Stress Management of Teachers and their Coping Mechanisms

This study aimed to determine the stress management of teachers at South I District during the School Year 2024 – 2025. This study used correlational research since the personality traits of the respondents were correlated to their work-related mental stress levels and coping mechanisms. A random sampling design was used in the study. The findings highlighted key demographic characteristics of the respondents, with a majority falling within the 28-35 age range and predominantly female. Most respondents have been in service for 5-10 years and held advanced academic qualifications, with almost half acquired having completed Master’s degree. Nearly half of the respondents occupied the Teacher III position. The results indicated that respondents sometimes experience work-related mental stress, with workplace relationships contributing the most to stress levels. Other factors such as demands, control, and support were rated as sometimes stressful, highlighting the pressure of workloads and occasional lack of autonomy. Furthermore, work-related mental stress showed a strong positive correlation with coping mechanisms, emphasizing that increased stress levels lead to more frequent use of coping strategies. Among stress factors, control, support, demands, and workplace relationships significantly predicted the use of coping mechanisms, indicating their critical role in stress management. A stress management program was crafted based on the result of the study.