Abstract
Teaching is one of the most demanding professions, requiring educators to balance instructional duties, administrative tasks, and learner management. Consequently, this study examined the level of work-related stress experienced by 92 elementary public-school teachers in a District under a medium-sized Division in Central Philippines during the school year 2025–2026. Stress was analyzed across three domains: workload and time pressure, learner behavior, and ancillary tasks, with demographic variables such as age, educational attainment, length of service, and grade level taught considered. A descriptive-comparative design was employed, using a validated researcher-made questionnaire and frequency counts, percentages, means, and the Mann–Whitney U test as statistical tools. Findings revealed that most respondents were older, highly educated, and experienced teachers handling lower grade levels. Across all domains, teachers reported a high level of stress, particularly in meeting deadlines for school requirements, managing disruptive student behavior, and handling paperwork unrelated to teaching. Despite these challenges, the comparative analysis showed no significant differences in stress levels across demographic groups, confirming that work-related stress is a universal issue among elementary teachers. The study concludes that administrative compliance and learner dynamics are the most significant hurdles for educators, underscoring the need for systemic support. Recommendations include streamlining administrative processes through digital solutions, implementing flexible timelines for school requirements, promoting collaborative resource sharing, and integrating wellness-focused modules into professional development. Parents and community partners are also encouraged to support classroom discipline and resource-building initiatives. Finally, the proposed wellness plan provides a framework for reducing teacher stress, enhancing resilience, and sustaining instructional effectiveness.
Keywords: Work-related stress, public elementary school teachers, teaching profession stress factors