Jean C. Buque (Author)
Abstract
This study investigated the challenges encountered and coping mechanisms employed by novice teachers in the East Butuan District. Guided by Albert Bandura’s Self-Efficacy Theory, the research aimed to examine how the demographic profile of beginning teachers—including educational attainment, certification type, school size, and subject assignment—correlates with their perceived challenges and adaptive strategies. Utilizing a descriptive-correlational research design, the study gathered data through a validated questionnaire administered to 38 novice teachers. Results revealed that novice teachers often face significant school-related challenges, especially in managing disruptive classes and handling overwhelming workloads. Despite these challenges, they demonstrated strong coping mechanisms, primarily through professional collaboration, time management, and reflective practices. The study found a statistically significant relationship between teachers’ profiles and both the challenges they faced and the coping mechanisms they adopted. The findings underscore the need for institutional support, especially tailored induction programs, to improve the early career experiences of novice teachers and enhance their professional development. Based on these insights, the study proposed a set of guidelines to support novice teachers in navigating their early years in the teaching profession.
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Keywords: novice teachers, coping mechanisms, school-related challenges, teacher induction, self-efficacy theory