Abstract
Teaching is considered one of the most stressful jobs that requires teachers to navigate and cope with the rapid changes in the educational landscape and complex policies. This study aimed to assess the level of stressors and coping strategies of teachers in a public secondary school located in Cadiz City, Negros Occidental, Philippines. The data for this descriptive quantitative study was collected from 75 teachers in the above research setting using an adapted data-gathering instrument that has passed the thorough validity and reliability tests. Overall, the level of stressors experienced by teachers was moderate, and they utilized coping strategies to a great extent during the study period. The subsequent analysis revealed no significant differences based on sex in any stressors or coping strategies. However, teaching experience showed significant differences in work control and interpersonal stressors and the extent of using approach strategies. A significant difference was found in Age for work control and interpersonal and physical environment stressors. The study results call for adequate support systems, such as stress management programs, counseling services, and workload adjustments, to help reduce teachers’ stress and promote their overall well-being and productivity.
Keywords: Stressors, teacher’s stressors, work stressors, coping strategies