Abstract
This study aimed to determine teachers’ coping strategies in modular learning delivery in a small-sized Division of Central Visayas during the 2025-2026 school year. It used a descriptive research design with a researcher–made survey questionnaire. The respondents of the study are the 56 kindergarten teachers. The evaluation criteria set by Carter V. Good and Douglas E. Scates for validating the instrument were used. Reliability testing was conducted in Vallehermoso with 50 kindergarten teachers using the Cronbach alpha formula. Analytical schemes used were descriptive and comparative procedures. In the analysis, frequency, percentage, mean, and the Mann-Whitney U test were used. Based on the findings, several conclusions were reached. First, the profile of the respondents suggests a workforce that is experienced and academically well-prepared but may face unique challenges in physical and mental adaptation as they age. Second, the consistent moderate level of coping across all aspects indicates that while teachers are surviving the demands of modular delivery, they are not yet thriving; they exist in a state of persistent adjustment that requires external support to prevent long-term burnout.
Furthermore, it is concluded that age and length of service are the primary determinants of how well a teacher navigates the stresses of the modular setup. Younger teachers appear more agile in adopting diverse coping strategies. Ultimately, without a targeted intervention plan, the physical fatigue and psychological strain identified in the study could lead to a decline in teaching quality and overall teacher health.
Keywords: Coping strategies, teachers, modular learning, kindergarten, descriptive research, teacher well-being, stress management, professional adaptation, school division