Stress and Coping Strategies and Academic Performance of Teacher Education Students

Abstract

This study was conducted to determine the stress management strategies and coping mechanisms toward the academic performance of CTED students. The descriptive method was used and the survey questionnaire was utilized for gathering the data. The study discovered that the respondents’ perceived causes of stress, Financial Problems sometimes happened to cause their stress while Cultural Issues rarely happened to bring stress. The study also found out that the respondents used sleeping as their stress management strategy while cognitive reappraisal was frequently used as their coping mechanism. It can be concluded that the perceived causes of stress, stress management strategies, and coping mechanisms has no significant difference in respondents’ profile in terms of gender, age, general weighted average, and major while the respondents’ academic performance has no significant relationship to their stress management strategies and coping mechanisms. It is then recommended that the Office of Student Development and Welfare (OSDW) must provide programs that guide the learners to be financially literate. Also, the students must learn the most effective stress management strategies and coping mechanisms that are suitable and appropriate to the causes of their stress.