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This qualitative phenomenological investigation delves deeply into the intricate experiences of stress and burnout among elementary school educators within the educational context of Tagum City, with a focused exploration of Mangga Elementary School, San Isidro Elementary School, and Visayan Village Central Elementary School. Through rigorous in-depth interviews, this study unveils a multifaceted tapestry of challenges, including the demanding responsibilities of classroom management, administrative burdens, and the pervasive influence of societal expectations. The findings reveal a spectrum of coping mechanisms adopted by teachers, ranging from drawing on spiritual resilience to fostering supportive networks among colleagues. In light of these findings, scholarly discourse emphasizes the critical need for structured support systems, resource allocation for stress alleviation, and the integration of mindfulness practices into professional development initiatives. These recommendations seek to cultivate a culture of resilience and empowerment, nurturing a sustainable educational environment conducive to the holistic well-being and professional efficacy of elementary educators in Tagum City.
Abenoja et al. (Wed,) studied this question.