COPING STRATEGIES OF JUNIOR HIGH SCHOOL TEACHERS IMPLEMENTING POSTPANDEMIC TEACHING STRATEGIES

The COVID-19 pandemic profoundly impacted educational systems, requiring substantial changes in teaching methods, especially for junior high school teachers adjusting to post-pandemic practices. This study investigated the coping mechanisms these teachers used during this period of transition. Adopting a qualitative-descriptive approach, the research employed purposive sampling to select 12 participants with extensive post-pandemic teaching experience who met the following criteria: junior high school teachers for the 2023-2024 school year, male or female, teachers from San Nicolas National High School, and teachers who consented to be interviewed. Data were gathered through semi-structured interviews validated by three experts, and a thematic analysis revealed eight primary coping strategies: integrating new technologies for hybrid learning, engaging in professional development to improve digital skills, collaborating with colleagues, seeking emotional support from peers and family, managing time effectively, devising innovative methods to maintain student engagement, employing flexible teaching approaches, and prioritizing self-care to manage stress. These strategies not only facilitated the transition to new teaching methods but also promoted professional development and well-being among teachers. The study underscores the necessity of continuous support and resources from educational institutions to help teachers maintain these coping strategies over the long term. Educational institutions may prioritize creating collaborative environments and promoting flexible teaching practices to address diverse student needs. Furthermore, fostering a culture of self-care among teachers is crucial for sustaining their well-being and effectiveness