Economic Crisis and Coping Strategies as Related to Attitude and Teaching Performance of Elementary School Teachers
Abstract
This study ascertained the relationship between economic crisis and coping strategies as related to attitude and teaching performance of elementary school teachers. The quantitative descriptive method of research was used with attitude and teaching performance as dependent variables, experienced economic crisis as the independent variable, and coping strategy as moderator variable. The participants in the study were the 95 elementary school teachers in Buenavista I, Division of Guimaras, who were selected through stratified proportional sampling. Data were gathered through a researcher-made questionnaire-checklist and Performance Appraisal System for Teachers (PAST). The statistical tools used were frequency count, rank, mean, standard deviation, and Pearson's Product-Moment Coefficient of Correlation (Pearson's r). All statistical computations were availed of through the Statistical Package for the Social Sciences (SPSS) software. Results revealed that the top economic crises experienced by teachers were limited cash and inability to buy goods, groceries, clothing, and other basic amenities. The topmost coping strategies employed by teachers were: buying only basic foods or things for household, borrowing money from co-teachers and other private persons or entity, making loans from private lending institutions/ persons, or government financial institutions like GSIS, PAG-IBIG, etc. to answer necessary expenses, loaning in advance the bonuses, monthly pay, clothing allowance, etc. and limiting the number of times of shopping, watching movies and malling together with the whole family. The elementary school teachers also experienced economic crisis to a “moderate extent.” The public school teachers had a “positive attitude” towards work despite the experienced economic crisis. Nevertheless, the performance of the teachers was found to be “very satisfactory.” Furthermore, no significant relationships existed between coping strategies and teaching performance, and attitude towards work of elementary school teachers.
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