2026 IJRSE – Volume 15 Issue 18
Available Online: 24 July 2026
Author/s:
Javines, Rachel Kaye
Don Mariano Marcos Memorial State University-North La Union Campus, Philippines (javinesrachelkaye19@gmail.com)
Abstract:
In recent years, workplace stress among educators has emerged as a highly relevant area of research due to its effects on instructional quality and institutional stability. This review offers an organized synthesis of existing literature regarding the causes of stress among educators and their coping mechanisms, specifically within the public secondary education sector. A thematic analysis of peer-reviewed articles published from 2020 to 2026 was conducted. The review identified the evolution of stress factors from traditional workload-related issues to contemporary challenges such as technostress and curriculum transitions. Key findings confirmed that teachers across different regions experienced moderate to high levels of stress due to excessive workloads, geographic and classroom constraints, emotional exhaustion caused by toxic administrative environments, and sudden structural shifts within educational systems. Despite being exposed to significant levels of stress, teachers continued to demonstrate positive coping strategies, including practicing spirituality and seeking support from others. The review also identified a research gap in longitudinal studies evaluating the long-term effectiveness of these coping mechanisms. Through this organized overview of global and local perspectives, the article provides a deeper understanding of teachers’ positive coping responses and offers a foundation for policymakers to develop targeted mental health interventions in the Division of Ilocos Sur.
Keywords: teacher stress, coping, junior high school, public education, occupational well-being
DOI: https://doi.org/10.5861/ijrse.2026.26290
Cite this article:
Javines, R. K. (2026). Teacher stress and coping: Literature review with implications for Ilocos Sur Division. International Journal of Research Studies in Education, 15(18), 15-22. https://doi.org/10.5861/ijrse.2026.26290