaching is considered one of the most stressful jobs involving supplementary tasks and various skills. This study utilized the descriptive research design, with the 72 Junior high school teachers from the five schools as the respondents. This study aimed to provide a deeper understanding of how mental workloads influence the coping of teachers. The level of mental workload of the Junior high school teachers was high. The level of coping of the junior high school teachers, according to the Problem-focused and Emotion-focused, was high. There was a significant relationship between mental workload and the level of coping of junior high school teachers—heavy workloads pressure teachers’ effectiveness and ability to fulfill their major teaching duties. Teachers can perform amidst a difficult coping process as the educational landscape transitions to a more interactive pedagogical platform. The teachers can set aside their struggles and do their best to perform. For school heads to improve the staffing system, the distribution of workloads must be equitable, and recognizing their strengths and potential, and strengthening their weaknesses is necessary for delegating tasks. This study recommends additional developmental training and capability building for all teachers to cope with mental workload by utilizing online portals, website navigation, and other academic applications.
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Copyright (c) 2025 Joy-Lyn F. Macado, Dr. Jeneve M. Binaloga (Author)
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