Lived Experiences of Occupational Stress, Teaching Performance Challenges, and Coping Strategies Among Elementary Teachers in the City of Ilagan: Basis for a Contextualized Guidance Intervention Program

Abstract

Occupational stress among teachers has become a significant concern in contemporary education due to increasing instructional demands, administrative responsibilities, learner diversity, and institutional expectations. This qualitative phenomenological study explored the lived experiences of occupational stress, teaching performance challenges, and coping strategies among elementary teachers in the City of Ilagan, Philippines. Specifically, the study sought to understand how teachers experience work-related stress, the challenges they encounter in fulfilling instructional and professional responsibilities, and the coping mechanisms they employ to sustain teaching performance and emotional well-being. Data were gathered through in-depth semi-structured interviews with twelve purposively selected elementary teachers from public schools in the City of Ilagan. Thematic analysis following Braun and Clarke’s framework was utilized in analyzing the data. Findings revealed that teachers experienced occupational stress due to excessive workload demands, time pressure, administrative tasks, learner behavioral concerns, emotional exhaustion, and role multiplicity. Participants also described challenges related to instructional preparation, classroom management, documentation requirements, and balancing personal and professional responsibilities. Despite these challenges, teachers demonstrated resilience through emotional regulation, peer support, spiritual practices, family support systems, time management strategies, and positive professional commitment. The findings underscore the need for institutional mental health support, workload management initiatives, and teacher-centered wellness programs. Based on the findings, a Contextualized Guidance Intervention Program was proposed to strengthen teachers’ emotional well-being, stress management skills, and professional resilience within the local educational context.