Abstract
This study investigated the interplay between stress, coping mechanisms, and school performance among teaching mothers, with the intent of providing evidence for adaptive policy measures in the education sector. Teaching mothers face the dual responsibility of fulfilling professional duties while managing domestic and parental roles, often resulting in heightened levels of stress. Such stress, when unmanaged, may hinder their teaching effectiveness, productivity, and opportunities for professional growth. The research sought to identify the coping mechanisms these individuals employ and to assess how these strategies influence their overall school performance. Using a descriptive-correlational design, the study gathered data through standardized questionnaires and in-depth interviews with teaching mothers from selected schools. Findings revealed that a majority of respondents experienced moderate to high levels of stress, particularly related to workload, time constraints, and work–life balance. Coping mechanisms varied across respondents; however, the use of adaptive strategies such as time management, emotional regulation, support from colleagues and family, and spiritual practices was not associated with higher levels of school performance. Although these strategies are generally viewed as positive, the analysis showed that they did not substantially influence performance outcomes. In conclusion, the study indicates that although teaching mothers utilize various adaptive coping mechanisms to manage stress, these strategies indirectly impact their school performance. While such coping methods contribute to personal well-being, they do not translate into measurable performance outcomes. Therefore, establishing responsive and gender-sensitive policies remains essential to supporting teachers’ overall well-being and fostering a balanced, equitable educational environment.
