The present study described the teachers' level of stress in school and their coping mechanisms for a proposed stress management framework. 251 teachers from selected schools in Caloocan North District III are selected as participants. Demographical information were gathered and responses on the Teacher Stress Inventory and Revised COPE Inventory were also collected and analyzed. Results showed that Work Related Stressors, Professional Distress and Time Management had the three highest mean scores on teacher stress levels. In comparing teacher's groups, there is a significant difference between groups according to years of teaching service in relation to fatigue manifestations of stress. There is also a significant difference between teacher's groups according to their highest educational attainment in terms of emotional, fatigue, and cardiovascular manifestations of stress. Religious Coping, Positive Reintegration and Growth, and Active Coping had the highest mean scores in coping. A proposed framework that focused on Mindfulness, Active Stress Reduction, Positivity, and Spirituality was created based on the said findings.