Voices Of Solo-Parents Teachers In The Division Of Kabankalan City Amidst Stress

Abstract

This study aimed to determine the profile of the solo parent-teachers, their level of stress, their coping strategies, and the significant difference in the level of stress with their profile. An explanatory sequential mixed method was the methodology used in this study. An adapted questionnaire was used to gather the quantitative data among the 30 purposively sampled identified solo parent-teachers from the Division of Kabankalan City, Negros Occidental, who served as the participants of the study, and it was followed up by a focused group discussion. The findings show that stress at work was the main cause, while the impact on the emotional and behavioral sphere was considerably low, which might indicate a proclivity towards the internalization of stress. Moreover, a majority of the women were the participants, and their marital status was either separated or widowed. They were mostly in lower teaching positions and which indicates the limited upward mobility in their careers and the increase in their caregiving duties. Cooperation and compromise, among the coping strategies, were the most used, while the employment of assertive tactics like verbal confrontation and aggression was at a low level, which shows a strong inclination towards non-confrontational ways of dealing with the matter that are influenced by the cultural norms. Besides that, the study revealed the absence of differences in the degree of stress concerning sex, civil status, teaching position, or number of children, meaning that stress is likely to stem from systemic and professional pressures rather than from demographic variables. It is then recommended that support from institutions, like flexible work arrangements, mental health programs, assertiveness training, and policy alignment with the Solo Parent Welfare Act. The actions of these wellness of solo parent-teachers enable them to manage their double duties efficiently.