Objective: The COVID-19 is a major health crisis that has changed the life of millions globally. The purpose of this study was to assess the coping mechanism among the general population of Malaysia as well as its possible correlates such as Fear of COVID-19, quality of life (QOL) and associated sociodemographic background. Methods: This is an online cross-sectional study involving a total of 4904 adults across Malaysia from June to December 2021. Brief Coping Orientation to Problems Experienced was used to measure coping mechanisms, while the level of fear toward COVID-19 was assessed by fear of COVID-19 scale. QOL was measured by WHOQOL-BREF. Results: Sociodemographic data shows that 59.1% of Malaysians report an overall reduced QOL during the COVID-19 pandemic. 32% of respondents were unemployed during the pandemic and 18% of respondents were working from home. 71% of respondents had at least one or more encounter with COVID-19. We find that problem focused coping mechanism may be effective in face of COVID-19, both, in reducing overall fear toward COVID-19 and improving QOL, while emotional and avoidance coping mechanism has a negative correlation. Other socioeconomic factors such as age, gender, levels of education, income, and employment have a significant positive correlation with QOL and a negative correlation with Fear of COVID-19. Another factor which affects QOL is work from home which has a negative correlation. Conclusion: Based on study findings, problem based coping mechanism is beneficial to reduce Fear of COVID-19 and improve QOL.

Background: The Malaysian education system is moving from predominantly examination oriented to a more holistic continuous approach. Keeping up with paradigm change may cause psychological distress to teachers. Teachers’ sense of efficacy (TSE) is beneficial in coping with psychological distress in keeping up with such changes. This article discusses the prevalence of psychological distress among primary school teachers, its correlation with the level of sense of efficacy and associated sociodemographic factors. Methods: A cross-sectional study was conducted among 294 primary school teachers randomly chosen from ten schools in Kinta Utara District, Perak, Malaysia. Three questionnaires were used, namely sociodemographic profile, TSE Scale (TSES), and Depression Anxiety Stress Scale-21. Statistical analysis was performed using SPSS Statistical software version 26. Results: The mean scores of TSES were: TSE 7.1 (standard deviation [SD] 0.9), efficacy in classroom management (CME) 7.3 (SD 1.0), efficacy in instructional strategies (ISEs) 7.1 (SD 0.9) and efficacy in student engagement 7.0 (SD 1.0). This study showed the prevalence of depression, anxiety, and stress among teachers at 22.1%, 44.6%, and 17.0%, respectively. Multiple logistic regression analysis indicated that depression was negatively correlated with ISEs, while stress and anxiety were negatively correlated with CME. Conclusion: This study revealed that teachers with lower self-efficacy are more likely to experience psychological distress. It is important to improve teacher efficacy, especially in classroom management and instructional strategies, besides providing intervention for any mental health issues.