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This study was conducted to determine the relationship between the classroom interactive problems of students and coping mechanisms of teachers in public elementary schools in Bangoy District, Davao City. This employed universal sampling, the non-experimental quantitative research design utilizing the correlational method, the respondents of the study were 132 teachers in public elementary school teachers. The statistical tools were the mean, Pearson Product Moment Coefficient Correlation (Pearson r) and regression analysis. The classroom interactive problems of students in terms of family problems, examination stress, financial difficulties and relationship difficulties is high and oftentimes manifested by the students. The coping mechanisms of teachers in terms of talk positively, exercises, eat nutritious foods, adequate sleep, meditation, family interaction, massage, learn to say “no”, are moderate and sometimes manifested by the teachers. However, there is a significant relationship between the degree of classroom interactive problems among students and coping mechanisms of teachers. Moreover, the domains of classroom interactive problems of students significantly influenced teachers' coping mechanisms. It is recommended that schools implement comprehensive training programs and support systems. These programs may enhance teachers' classroom management strategies and students' social-emotional learning competencies. By fostering a positive and supportive environment, both teachers and students can effectively navigate classroom dynamics and contribute to a conducive learning atmosphere.
Albores et al. (Thu,) studied this question.