Abstract

Stress persists to be a disturbing and continual issue in the education system as well as in our society in general. Extensive research on stress carried out by researchers concluded that the topic is lacking attention. In light of literary evidence, this phenomenological study aims to unfold the perceptions of senior high school students regarding their stress and coping mechanisms for their academic standing and with the current system. The researchers accomplished the integration of this study by accumulating information from the face-to-face in-depth interview conducted. To that end, the researchers found out that 1) an unhealthy amount of workload daily along with collaborative work and extra-curricular activities trigger a broad influence of stress and has a relative impact on their time management; 2) one positive connotation of stress is the students' primary source of addressing it constructively is through means of time management; 3) students' approach on their preferred stress management strategy is contingent to both distractive and constructive activities; 4) the relevance of stress management strategies to students suggests a positive impact on their mentality 5) students' transition from Junior to Senior High school illustrates an apparent perspective of stress; and lastly, 6) responses from respondents are diverse enough to suggest that students all have different ways of coping and managing stress.