Workplace Stress and Coping Strategies Among Teachers in District II-A, Division of Olongapo City

Cristal D. Furigay; Raymond D. Espiritu

doi:10.11594/assrj.01.03.06

Authors

Cristal D. Furigay President Ramon Magsaysay State University, Iba, Zambales, Region 3-Central Luzon, Philippines
Raymond D. Espiritu President Ramon Magsaysay State University, Iba, Zambales, Region 3-Central Luzon, Philippines

DOI:

https://doi.org/10.11594/assrj.01.03.06

Keywords:

Workplace stress, coping strategies, teacher well-being, workload, public school teachers, school policies

Abstract

This study examined the relationship between workplace stress and coping strategies among teachers in District II-A, Division of Olongapo City. It specifically described teachers’ workplace stress in terms of workload, pupils’ attitude, parents’ involvement, and school policies, and identified the coping strategies they employed in terms of religious coping, social support, active coping, positive thinking, and alcohol and cigarette consumption. The study was anchored on the view that teacher stress is shaped by the interaction between institutional demands, classroom realities, and available coping resources. A quantitative descriptive-correlational research design was utilized, with a validated researcher-made questionnaire serving as the main data-gathering instrument. The respondents were public school teachers selected through random sampling from schools within District II-A. Data were analyzed using appropriate descriptive and inferential statistical tools to determine teachers’ stress levels, coping practices, profile-based differences, and the relationship between workplace stress and coping strategies. Findings revealed that teachers generally experienced workplace stress, with workload emerging as the most evident source, followed by pupils’ attitude and school policies. Parents’ involvement was perceived as the least stressful dimension, although limited parental support still contributed to teachers’ responsibilities. The results also showed that teachers mostly relied on adaptive coping strategies, particularly religious coping, positive thinking, social support, and active coping, while alcohol and cigarette consumption was least practiced. The study further indicated that coping strategies were associated with teachers’ workplace stress experiences, suggesting that teachers’ responses to stress varied according to the nature and intensity of the pressures they encountered. The study concludes that teacher stress should be addressed not only through individual coping practices but also through institutional support, workload management, improved classroom behavior support, and clearer policy implementation.

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