Exploring the Relationship Between Teachers’ Stress Management and Performance

Abstract

This study explored how teachers manage stress and how it relates to their teaching performance among public school teachers in a district of the Negros Island Region for the 2023–2024 school year. Researchers gathered data from 223 teachers chosen through stratified random sampling. Stress management was measured using a standardized questionnaire based on Lazarus and Folkman’s stress and coping framework, and teaching performance was assessed using teachers’ IPCRF ratings. The analysis used descriptive statistics, the Mann-Whitney U test, Kruskal-Wallis H test, and Spearman rho. The results showed that teachers managed stress well, most often using relaxation and problem-solving strategies. Few teachers sought professional help. Teaching performance was rated as outstanding for all groups. There were no significant differences in stress management or teaching performance based on age or civil status, but teaching performance did differ by the level taught. The study also found no significant link between stress management and teaching performance. The study concludes that teachers perform well even with different ways of managing stress. This may be due to their resilience, motivation, and coping strategies shaped by culture. The findings help explain what makes teachers effective and highlight the need for support programs that improve well-being, even if they do not directly affect performance.