Abstract: This study determined the levels of teachers’ workplace stress, coping mechanisms, and work performance in a district under a large-sized schools division during School Year 2024 to 2025. It also examined differences and relationships among these variables when grouped according to age, sex, highest educational attainment, length of service, and average family monthly income. Using a descriptive-comparative-correlational design, data were collected through a validated and pilot-tested survey questionnaire administered to public elementary teachers. Findings revealed that most teachers were older, had lower educational attainment, shorter lengths of service, and belonged to lower-income households. Results showed high levels of workplace stress across the areas of role ambiguity, task design, job security, work-life balance, and working environment. Despite the elevated stress, teachers demonstrated high coping levels, utilizing problem-focused, emotion-focused, and avoidance-focused strategies. Work performance was also rated high, indicating consistent fulfillment of instructional and professional responsibilities. When grouped by profile, teachers with higher educational attainment, income, longer service, and older age reported higher stress levels, while those with lower income and shorter service showed higher coping and performance levels. Significant differences were found in stress levels by age and educational attainment, in avoidance-focused coping by income, and in performance by income. However, no significant relationships were found between stress and performance or between coping mechanisms and performance. These findings suggest that while teachers face considerable stress, their performance remains unaffected, highlighting the value of developing responsive school-based interventions that support teacher well-being without compromising effectiveness. Keywords: Coping mechanism, teachers’ performance, workplace stress