Abstract
The purpose of this study was to evaluate the stress levels and coping mechanisms of Physical Education Teachers. This descriptive-correlational study was conducted on 52 physical education teachers through the use of purposive sampling. Two sections of a valid and reliable questionnaire were used to collect data: Perceived Stress Levels and Coping Mechanisms. The collected data sets were analyzed using Pearson correlation to determine the relationship between perceived stress and coping mechanisms in physical education teaching and multiple regression analysis to identify multicollinearity issues among the dependent variables. The results indicated that respondents experienced low levels of stress while teaching Physical Education. Moreover, this study revealed that the coping mechanism in terms of confronting coping, escape avoidance, and positive reappraisal was significantly associated with their perceived stress in physical education teaching. Three propositions were developed as a result of this research, which led to the development of the Complementary-Contrary (Comple-ntary) Response Theory in teaching Physical Education during the pandemic.
