This study aimed to explore the relationship between stress level, stress management strategies and performance among neophyte public elementary teachers in the South District IV of Cebu City Division during the 2024–2025 school year. Specifically, it sought to determine the extent to which neophyte teachers employed various stress management strategies, the levels of stress they experienced, and their perceived teaching performance. A descriptive research design, utilizing quantitative methods, was employed, and data were collected via an online survey questionnaire. The study included teachers who had at least one year of service in five public elementary schools: Labangon Elementary School, Labangon Bliss Elementary School, Kalunasan Elementary School, Oprra Elementary School, and Sibugay Integrated School. The findings revealed that neophyte teachers heavily relied on cognitive, work-life balance and emotional regulation as their primary coping mechanisms. Teachers reported moderate levels of stress, particularly around working conditions. Despite these challenges, their performance in classroom management, leadership, and interpersonal relationships remained high. Statistical analysis revealed that greater use of stress management strategies was positively linked to teacher performance; while higher stress levels were negatively associated with coping strategy use. The study validated the relevance of the Job Demand-Control-Support Model, Self-Efficacy Theory, and Experiential Learning Theory, showing that neophyte teachers using effective coping strategies performed better. It recommends structured mentorship and professional development on stress management to support teacher well-being and improve student outcomes.
Baron et al. (Fri,) studied this question.