Abstract
This study aimed to determine the stress management of teachers at Linamon District during the School Year 2022 – 2023. Specifically, the study sought to find out the following objectives: the demographic profiles and the work-related mental stressors of the respondents. Also, it sought the coping mechanisms relative to work-related-mental stress, the significant difference on the work-related mental stress and coping mechanisms when grouped to their demographic profile and the significant relationship between the teachers’ work-related mental stress and coping mechanisms. The study used the descriptive-correlational research design. It was conducted at Linamon District with 100 teachers as respondents. This research adopted two survey questionnaires. Most of the respondents belonged in middle age, were females, majority were Christians, and were married. Descriptive result showed that majority of the respondents were Bachelor degree holders and they were tenured as Teacher II and Teacher III. Based from the result, stressors were sometimes experienced by the teachers in terms of demand, control, support, relationship, role and change. Work-related stress was manifested more on younger teachers as compared to older or seasoned teachers. Thus, the null hypothesis of no significant difference on the work-related stress when grouped to their age was not accepted. It also depicted that support and coping mechanisms were significantly associated; role and coping mechanisms were significantly correlated; and change and coping mechanisms were negatively correlated. Results showed that the work-related stress relative to relationship significantly predicted the coping mechanisms of the respondents. A stress management program was designed based on the results of the study.
