Stress Management of Teachers and their Coping Mechanisms

This study aimed to determine the stress management strategies employed by teachers in South I District during the 2024–2025 school year. This study employed correlational research, as the personality traits of the respondents were correlated with their work-related mental stress levels and coping mechanisms. A random sampling design was used in the study. The findings highlighted key demographic characteristics of the respondents, with a majority falling within the 28-35 age range and predominantly female. Most respondents have been in service for 5-10 years and hold advanced academic qualifications, with almost half having acquired a Master's degree. Nearly half of the respondents occupied the Teacher III position. The results indicated that respondents sometimes experience work-related mental stress, with workplace relationships contributing the most to stress levels. Other factors, such as demands, control, and support, were rated as sometimes stressful, highlighting the pressure of workloads and the occasional lack of autonomy. Furthermore, work-related mental stress showed a strong positive correlation with coping mechanisms, emphasizing that increased stress levels lead to more frequent use of coping strategies. Among stress factors, control, support, demands, and workplace relationships were significantly predictive of the use of coping mechanisms, indicating their critical role in stress management. A stress management program was developed based on the study's results.