This study explored the relationship between students’ interactive problems in the classroom and the coping mechanisms employed by public elementary school teachers in the Kiblawan District, Division of Davao del Sur. A non-experimental quantitative research design utilizing the correlational method was employed. The respondents consisted of 138 public elementary school teachers selected through universal sampling. Data were analyzed using the mean, Pearson r, and regression analysis. Results revealed that the level of interactive problems among students, particularly in terms of family issues, examination stress, financial difficulties, and relationship challenges, was high and frequently observed. Similarly, teachers' coping mechanisms, including positive self-talk, physical activity, nutritious food intake, adequate sleep, relaxation routines, and interpersonal interaction, were also high and moderately exhibited. A significant relationship was found between students’ interactive problems and the teachers’ coping mechanisms. Furthermore, the various domains of interactive problems were found to significantly influence the coping strategies of teachers. Based on these findings, it is recommended that school heads and stakeholders enhance intervention strategies to support teachers in managing classroom-related student concerns, promote mental well-being, and strengthen coping practices to foster sustainable and responsive teaching environments. Keywords: Interactive Problems, Coping Mechanisms, Public Elementary Schools, Teachers
Espija et al. (Wed,) studied this question.