Teachers’ Well-being and Coping Strategies on the Impact of Large Class size among Selected Vocational School in Jolo

Nur-rayyana Ladjahasan

doi:10.62596/f3mrkn95

Authors

Nur-rayyana D. Ladjahasan School of Graduate studies Sulu State College Jolo, Sulu Author

DOI:

https://doi.org/10.62596/f3mrkn95

Keywords:

Class Size, Teachers’ Well-being, Vocational Education

Abstract

This research explores the major difficulties encountered by vocational schools in the Jolo District for the 2024-2025 academic year, especially concerning class size and its effects on the well-being of teachers. As global trends show a rise in school enrollment leading to overcrowding, this study emphasizes the urgent problem of class sizes that go beyond ideal capacities, frequently exceeding 30 students, which impacts the learning experience. Employing a descriptive-survey research approach, the investigation included 100 secondary school educators from Hadji Butu School of Arts and Trades (HBSAT) and Jolo School of Fisheries (JSF), providing equal representation from both schools. To investigate the variances in well-being and coping mechanisms among educators according to demographic factors, a T-test for independent samples and One-way Analysis of Variance (ANOVA) were utilized. Results indicate that the teaching staff is mainly composed of women and features a combination of mid-career and seasoned educators, many of whom possess doctoral degrees. Interestingly, numerous teachers have an experience of ten years or less, indicating a mix of both veteran and novice educators. Although class size was shown to have a substantial effect on teachers’ emotional health, physical difficulties were moderate and did not impede overall effectiveness. This study highlights the importance of tackling class size concerns to improve the teaching and learning conditions in vocational education.

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