Self-Worth Protection Mechanisms of Pre-Service Teachers: Basis for An Intervention Program

Authors

Neal F. Micayabas, Denmark S. Macalisang

Abstract

This study investigated the self-worth protection mechanisms of preservice teachers at Southern Capital Colleges, Oroquieta City, during the School Year 2025–2026. Using a descriptive-comparative research design, data were gathered to determine respondents’ profiles, levels of self-worth protection mechanisms, and significant differences when grouped according to selected variables. Findings revealed that preservice teachers demonstrated moderate levels of self-handicapping, defensive pessimism, excuse-making, withdrawal or avoidance, and effort reduction. Significant differences were observed when respondents were grouped by year level, academic standing, and parents’ educational background. The results underscore the need for intervention programs that strengthen adaptive coping strategies and self-worth among pre-service teachers.

Keywords

academic standing, adaptive coping, pre-service teachers, selfworth protection mechanisms, teacher education