Abstract
This study examines the coping strategies used by teachers at President Quirino National High School to address burnout during the 2023–2024 school year. Utilizing a quantitative, correlational design, the research explored the causes and coping mechanisms of burnout through a structured survey. Key factors such as workload, time pressure, and administrative support were analyzed, with results indicating a moderate level of burnout among teachers. Time pressure emerged as the most significant stressor, while problem-oriented coping strategies, emotional regulation, and physical self-care were the most commonly employed methods to mitigate burnout. Although a strong positive correlation was observed between coping mechanisms and burnout levels, the relationship was not statistically significant. The study highlights the importance of institutional support, targeted professional development, and systemic reforms to effectively reduce burnout and enhance teacher well-being.
