INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue X, October 2025
www.ijltemas.in Page 325
Digital Expertise and Stress Coping Skills as Predictors of
Technological Adaptability in Secondary School Teachers
Jake Levinson R. Villarente
1
, James L. Paglinawan
2
, Welmarie P. Villarente
3
1
Department of Education, Kitaotao National High School, Philippines
2
College of Education, Central Mindanao University, Philippines
3
Department of Education, Kitaotao National High School, Philippines
DOI:
https://doi.org/10.51583/IJLTEMAS.2025.1410000042
Received: 21 October 2025; Accepted: 27 October 2025; Published: 07 November 2025
Abstract: This study investigated the relationship between digital expertise, stress-coping skills, and technological adaptability
among secondary school teachers in the Division of Bukidnon. Utilizing a quantitative research design, 266 teachers participated
in a survey that measured their levels of digital proficiency, coping strategies, and readiness to integrate technology into the
classroom. Results consistently showed high levels of digital expertise and stress-coping skills, with teachers demonstrating
confidence in using digital tools, in adopting adaptive teaching methods, and in engaging in continuous learning. Significant
positive correlations were found between digital expertise and coping skills, on the one hand, and technological adaptability, on the
other, indicating that teachers who possess strong technical competence and adaptive coping mechanisms are better equipped to
manage technological change. Regression analysis revealed that adaptability and continuous learning, along with problem-focused
coping, were the strongest predictors of technological adaptability. These findings underscore the importance of ongoing
professional development, institutional support, and collaborative networks in maintaining teacher resilience and effectiveness in
digitally enriched educational environments.
Keywords: digital expertise, stress coping skills, technological adaptability, secondary school teachers, professional development
I. Introduction
Background
Digital skills shape how teachers adapt to new technology. Secondary school teachers in the Philippines face increasing demands
to learn digital tools for blended learning, as many schools lack sufficient training and support for these changes (Gonzales & Bala,
2021). Furthermore, similar challenges arise in adapting to curriculum reforms, where teachers should modify their instructional
styles and develop new competencies to use technology effectively (Kilag et al., 2024; Echavez Jr. et al., 2024). Local studies
showed that teachers often rely on self-training, collaboration, and school-based support to build confidence and manage rising
stress (Alpuerto, 2022).
International research shows similar trends. In Indonesia, teachers struggle with digital teaching due to training gaps (Kusuma et
al., 2019). In fact, teachers in Africa often experience stress due to inadequate digital readiness and limited support systems.
Nevertheless, with emotional and instructional support, engagement and adaptability can be enhanced (Adu et al., 2022; Diab &
Green, 2024). Moreover, in Romania, technology-related teaching skills and effective coping mechanisms have enhanced teacher
well-being and lessened burnout in online teaching settings (Stan, 2022). Globally, advances in digital integration drive continuous
development and stress, especially among educators with limited access or readiness (Fraillon et al., 2019; Oyedotun, 2020; Yang,
2025).
Research in the Philippines highlights ongoing problems. Many teachers lack confidence in using technology. Stress levels rise as
digital expectations increase, leading to lower work satisfaction (Tolentino, 2022). Studies note the importance of ongoing
professional development, sustained emotional support, and institutional investment in technology to foster adaptability (Ahmad,
2025). Teachers who develop higher digital skills and effective coping strategies demonstrate improved resilience and engagement
as changes persist (Salkovsky et al., 2015; Lipayon, 2020; Gamad, 2025).
Teachers face unique pressures in secondary schools. Digital expertise influences how teachers adapt to technology. Strong coping
skills help manage stress brought by constant digital demands. If schools fail to invest in training, clear policies, and emotional
support, the gap between teacher preparedness and technological requirements will persist (Llego, 2018; Ismail et al., 2020; Trust
et al., 2022). Globally, the development of digital competence remains an urgent educational priority to ensure sustainable
adaptation (Ahmad, 2025).
Thus, this study aims to fill critical gaps in teacher preparedness and support by examining how digital expertise and stress coping
skills predict technological adaptability.
Statement of the Problem
Specifically, the study seeks to answer the following research questions:
INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
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1) What is the level of digital expertise among secondary school teachers in terms of technological proficiency, attitudes
towards online teaching, access and usage of technology, adaptability, and continuous learning?
2) What is the level of stress coping skills among secondary school teachers in terms of: problem-focused coping, emotion-
focused coping, social support coping, and avoidance/disengagement coping (Positive Reframe)?
3) What is the level of technological adaptability of secondary school teachers in terms of: digital skills proficiency, attitudes
towards digital integration, adaptability to digital teaching environment, and participation in professional development?
4) Is there any relationship between digital expertise, stress coping skills, and technological adaptability of secondary school
teachers?
5) Which variables singly or in combination best predict the technological adaptability of secondary school teachers?
Objective of the Study
To address these questions, the objectives of the study are:
1) Determine the level of digital expertise among secondary school teachers in terms of: technological proficiency, attitudes
towards online teaching, access and usage of technology, adaptability, and continuous learning.
2) Ascertain the level of stress coping skills among secondary school teachers in terms of: problem-focused coping, emotion-
focused coping, social support coping, and avoidance/disengagement coping (Positive Reframe).
3) Assess the level of technological adaptability of secondary school teachers in terms of: digital skills proficiency, attitudes
towards digital integration, adaptability to digital teaching environment, and participation in professional development.
4) Correlate between digital expertise, stress coping skills, and technological adaptability of secondary school teachers?
5) Identify the variables singly or in combination that best predict the technological adaptability of secondary school teachers?
II. Literature Review
Digital Expertise and Teacher Adaptation
The integration of digital technology in education has transformed teaching roles and instructional delivery worldwide. Digital
expertise, encompassing technological proficiency, attitudes towards online teaching, and ongoing learning, is widely cited as
essential for teacher adaptation in the modern classroom. In the Philippines, teachers' digital literacy and competence significantly
shape instructional quality and learner engagement—especially in remote and blended settings (Abantas-Emji et al., 2024). Post-
pandemic pedagogic research indicates that well-resourced educators with advanced ICT skills demonstrate greater confidence and
flexibility (IJORER, 2023). Access to digital resources and positive attitudes further strengthen teachers' capabilities for efficient
lesson delivery and management (UNESCO GEM Report, 2023).
International studies identify persistent gaps in digital competence, with teachers experiencing technostress due to limited training
and insufficient support (Sokal et al., 2020; Oyedotun, 2020). Research confirms that continuous professional development is vital
to bridge these gaps, as institutional training programs enable teachers to adapt and innovate instructional strategies (Fraillon et al.,
2019; UNESCO, 2023). Emergency transitions during the COVID-19 pandemic intensified challenges in teacher readiness and
highlighted the central role of digital literacy in educational resilience (Ignacio et al., 2022; Sahin et al., 2022).
Technological Adaptability
Technological adaptability involves teachers' readiness to integrate digital innovations, sustain openness to change, and actively
engage in professional growth. Studies indicate that adaptability is driven by access to ongoing training and robust institutional
support (Zou et al., 2025). Educators who participate in professional development and regularly utilize digital platforms tend to be
more adaptable in revising their instructional methods. Adaptability is also shaped by teacher motivation, collaborative learning,
and mindset towards lifelong education (Hemajothi & Kumar Jain, 2022; OECD, 2025).
A global review concludes that adaptability is not simply a function of technical proficiency: mindset, resource availability, and
mutual support are crucial factors (Stan, 2022). The rise of online and blended learning environments has made adaptability
indispensable for delivering quality education under rapidly changing conditions.
Stress Coping Skills in Educational Technology
Teachers employ varied coping strategies in response to digital demands, including problem-focused, emotion-focused, social
support, and positive reframing or disengagement mechanisms (Stan, 2022). Filipino studies highlight that strong professional and
peer support networks help mitigate the negative impacts of digital transitions (Examining the Relationship, 2024). Emotional
intelligence and supportive relationships are consistently cited as major contributors to improved coping outcomes (Managing
Digital Stress, 2023).
Systematic reviews show that inadequate institutional support leads to heightened technostress, burnout, and reduced teaching
effectiveness (Technostress among Teachers, 2025). Conversely, practical coping skills and structured organizational backing
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promote resilience, lower stress, and improve teacher satisfaction in adapting to technology (Teacher Technostress and Coping
Mechanisms, 2023).
The reviewed literature confirms the interplay among digital expertise, adaptability, and coping skills in fostering successful teacher
engagement with technology. While significant progress has been documented, barriers such as insufficient training and uneven
access persist. Sustained professional development, emotional support, and policy reforms that prioritize digital literacy are crucial
for enhancing teacher well-being and technological adaptability in education.
III. Methodology
Research Design
This study utilized a quantitative correlational design to examine the predictive relationships between digital expertise, stress-coping
skills, and technological adaptability among secondary school teachers. Data were collected through a paper-based survey
comprising standardized and researcher-developed instruments, all rated on a 5-point Likert scale from "Strongly Disagree" to
"Strongly Agree." A conceptual model guided the analysis, positing that digital expertise and coping skills jointly influence teachers'
technological adaptability.
Participants of the Study
The participants consisted of 266 secondary school teachers from the Division of Bukidnon. A stratified random sampling approach
was used to ensure proportional representation of teachers across public and private schools and across different geographic districts.
The sampling frame included all secondary teachers listed in the 2024–2025 Division Directory.
Research Instrument and Validation
The survey questionnaire was patterned after the study of Estrella, G. et al. (2024), which measured three primary constructs: digital
expertise, stress-coping skills, and technological adaptability. The instrument was carefully developed based on prior validated
scales and relevant literature. Before administration, it underwent content validation by a panel of three experts in educational
technology and research methodology. The experts evaluated each item for clarity, relevance, and alignment with the study
objectives. Their feedback led to minor revisions in phrasing and item sequencing to improve comprehensibility and construct
coverage.
After validation, the refined questionnaire was pilot-tested among a small group of teachers to check readability and response
consistency. The instrument's internal consistency was evaluated using Cronbach's alpha, yielding an overall coefficient of 0.821,
indicating good reliability.
Data Collection Procedure
Data were collected through a paper-based survey distributed personally to participating schools within the Division of Bukidnon.
Each respondent was informed about the purpose of the study and provided written consent prior to answering the questionnaire.
The instrument gathered information on demographic background, levels of digital expertise, coping strategies for stress, and
measures of technological adaptability. The researchers retrieved completed questionnaires, encoded them, and analyzed them
quantitatively using SPSS software, following secure data-handling procedures.
Statistical Technique Used
Descriptive statistics summarized the levels of digital expertise, stress-coping skills, and technological adaptability. Correlation
analysis examined relationships among the constructs, while multiple regression analysis tested predictive effects. Results were
reported with standardized coefficients (β), confidence intervals (95%), and thorough regression diagnostics, including variance
inflation factors (VIF) to check for multicollinearity and residual analysis to ensure model assumptions were met.
To account for teachers being nested within schools, multilevel analysis was considered. Where theoretical grounds existed,
interaction or moderation effects were tested to assess how coping skills influence the link between digital expertise and adaptability.
Ethical Consideration
All survey responses were anonymous. Researchers obtained informed consent from all participants prior to data collection. The
study adhered to ethical guidelines for research involving human subjects.
Data Availability and Limitations
The anonymized dataset and coding procedures are accessible upon reasonable request from the researchers. The study's cross-
sectional design limits causal inference; thus, future research is encouraged to adopt longitudinal or mixed-methods designs to
validate and extend these findings. Furthermore, sustained monitoring of local professional development (PD) initiatives in
Bukidnon is recommended to contextualize ongoing improvements in teachers' digital proficiency and adaptability.
IV. Results & Discussions
Table 1. Level of digital expertise among secondary school teachers.
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Variable
Mean
Std. Deviation
Qualitative Interpretation
Technological Proficiency
3.79
0.50
Highly demonstrated
Attitudes Towards Online Teaching
3.73
0.51
Highly demonstrated
Access and Usage of Technology
3.76
0.52
Highly demonstrated
Adaptability and Continuous Learning
3.74
0.53
Highly demonstrated
Overall
3.76
0.52
Highly demonstrated
Rating Scale
Rating Range
Descriptive Interpretation
Qualitative Interpretation
1
1.00-1.50
Strong Disagree (SD)
Not demonstrated
2
1.51-2.50
Disagree (D)
Slightly demonstrated
3
2.51-3.50
Undecided (U)
Moderately demonstrated
4
3.51-4.50
Agree (A)
highly demonstrated
5
4.51-5.0
Strongly Agree (SA)
Very highly demonstrated
The data indicate that secondary school teachers in the Division of Bukidnon consistently exhibit high levels of digital expertise
across all measured domains. The mean scores for Technological Proficiency (3.79), Attitudes Towards Online Teaching (3.73),
Access and Usage of Technology (3.76), and Adaptability and Continuous Learning (3.74) all fall within the "High" category,
indicating widespread agreement and preparedness to use digital tools for educational purposes. The overall mean of these
indicators is 3.76, with a standard deviation of 0.52, suggesting that most teachers are confident and capable, with only minor
variability in responses.
The high scores on all domains of digital expertise reflect a strong foundation among teachers for adapting to modern educational
demands in technology-rich environments. The consistency of these results, as shown by the minimal spread in standard deviations,
suggests that digital readiness is a shared trait within the division. This finding aligns with recent literature that emphasises the
importance of digital literacy and continuous learning for effective teaching in contemporary settings (Abantas-Emji et al., 2024;
UNESCO, 2023).
Supporting studies have shown that teacher confidence and positive attitudes toward online teaching contribute to more successful
technology adaptation and integration in the classroom (IJORER, 2023). Bukidnon's teachers' high level of adaptability and
ongoing commitment to learning further suggest that professional development initiatives and school-based support programs are
contributing factors to this preparedness.
Thus, the results underscore the division's strengths in building a digitally competent and highly adaptive teaching workforce. As
digital innovation in education continues to evolve, ongoing support and training will remain vital to sustaining these gains and
addressing future technological challenges.
Table 2. Level of stress coping skills among secondary school teachers.
Mean
Std. Deviation
Qualitative Interpretation
3.67
0.52
Highly demonstrated
3.67
0.53
Highly demonstrated
3.70
0.51
Highly demonstrated
3.65
0.54
Highly demonstrated
3.67
0.53
Highly demonstrated
Rating Scale
Rating Range
Descriptive Interpretation
Qualitative Interpretation
1
1.00-1.50
Strong Disagree (SD)
Not demonstrated
2
1.51-2.50
Disagree (D)
Slightly demonstrated
3
2.51-3.50
Undecided (U)
Moderately demonstrated
4
3.51-4.50
Agree (A)
highly demonstrated
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5
4.51-5.0
Strongly Agree (SA)
Very highly demonstrated
The findings of this study reveal that secondary school teachers in the investigated division consistently demonstrate high levels of
stress-coping skills across all measured domains. As summarized in Table 1, mean scores for problem-focused coping (M = 3.67,
SD = 0.52), emotion-focused coping (M = 3.67, SD = 0.51), social support coping (M = 3.70, SD = 0.51), avoidance/disengagement
coping (positive reframe) (M = 3.65, SD = 0.54) with the overall mean for stress coping skills is M = 3.67, SD = 0.53.
These results corroborate national and international studies that highlight the importance of robust coping skills for teacher
adaptation in rapidly digitizing educational settings. Local research in the Philippines highlights the importance of professional
collaboration and emotional support networks in promoting resilience and mitigating stress associated with technological demands
(Alpuerto, 2022; Examining the Relationship, 2024). Similar trends are evident globally, with teachers across diverse contexts
relying on problem-solving strategies, social support, and emotional regulation to mitigate technostress and maintain instructional
effectiveness (Stan, 2022; Teacher Technostress and Coping Mechanisms, 2023).
In particular, the consistently "High" ratings across all coping skill domains reflect teachers' capacity to draw on multiple forms of
support and adaptive strategies when confronting digital challenges. This aligns with the literature, which emphasizes that access
to peer networks, ongoing professional development, and structured organizational support substantially improve coping outcomes
and teacher satisfaction (Managing Digital Stress, 2023; Ahmad, 2025).
The data suggest that Filipino secondary teachers are not only equipped with a variety of coping skills but also actively apply them
amid technological transitions. These findings reinforce arguments in the reviewed literature that effective coping is foundational
to enhancing teachers' digital expertise and technological adaptability. Institutions aiming to strengthen teacher preparedness should
continue to invest in comprehensive support systems and development programs, as documented barriers—such as insufficient
training and uneven resource distribution—can undermine potential gains in teacher well-being and performance (Kilag et al., 2024;
Technostress among Teachers, 2025).
Therefore, the high levels of problem-focused, emotion-focused, social support, and avoidance coping observed in this study
indicate that secondary school teachers possess resilient adaptation capacities, which are essential for the successful integration of
technology in education. Sustained institutional effort to nurture these coping skills, as recommended in both local and international
studies, remains critical for advancing technological adaptability and promoting quality teaching outcomes.
Table 3. Level of Technological Adaptability among Secondary School Teachers.
Variable
Mean
Std. Deviation
Qualitative Interpretation
Digital Skills Proficiency
3.72
0.39
Highly demonstrated
Attitudes Towards Digital Integration
3.72
0.38
Highly demonstrated
Adaptability to Digital Teaching Environment
3.73
0.39
Highly demonstrated
Participation in Professional Development
3.71
0.38
Highly demonstrated
Overall
3.67
0.53
Highly demonstrated
Rating Scale
Rating Range
Descriptive Interpretation
Qualitative Interpretation
1
1.00-1.50
Strong Disagree (SD)
Not demonstrated
2
1.51-2.50
Disagree (D)
Slightly demonstrated
3
2.51-3.50
Undecided (U)
Moderately demonstrated
4
3.51-4.50
Agree (A)
highly demonstrated
5
4.51-5.0
Strongly Agree (SA)
Very highly demonstrated
The findings show that secondary school teachers demonstrate high levels of technological adaptability across all measured
domains. In particular, the mean scores for each domain are as follows: digital skills proficiency (M = 3.72, SD = 0.39), attitudes
towards digital integration (M = 3.72, SD = 0.38), adaptability to digital teaching environment (M = 3.73, SD = 0.39), and
participation in professional development (M = 3.71, SD = 0.38). All scores fall within the "Agree" level and are classified as
"Highly demonstrated," indicating strong technological adaptability among the teachers surveyed. Thus, overall technological
adaptability is M = 3.72, SD = 0.39.
These results are consistent with studies emphasising the importance of digital skills and positive attitudes towards technological
integration in promoting effective teaching and learning. The literature from the Philippines highlights that teachers with advanced
ICT skills and positive dispositions towards technology are better equipped to engage learners and deliver quality education,
especially in remote and blended learning contexts (Abantas-Emji et al., 2024; IJORER, 2023). International research reinforces
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that participation in ongoing professional development programs and adaptability to new digital teaching environments are critical
for educational resilience and innovation (Fraillon et al., 2019; UNESCO GEM Report, 2023).
The consistently high mean scores and low standard deviations observed suggest that teachers not only possess high levels of
technological adaptability but also exhibit uniform preparedness, minimising disparities in digital readiness among respondents.
This aligns with findings that institutional support, access to professional growth opportunities, and collaborative learning
environments foster greater teacher adaptability, confidence, and openness to change (Hemajothi & Kumar Jain, 2022; OECD,
2025; Sahin et al., 2022).
These outcomes further support the existing literature, which suggests that technological adaptability development is a multifaceted
process influenced by skill proficiency, attitudes, continuous learning, and participation in institutional development activities (Stan,
2022; Zou et al., 2025). The data suggest that teachers in the studied school division are well-positioned to meet the demands of
digital education; however, continued investment in professional development and support remains essential to sustain teacher
growth and achieve high-quality teaching outcomes.
Therefore, these findings highlight the importance of sustained institutional investment in digital integration and ongoing teacher
training, as advocated in both national and international research, to ensure continued educational innovation and resilience in the
face of technological change.
Table 4. Correlation analysis of secondary school teachers' technological adaptability, digital expertise, and stress coping skills.
VARIABLE
CORRELATION COEFFICIENT
PROBABILITY (p-value)
Digital Expertise
Technological Proficiency
Attitudes towards online teaching
Access and usage of technology
Adaptability and continuous learning
0.637
0.573
0.578
0.544
0.627
0.000**
0.000**
0.000**
0.000**
0.000**
Stress Coping Skills
Problem-focused coping
Emotional-focused coping
Social support coping
Avoidance/Disengagement coping
0.656
0.601
0.599
0.545
0.602
0.000**
0.000**
0.000**
0.000**
0.000**
As indicated in Table 4, there was and strong, significant positive correlation between overall digital expertise (r = 0.637, p < 0.01)
and technological adaptability. All dimensions of digital expertise also had significant positive correlations with technological
adaptability, ranging from r = 0.544 to r = 0.627 (all p < 0.01). Stress coping skills were also strongly correlated with technological
adaptability (r = 0.656, p < 0.01). Each stress coping dimension —problem-focused, emotion-focused, social support, and
avoidance/disengagement coping — showed significant positive correlations, with coefficients ranging from r = 0.545 to r = 0.602
(all p < 0.01). These findings suggest that higher levels of digital expertise and more effective stress-coping skills are consistently
associated with greater technological adaptability among secondary school teachers in the Division of Bukidnon.
These results align with the national and international literature, which highlights that teachers' digital expertise and coping abilities
play crucial roles in their successful adaptation to technology-enhanced education. Previous studies in the Philippines and abroad
have documented how higher technological proficiency and positive attitudes foster teacher engagement, confidence, and the ability
to handle technological change (Gonzales & Bala, 2021; Kilag et al., 2024; Stan, 2022; UNESCO GEM Report, 2023). Similarly,
the role of effective coping strategies in reducing technostress and supporting adaptive responses to digital challenges is strongly
supported by existing research (Adu et al., 2022; Technostress among Teachers, 2025).
The pronounced and significant correlations identified in this study suggest that both domains—digital expertise and stress coping
skills—are instrumental in facilitating technological adaptability among teachers. These findings align with the existing literature
in highlighting the importance of ongoing professional development, emotional and institutional support, and continuous learning
as critical factors for teacher well-being and resilience (Ahmad, 2025; Lipayon, 2020; Gamad, 2025).
Overall, the data strongly indicate that improvements in digital expertise and the development of effective coping mechanisms are
closely linked to enhanced adaptability in digital teaching contexts. These results underline the urgent need for sustained investment
in teacher training, emotional support structures, and enabling environments, consistent with international calls for advancing digital
competence and adaptability in education (Trust et al., 2022; Fraillon et al., 2019).
Table 5. Variables that best predict students' Problem-solving performance
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Predictor Variables
β (Beta Coefficient)
t-value
p-value
VIF
(Constant)
0.770
7.339
.000
Technological Proficiency
0.077
2.188
.030
3.44
Attitudes toward online teaching
0.046
4.387
.000
3.24
Adaptability and continuous learning
0.120
3.383
.001
3.85
Problem-focused coping
0.142
4.466
.000
3.00
Emotional-focused coping
0.096
3.060
.002
3.08
Social support coping
0.098
3.190
002
2.72
Avoidance/Disengagement coping
0.070
2.318
.021
2.90
R = 0.876 R² = 0.768 F= 106.062 Sig. = 0.000
The overall regression model yielded a strong multiple correlation coefficient of R = 0.876 and an adjusted coefficient of
determination of R² = 0.768, indicating that approximately 76.8% of the variance in technological adaptability can be explained by
the combined effect of the predictor variables. The F-statistic (106.062, p = 0.000) confirms that the regression model is statistically
significant and that the predictor variables collectively explain technological adaptability.
The regression equation for predicting technological adaptability is:
Y = 0.770 + 0.077(X1) + 0.046(X2) + 0.120(X3) + 0.142(X4) + 0.096(X5) + 0.098(X6) + 0.070(X7)
Where: 0.770 is constant
Y = technological adaptability
X1 = Technological Proficiency
X2 = Attitudes toward online teaching
X3 = Adaptability and continuous learning
X4 = Problem-focused coping
X5 = Emotion-focused coping
X6 = Social support coping
X7 = Avoidance/Disengagement coping
As summarised in Table 4, significant positive predictors included technological proficiency (𝛽 = 0.077, 𝑡 = 2.188, 𝑝 =
.030, VIF = 3.44), adaptability and continuous learning (𝛽 = 0.120, 𝑡 = 3.383, 𝑝 = .001, VIF = 3.85), problem-focused
coping (𝛽 = 0.142, 𝑡 = 4.466, 𝑝 < .001, VIF = 3.00), emotional-focused coping (𝛽 = 0.096, 𝑡 = 3.060, 𝑝 = .002, VIF =
3.08), social support coping (𝛽 = 0.098, 𝑡 = 3.190, 𝑝 = .002, VIF = 2.72), and avoidance/disengagement coping (𝛽 =
0.070, 𝑡 = 2.318, 𝑝 = .021, VIF = 2.90). Attitudes toward online teaching had a positive but smaller standardised effect (𝛽 =
0.046, 𝑡 = 4.387, 𝑝 < .001, VIF = 3.24), indicating a weaker yet significant association. All predictors exhibited VIF values well
below the threshold of 5, indicating no multicollinearity.
Model diagnostics, including residual analysis and standard probability plots, showed no violations of the linearity, normality, or
homoscedasticity assumptions. Multilevel modelling, which accounted for teacher clustering within schools, confirmed the strength
of the findings, as the results were consistent with standard regression output.
These findings align with extensive literature emphasising the multifaceted nature of teacher adaptation to digital environments.
Research consistently shows that continuous professional development, positive attitudes toward learning, and technological
proficiency are fundamental to successful digital integration (Fraillon et al., 2019; UNESCO GEM Report, 2023; Ahmad, 2025).
The prominence of problem-focused coping as a predictor supports studies highlighting that teachers who actively engage with
challenges, seek solutions, and maintain goal-oriented approaches demonstrate greater resilience and adaptability in technology-
rich contexts (Stan, 2022; Teacher Technostress and Coping Mechanisms, 2023).
The substantial explained variance (R² = 0.768) indicates that both digital expertise and stress coping skills are essential components
of technological adaptability, confirming theoretical frameworks that position teacher adaptation as dependent on both technical
competence and psychological resilience (Adu et al., 2022; Managing Digital Stress, 2023). The significant role of social support
in coping further reinforces Philippine and international studies that emphasise the importance of collaborative networks and peer
support in fostering teacher confidence and reducing technostress (Alpuerto, 2022; Examining the Relationship, 2024).
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Therefore, the regression analysis demonstrates that technological adaptability among secondary school teachers is best predicted
by a combination of digital expertise dimensions and stress-coping strategies, with problem-focused coping and
adaptability/continuous learning as the most potent individual predictors. These results underscore the need for comprehensive
professional development programs that address both technical skills and emotional resilience, aligning with current literature's
recommendations for holistic approaches to teacher preparation and support in digital education contexts.
V. Conclusion
The results of this research revealed that secondary school teachers in the Division of Bukidnon were well-prepared and highly
adaptable to the technological demands present in education at the time of study. Teachers consistently demonstrated strong digital
expertise, showing confidence in their ability to utilise digital tools, adapt teaching methods, and engage in continuous learning.
This digital competence was supported by their positive attitudes towards innovation and active participation in professional
development, suggesting that the instructional workforce was ready to meet the challenges of technology integration.
It was also found that the teachers possessed highly developed coping skills, enabling them to manage stress and thrive amid rapid
changes in their work environment. They actively employed problem-solving, emotional regulation, social support, and positive
reframing to overcome the obstacles posed by digital transitions. The collaborative spirit among educators, combined with
structured support from schools and professional programs, played a vital role in building resilience and sustaining effective
teaching.
Throughout the investigation, it became evident that both digital expertise and stress-coping skills were closely linked to
technological adaptability. Teachers who possessed a strong foundation in these areas were better equipped to adopt new
technologies, adapt to evolving educational practices, and maintain their well-being. The findings underscored the need for holistic
approaches in teacher preparation, emphasising the importance of technical skills, emotional resilience, and ongoing professional
development.
Furthermore, continued investment in professional development, emotional support systems, and collaborative networks was found
to be critical for maintaining and strengthening teacher adaptability in the face of ongoing educational innovations. By fostering
both technical competence and psychological readiness, educational institutions ensured that teachers remained effective, engaged,
and resilient as they led students into the digital age.
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INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)
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www.ijltemas.in Page 334
Appendix
Questionnaire on Digital Expertise and Stress Coping Skills as Predictors of Technological Adaptability in Secondary
Demographic Profile
Please fill out the following information. These will be used solely for data organization and analysis. Your information will be
kept secure, and all identifiers will be removed from reports and from your responses at the end of this study.
Name (Optional): ________________________
Name of School: ________________________
No. of years teaching: ________________
Gender: M F F
Age: ____________
Part I. Digital Expertise
Directions: Please read each statement carefully and encircle the number that corresponds to your choice.
Use the following scale:
5- Strongly Agree
4- Agree
3- Undecided
2- Disagree
1- Strongly Disagree
A. Technological Proficiency
5
4
3
2
1
1. I am confident in using instructional digital tools for teaching.
5
4
3
2
1
2. I can troubleshoot common technical issues independently.
5
4
3
2
1
3. I am proficient in using online learning management systems such as Google
Classroom, etc.
5
4
3
2
1
4. I can create digital content for my lessons effectively.
5
4
3
2
1
5. I can integrate multimedia resources into my teaching.
5
4
3
2
1
6. I am skilled in using video conferencing tools for classes.
5
4
3
2
1
7. I can navigate educational applications and platforms
5
4
3
2
1
8. I update my digital skills regularly through training or self-study.
5
4
3
2
1
9. I can customize digital tools to suit my teaching needs.
5
4
3
2
1
10. I adapt quickly to new educational technologies.
5
4
3
2
1
B. Attitudes Towards Online Teaching
5
4
3
2
1
1. I believe online teaching improves student engagement when used effectively.
5
4
3
2
1
2. I feel the positive effect of using technology in conducting classes.
5
4
3
2
1
3. I believe online teaching can be as effective as face-to-face teaching when properly
designed.
5
4
3
2
1
4. I am motivated to explore innovative teaching methods through technology-aided
instruction.
5
4
3
2
1
5. I perceive online teaching as a valuable skill for my professional growth.
5
4
3
2
1
6. I am comfortable in managing student interactions online.
5
4
3
2
1
INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue X, October 2025
www.ijltemas.in Page 335
7. I believe technology enhances collaboration among students.
5
4
3
2
1
8. I see online teaching as an essential component of modern education.
5
4
3
2
1
9. I am willing to invest time to improve my online teaching skills.
5
4
3
2
1
10. I enjoy experimenting with digital pedagogical strategies.
5
4
3
2
1
C. Access and Usage of Technology
5
4
3
2
1
1. I have easy access to reliable internet for teaching purposes.
5
4
3
2
1
2. I use digital devices regularly during my teaching activities.
5
4
3
2
1
3. My institution provides sufficient and updated technological resources to support
teaching.
5
4
3
2
1
4. I consistently utilize educational apps and platforms to support lessons.
5
4
3
2
1
5. I collaborate with colleagues using digital communication tools.
5
4
3
2
1
6. I encourage students to use technology for learning.
5
4
3
2
1
7. I stay updated with new digital teaching tools and resources.
5
4
3
2
1
8. My students have sufficient access to technology required to participate in
lessons.
5
4
3
2
1
9. I use digital tools effectively to enhance learning outcomes.
5
4
3
2
1
10. I feel supported by my school administration in using technology.
5
4
3
2
1
D. Adaptability and Continuous Learning
5
4
3
2
1
1. I adjust my teaching methods when new technology is introduced.
5
4
3
2
1
2. I seek professional development opportunities related to digital teaching.
5
4
3
2
1
3. I am open to feedback on my use of technology in the classroom.
5
4
3
2
1
4. I experiment with new digital tools to improve student learning.
5
4
3
2
1
5. I reflect on my digital teaching practices regularly to enhance my teaching.
5
4
3
2
1
6. I can handle unexpected technical problems during teaching sessions calmly
5
4
3
2
1
7. I adapt to different students’ technological skill levels in my lessons and
provide appropriate support.
5
4
3
2
1
8. I balance traditional and digital teaching methods effectively.
5
4
3
2
1
9. I am committed to lifelong learning in digital education.
5
4
3
2
1
10. I share my digital expertise with colleagues to foster a technology friendly
teaching environment.
5
4
3
2
1
Part Ii. Stress Coping Skills
Directions: Please read each statement carefully and encircle the number that corresponds to your choice.
Use the following scale:
5- Strongly Agree
4- Agree
3- Undecided
2- Disagree
1- Strongly Disagree
INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue X, October 2025
www.ijltemas.in Page 336
A. Problem-Focused Coping
5
4
3
2
1
1. I effectively find solutions to teaching challenges that cause stress.
5
4
3
2
1
2. I organize my tasks well to manage my workload efficiently.
5
4
3
2
1
3. I prioritize problems and address them one at a time confidently.
5
4
3
2
1
4. I seek help and advice from colleagues when needed.
5
4
3
2
1
5. I break complex tasks into manageable steps successfully.
5
4
3
2
1
6. I set realistic goals to help reduce work-related stress.
5
4
3
2
1
7. I use time management strategies to meet deadlines consistently.
5
4
3
2
1
8. I take proactive steps to avoid situations that trigger stress.
5
4
3
2
1
9. I adjust my teaching methods to handle stressful situations effectively.
5
4
3
2
1
B. Emotion-Focused Coping
5
4
3
2
1
1. I maintain a positive outlook even when faced with work stress.
5
4
3
2
1
2. I share my feelings about stressful situations with trusted individuals.
5
4
3
2
1
3. I practice relaxation techniques to calm myself after stressful days.
5
4
3
2
1
4. I regularly use mindfulness or meditation to manage stress.
5
4
3
2
1
5. I focus on what I can control rather than worrying about the uncontrollable.
5
4
3
2
1
6. I enjoy hobbies or activities that help me reduce stress.
5
4
3
2
1
7. I accept aspects of my work situation that I cannot change.
5
4
3
2
1
8. I use humor to lighten stressful moments.
5
4
3
2
1
9. I maintain a healthy perspective and do not let work stress overwhelm me.
5
4
3
2
1
C. Social Support Coping
5
4
3
2
1
1. I rely on family and friends for support when I feel stressed.
5
4
3
2
1
2. I openly discuss work challenges with coworkers to feel better.
5
4
3
2
1
3. I actively participate in teacher support groups or communities.
5
4
3
2
1
4. I collaborate with colleagues to share workload during stressful periods.
5
4
3
2
1
5. I communicate honestly about my stress and ask for help when needed.
5
4
3
2
1
6. I build strong supportive relationships with fellow teachers.
5
4
3
2
1
7. I attend professional workshops to connect with peers and alleviate stress.
5
4
3
2
1
8. I share effective coping strategies with my colleagues.
5
4
3
2
1
9. I seek emotional support when work becomes challenging.
5
4
3
2
1
D. Avoidance/Disengagement Coping (Positive Reframe)
5
4
3
2
1
1. I take breaks and short rests to refresh myself from work stress.
5
4
3
2
1
2. I manage stressful situations by focusing on constructive distractions.
5
4
3
2
1
3. I know when to step away from stressful work interactions for mental clarity.
5
4
3
2
1
4. I practice healthy emotional distancing to prevent burnout.
5
4
3
2
1
5. I set boundaries to avoid taking on too much extra work.
5
4
3
2
1
6. I prioritize self-care to maintain balance during stressful times.
5
4
3
2
1
INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue X, October 2025
www.ijltemas.in Page 337
7. I use breaks effectively to regain focus and reduce stress.
5
4
3
2
1
8. I maintain a positive distance from work stress to remain productive.
5
4
3
2
1
9. I strategically disengage from non-essential stressors to protect my well-being.
5
4
3
2
1
Part Iii. Technological Adaptability
Directions: Please read each statement carefully and encircle the number that corresponds to your choice.
Use the following scale:
5- Strongly Agree
4- Agree
3- Undecided
2- Disagree
1- Strongly Disagree
A. Digital Skills Proficiency
5
4
3
2
1
1. I can effectively use digital learning tools in my teaching.
5
4
3
2
1
2. I am confident in using educational platforms like Google Classroom and Zoom
or equivalent tools.
5
4
3
2
1
3. I can create and share instructional digital content with my students.
5
4
3
2
1
4. I am able to troubleshoot common technical problems during digital or online
teaching.
5
4
3
2
1
5. I update regularly my digital skills through training or self-study.
5
4
3
2
1
6. I use multimedia tools to enhance my lessons.
5
4
3
2
1
7. I adapt digital tools to suit the needs of my students
5
4
3
2
1
8. I manage digital communication effectively with students and parents.
5
4
3
2
1
9. I can use with various digital assessment tools effectively.
5
4
3
2
1
B. Attitudes Towards Digital Integration
5
4
3
2
1
1. I believe integrating technology improves teaching effectiveness.
5
4
3
2
1
2. I am motivated to learn and apply new digital teaching methods.
5
4
3
2
1
3. I view digital literacy as essential for modern teaching.
5
4
3
2
1
4. I am open to experimenting with new educational technologies.
5
4
3
2
1
5. I perceive digital transformation as a positive change in education.
5
4
3
2
1
6. I feel confident in adapting to technological advancements in teaching and
learning.
5
4
3
2
1
7. I see digital tools as beneficial for inclusive education.
5
4
3
2
1
8. I am willing to invest time in mastering the use of digital resources.
5
4
3
2
1
9. I encourage students to use digital resources for learning.
5
4
3
2
1
C. Adaptability to Digital Teaching Environment
5
4
3
2
1
1. I can easily adjust to changes in teaching brought by technology updates.
5
4
3
2
1
2. I can teach effectively in both face-to-face and online environments.
5
4
3
2
1
INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue X, October 2025
www.ijltemas.in Page 338
3. I manage unexpected technical disruptions during lessons calmly.
5
4
3
2
1
4. I adapt my lesson plans to incorporate digital content.
5
4
3
2
1
5. I balance digital and traditional teaching methods effectively.
5
4
3
2
1
6. I keep pace with educational technology trends relevant to my subject.
5
4
3
2
1
7. I seek feedback to improve my digital teaching strategies.
5
4
3
2
1
8. I collaborate with colleagues using digital tools.
5
4
3
2
1
9. I adapt communication styles for online interactions with students.
5
4
3
2
1
D. Participation in Professional Development
5
4
3
2
1
1. I participate in training programs to enhance my digital teaching skills.
5
4
3
2
1
2. I actively seek opportunities for ongoing professional development in
technology.
5
4
3
2
1
3. I apply knowledge gained from digital skills training to my teaching.
5
4
3
2
1
4. I encourage my peers to engage in technology-related training.
5
4
3
2
1
5. I believe continuous learning is necessary to keep up with digital teaching
demands.
5
4
3
2
1
6. I reflect on my teaching practices to integrate digital improvements.
5
4
3
2
1
7. I access online resources to support my professional growth.
5
4
3
2
1
8. I feel supported by my institution in pursuing digital professional development.
5
4
3
2
1
9. I use feedback from training to improve student learning outcomes.
5
4
3
2
1