Teachers Difficulty and Coping Strategies in Physics
Navos B. Donalie | Merlie B. Ordoña | Jean M. Llorente | Michael Kennedy G. Camarao
Abstract:
This study investigates the difficulties encountered by physics educators
and their coping strategies. Physics teaching presents various challenges
such as addressing student misconceptions and integrating real-life examples. Understanding these challenges is crucial for developing effective coping strategies and enhancing physics education quality. Research
suggests that addressing these challenges can improve teacher competency and student engagement. Investigating teachers' difficulties and
coping strategies is vital for advancing the field and achieving successful
learning outcomes. Ten teachers from public and private schools in Sultan Kudarat province participated in the study and were selected through
purposive sampling. Data were collected using semi-structured interviews and focus group discussions with careful adherence to ethical
standards. Results revealed challenges including teacher competency,
students' weak mathematical foundations, and low retention. Coping
mechanisms involved instructional preparation, peer mentoring, and
real-life application of physics concepts. Despite the hurdles, educators
exhibit resilience through various coping mechanisms, emphasizing the
importance of targeted interventions and support systems. By fostering
collaboration, emphasizing real-world applications, and providing ongoing professional development, educators can enhance the quality of physics education and facilitate meaningful learning experiences for students.
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