Stress Related Issues and Coping Approaches of Public Elementary School Teachers in Maa District

The study aimed to determine the extent of stress-related issues and the extent of coping approaches of public elementary schools in Maa District. This study employed a non-experimental quantitative research design utilizing descriptive-correlation method. Validated questionnaire and Universal sampling procedure were utilized considering the minimal number of teachers in the research locale. One hundred twenty (120) public elementary school teachers were the respondents of the study. Using mean, pearson-r, and regression analysis, the findings revealed that the stress-related issues was extensive while the extent of coping approaches of public elementary schools was also extensive. Moreover, the overall results disclosed that indicators for the stress-related issues were positively correlated to the coping approaches of public elementary schools. Further, results from the regression analysis revealed the following have a strong influence of stress-related issues on the coping approaches of public elementary schools: role, work relationships, and career development. It is recommended that the Department of Education should implement policies that address workload reduction, career development opportunities, and institutional support systems for teachers. It is also recommended that school heads should strengthen their instructional and managerial support by fostering open communication, mentoring programs, and recognition systems that ease teacher stress.