Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 46 no. 5 (2025)

Special Education Teachers’ Coping Strategies and their Job Satisfaction

April Vince Valencia | Myra Ambalong

Discipline: Education

 

Abstract:

This study examined the relationship between coping strategies and job satisfaction among special education professionals in the Divisions of Iligan City and Misamis Oriental during the 2024-2025 school year. In Special Education, teachers focused on how effective coping strategies contribute to well-being and career fulfillment. The findings revealed that emotion-focused coping, such as managing emotions and seeking social support, and problemfocused coping, including proactive problem-solving and advice-seeking, significantly influence job satisfaction. Professionals who actively engage in positive coping strategies exhibit higher resilience and adaptability, resulting in improved job satisfaction. Conversely, inadequate coping strategies or limited access to support resources correlate with reduced satisfaction levels. The study underscored the importance of fostering vigorous coping strategies through institutional support, such as access to professional counseling, peer networks, and stress management programs. Recommendations include promoting work-life balance, providing professional development opportunities, recognizing achievements, and enhancing resource allocation. These initiatives were critical for addressing the unique challenges of special education roles, ensuring both the well-being of educators and the quality of support provided to students. This research highlighted the need for a holistic approach to sustaining motivation and job satisfaction in the demanding field of special education.



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