ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
Click and learn- the new normal in education that was brought by the COVID-19 pandemic. In an education setting, it does not only apply to the students but also to the teachers that cause them to make more adjustments and feel stress. The primordial objective of this study was to investigate the effects of stress and coping mechanisms on teachers’ work commitment in the new normal. To achieve this aim, the researcher used a total population of 100 teachers in a private school in Baliwag, Bulacan during the academic year 2019-2020. Three standardized instruments were utilized in this study to collect the needed data. These were the Teachers Stress Inventory (TSI), Coping Orientation to Problems Experienced (COPE), and Work Commitment Scale (WCS). The collected data were analyzed and treated statistically through the use of Statistical Packages for Social Sciences (SPSS). Results of the regression analysis indicate that the 7 stress areas, job satisfaction (.406) appeared to be the only stress level that contributes a significant effect in teachers’ work commitment which means that in every unit increase in the stress level in terms of job satisfaction will mean a 0.336 increase in teachers’ work commitment. However, since the F-value is 5.881 with the associated p-value of 0.000 and does not exceed .05 alpha, the combined effect of the stress levels forms a set of significant predictors on teachers’ work commitment. Hence, the null hypothesis is rejected. The results of the regression analysis revealed an R-square of .0.88 with a p-value of .811. It means that the coping mechanisms influence the work commitment by 8.8%. However, the p-value exceeds alpha (p>0.05) and analysis of the beta coefficients also produces an F-value of .446, the results are deemed insignificant. Hence, the null hypothesis is accepted. Conclusions were drawn and recommendations were offered.