STRESS MANAGEMENT TECHNIQUES AND THE WORKLIFE BALANCE OF ELEMENTARY TEACHERS IN THE DIVISION OF ZAMBALES

ABSTRACT: The study examined at how elementary school teachers in the Division of Zambales balanced their personal and professional responsibilities throughout the academic year 2025-2026. The study’s investigation into the relationship between work-life balance and stress management measures revealed a workforce that is both resilient and overworked. The findings show that these teachers work under a lot of stress, which is mostly caused by academic problems with students, a lot of deadlines, and the difficulty of juggling family responsibilities. Their work-life balance is characterized by a clear paradox: whereas professional accomplishments offer profound personal gratification, job pressures often interfere with their personal time, diminishing their sense of control. Teachers are very proactive in handling these demands, mostly depending on Spiritual/Personal Growth and Social Support. Teachers naturally employ these coping mechanisms more as job pressure increases, according to the study’s direct correlation. Stress levels, however, differ greatly depending on the number of subjects taught and the particular grade level. According to the study, teachers are still in a state of reactive survival even though they are highly adaptive. The systemic impacts of administrative overloads and student-related stresses cannot be mitigated by personal resilience and spiritual development. Institutional support should take the place of individual coping. Additionally, a comprehensive action plan with an emphasis on equitable workloads and mental health was created, backed by less paperwork and protected personal time.

KEYWORDS: stress management, work-life balance, quantitative descriptive, elementary teachers, Zambales