Advisers

Krissha Jane Laurente

Discipline

Education

Abstract

The study involved 100 faculty members from different departments and examined sleep deprivation and coping strategies for managing workload. A survey questionnaire measured sleep duration, sleep quality, and coping behaviors. The introductory section also reported that many faculty members experienced sleep deprivation, particularly insufficient sleep duration, while using strategies such as task planning, time management, positive thinking, and short breaks. The study used a quantitative-correlational design to examine the relationship between sleep deprivation and coping mechanisms among 100 faculty members selected through purposive sampling. A self-made questionnaire covered demographic profile, sleep deprivation in terms of duration and quality, and problem-focused, emotion-focused, and avoidance coping strategies. Frequency, percentage, weighted mean, standard deviation, and Pearson correlation were used. Most faculty members were young and had 1–6 years of teaching experience. Many reported insufficient sleep on workdays and continuing fatigue after sleep. Coping strategies included planning tasks, organizing work, praying, listening to music, spending time with loved ones, and taking short breaks. A weak but statistically significant relationship was reported between sleep deprivation and coping, indicating that greater sleep deprivation was associated with increased use of coping strategies. Sleep deprivation was common among faculty members managing substantial workloads and responsibilities. Although respondents used varied coping strategies, the findings indicate that coping alone may not adequately address inadequate sleep. The study recommends healthy-sleep initiatives and balanced workloads to support faculty well-being, performance, and productivity.

Keywords

Sleep Deprivation, Stress Management, faculty workload