Navigating Secondary Educators' Organizational Stress Management Practices in Davao Del Norte

This phenomenological study examined the lived experiences of ten Junior High school teachers from public secondary schools in the B.E. Dujali District, Davao del Norte Division, as they navigated organizational stress and employed stress management practices in their professional roles. Guided by in-depth interviews and thematic content analysis, the research revealed three core themes: emotional and professional stability, peer and leadership support, and enhancement of teaching performance. Despite systemic constraints, including excessive workload, limited institutional resources, and evolving educational policies, teachers demonstrated resilience by implementing coping strategies that included time and task management, collegial collaboration, and emotional self-regulation. Teachers emphasized the role of school leadership and supportive peers in reducing stress and promoting a sense of collective responsibility. Furthermore, the study highlighted how structured interventions, such as professional development workshops, mindfulness techniques, and values-driven approaches, contributed to sustained motivation, improved classroom performance, and overall well-being. Ultimately, the findings emphasize the crucial importance of supportive organizational environments and the alignment between institutional demands and teacher resources. This study advocates for policies that prioritize teacher wellness, institutional empathy, and adaptive stress management programs, fostering a more resilient and effective teaching workforce.