Problems, coping strategies and school work performance among students and teachers

Sub Title:

Author: Urbano, Antonio S. Jr.

Accession Number: 873D

Class No:

Author No: U

Copyright Year: 2002

Abstract:

This study which aimed to help carry out the recommendations of commissioned bodies (Espiritu, 2000), was conducted in the Education Department of the Janiuay Campus of the West Visayas State University during the second semester of the school year 2001-2002 to ascertain the teachers and students' level of seriousness of problems, how they were able to cope and how this problems relate to their school work performance. Respondents to this study were the performance-evaluated 33 teachers and 196 randomly selected students who answered the research-made questionnaires. Mean scores showed, both the teachers and the students had moderate level of seriousness in their problems. Also for both, no significant differences were observed in their problems and coping strategies when grouped according to different categories as shown by ANOVA, Mann-Whitney U and Kruskal-Wallis test results. For both, there were no significant predictors of problems, coping strategies and performance as revealed by the Enter Method Multiple Regression test. Level of performance of students and teachers was very satisfactory. Among the students, there was positive and significant correlation between problems and coping strategies, and a negative but not significant correlation between problems and scholastic performance; among teachers, there was a positive but not significant correlation between problems and coping strategies, between problems and instructional performance as shown in the Pearson's r and Spearman rho test results respectively. The significance level for all inferential tests was set at .05 alpha level.


Keywords: Problems, Coping strategies, School work performance

Citation:



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