Work-related Challenges and Coping Strategies: A Study on Second Career Social Studies Teachers in the Division of Northern Samar, Philippines

Abstract

Second career social studies teachers who enter the teaching profession after having spent an amount of time working in another field or career are no exception. These individuals typically bring a wealth of experience from their previous profession, which they apply to their new role in education. This study investigated the work-related problems and coping mechanisms of second-career social studies teachers in Northern Samar, Philippines. It described their profiles such as age, sex, position, teaching experience, education, and training, identified challenges in administrative, student, and peer areas, and evaluated the effectiveness of eight (8) coping strategies. A total of ninety-four (94) public secondary schools were identified as participants in this research study, and one hundred seven (107) second-career social studies teachers served as respondents for this study. Using a descriptive-correlational design and complete enumeration, data were gathered via a structured questionnaire and analysed with descriptive statistics and Pearson's r correlation. Findings revealed that most respondents were young females in entry-level positions, with over ten years of experience, graduate-level education, and recent training. They showed high professional commitment, especially in the continuance dimension. Teachers faced major issues in administrative practices, student behaviour, and peer relations, but reported effective use of coping strategies—especially self-control, social support, and escape-avoidance. Teachers cope by reframing challenges as opportunities for growth, which may enhance resilience and promote a positive outlook amid professional stress. Significant links were found between profile variables, work-related problems, and coping strategies. The study emphasises the need for institutional support to enhance teacher resilience, commitment, and retention. The study recommended that the Department of Education, Division of Northern Samar, should develop targeted programs that consider factors such as age, prior experience, and academic background to facilitate their transition and enhance effectiveness.  Additionally, school heads should provide regular training on classroom management and differentiated instruction to better equip teachers in handling diverse student needs and behaviours.