Exploring Senior High School Teachers' Experience and Coping Strategies in Managing Academic Procrastination among Grade 11 STEM students

This phenomenological study explores the experiences and coping strategies of senior high school teachers regarding the prevalence of academic procrastination among their Grade 11 STEM students at Saint Louis School of Don Bosco, Inc. Using purposive sampling, data from educator interviews were analyzed via Colaizzi’s method. The study identifies key contributors such as heavy workloads, environmental distractions, upbringing factors, and students’ complacency in time management, prioritization skills, and personal intellect. Findings reveal that teachers approach the issue empathetically, employing coping strategies like deductions, deadline extensions, and constant reprimand. These insights underscore the value of leveraging teachers' experiences to better understand students' academic procrastination and refine such coping strategies.