World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue II (February 2026), pp.340-346
Juano, Roberto C. Jr.
Master Teacher I, Department of Education
Paglinawan, Jeffry C.
Head Teacher I, Department of Education
Hipolan, Maria Roxan T.
Teacher I, Department of Education
Abstract
This study highlights teacher well-being as a foundation of quality and equitable education at both national and global levels. It explores teachers’ lived experiences of stress and coping through a phenomenological approach using interviews, focus groups, and reflective journals with public and private school teachers in Malapatan 3 District, Schools Division of Sarsangani.. Findings show that teachers manage stress through a combination of time management, mind–body practices, social support, and personal renewal within supportive school environments. Overall, the proposed “simple recipe” model emphasizes the need for coordinated personal, institutional, and policy support to strengthen teacher well-being and advance SDG 4.
Keywords: Teacher stress, stress management, teacher well-being, coping strategies, educational resilience
https://doi.org/10.65494/pinagpalapublishing.157
