Author

Abigail T. Bang-Ochan*
Northeastern College, Santiago City, Isabela, Philippines

Abstract

Stress is a recurring concern among kindergarten teachers because their work involves managing young learners, administrative responsibilities, heavy workloads, and other school-related demands. However, limited localized evidence describes the sources, effects, and coping mechanisms of stress among kindergarten teachers in rural districts such as Mayoyao. This study determined the sources, effects, and coping mechanisms of stress among 20 kindergarten teachers in the public elementary schools of Mayoyao District using a descriptive survey design. Data were gathered through a structured questionnaire, informal interviews, and documentary analysis, and were analyzed using frequency, percentage, and weighted mean. Findings showed that sources of stress were experienced sometimes (2.69), with managing young children, working conditions, and administrative burdens as the leading sources. The effects of stress were moderately affective (2.67), with behavioral effects obtaining the highest mean. Despite these effects, the respondents rated their coping mechanisms as very effective (4.29), particularly behavioral and physical strategies. The findings underscore the need for both personal coping practices and supportive school-based measures to address workplace stress.

Keywords:  Kindergarten teachers, occupational stress, sources of stress, stress effects, coping mechanisms.

*Corresponding author / Email: abigail.bangochan@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05031476

Recommended citation:
Bang-Ochan, A. T. (2026). Occupational stress among kindergarten teachers: Sources, effects, and coping mechanisms. Pantao (International Journal of the Humanities and Social Sciences) 5 (3), 3548-3557. http://doi.org/10.69651/PIJHSS05031476

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