Abstract
This descriptive study aimed to determine the level of teachers’ strategies in coping with stress in teaching in a district under a large-sized Schools Division in the Negros Island Region during SY 2024-2025. The necessary data were collected from 50 respondents using a researcher-made survey questionnaire that had met the required tests of validity and reliability. The research ethics protocol was likewise strictly observed to ensure respondents were protected throughout the entire research process. Initial findings revealed that most respondents were generally of advanced age, married, moderately experienced in teaching, and holders of bachelor’s degrees, indicating a mature teaching workforce with relatively stable income but limited advanced educational attainment. Overall, teachers demonstrated a high level of coping strategies, particularly in classroom management and social support. However, certain coping practices- such as the use of planners and digital organizing tools, seeking administrative support, ensuring adequate rest, and maintaining well-organized classroom environments- were least utilized. Despite high overall coping levels, teachers showed reluctance to engage in formal and institutional stress-management supports. Variations in coping strategies related to time management and self-care were observed across educational attainment, income level, and length of service, suggesting that professional and personal development influence the effectiveness of coping. In contrast, social support and classroom management strategies were consistently applied across groups. The study highlights the need for professional development, strengthened institutional support, and wellness initiatives to enhance teachers’ stress-coping capacities.
Keywords: Teachers’ stress, coping strategies, classroom management, time management, teacher well-being, descriptive research.