Teachers’ Stress Management: A Study on Emotional Regulation

Abstract

The study sought to explore the levels of stress management among teachers in public schools within a district of a second-class municipality in Southern Negros during the school year 2022–2023. Stress management was examined in three areas: self-care and well-being, supportive relationships, and professional development. It also aimed to determine differences in teachers’ stress management when grouped according to age, sex, civil status, plantilla position, and average monthly family income. Employing a descriptive-comparative design, the study used survey questionnaires and applied the Mann-Whitney U test for statistical analysis. Findings revealed that teachers effectively counterbalance the effects of stress, exhibiting strong coping abilities and a positive outlook in sustaining health and well-being across all domains. The highest ratings were observed in maintaining supportive relationships, while the lowest were in engaging in personal hobbies outside of work—suggesting that teachers have limited time for recreation. When compared across demographic variables, significant differences were found only in civil status under professional development, where married teachers reported higher levels of stress management than their single counterparts. The study concludes that teachers successfully manage stress through mindfulness, social support, and professional growth. However, more emphasis should be placed on work-life balance, individualized professional development, and structured team-building activities. It is recommended that schools implement comprehensive wellness and professional development programs that holistically address teachers’ physical, emotional, and professional needs to enhance both teacher well-being and instructional effectiveness.