Assessing Stress, Burnout, and Coping Mechanisms among Teachers in Selected Schools of Dumanjug District II

Daisy  Obiso,; Perla  Tagayon,

Assessing Stress, Burnout, and Coping Mechanisms among Teachers in Selected Schools of Dumanjug District II

Abstract:

This study aimed to assess the levels of stress and burnout experienced by teachers and how these factors affect their job performance and overall well-being. It also examined the effectiveness of existing coping mechanisms and support systems. The research was conducted among 37 teachers from Panlaan, Bulak, and Lamak Elementary Schools in Dumanjug, Cebu. A descriptive-correlational research design was employed, utilizing a structured survey questionnaire to gather data on demographic profiles, sources of stress and burnout, their perceived effects on teaching performance and well-being, and the coping strategies and institutional support systems currently in place. The findings revealed that most respondents were aged 25–34, female, married, bachelor's degree holders, and had 1–5 years of teaching experience. Major stressors identified included heavy workloads, time pressure, administrative tasks, and a lack of sufficient institutional support. Most teachers reported that these stressors negatively influenced their teaching effectiveness, classroom engagement, and personal well-being. Although stress and burnout were widely perceived as problematic, statistical analysis showed no statistically significant relationship between these experiences and the teachers’ demographic characteristics. Similarly, commonly used coping strategies—such as seeking emotional support from peers and family, practicing time management, and collaborating with colleagues—were found to be only moderately effective and did not show statistically significant correlations with any demographic variables. These findings underscore the need for proactive and inclusive support systems within schools that cater to the mental health and well-being of all teachers, regardless of age, gender, or teaching experience. The study recommends the implementation of school-based mental health programs, workload redistribution, regular stress management training, and stronger peer and administrative support networks to help teachers manage stress and prevent burnout more effectively.

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