The researcher determined the relationship between the level of perceptions of the respondents on the professional stress dimensions and job performance. The Descriptive Quantitative was adopted and statistical tools such as Pearson r correlation coefficient and ANOVA were utilized to test the relationship between the independent and dependent variables. This study involved the public-school elementary teachers of the district 5 of Bi?an City, Laguna. The total population of 83 teachers from Dr. Jose G. Tamayo MES, San Vicente Elementary School, and Tomas Turalba Elementary school served as the respondents in this study. Based on the findings, the cognitive mean in task performance is -0.025 while 0.021 in contextual performances. The affective dimension has the mean 0.069 in task performance and 0.132 in contextual. The behavioral has the mean -.270 in task performance and -.216 in contextual performance. Finally, the physical dimension has the mean -.319 in task performance and -.301 in contextual performance. Therefore, it is shown that correlation is significant at the 0.01 level. The following recommendations are proposed: First Action Plan may be proposed and implemented. Second, teachers may develop a personalized approach to reduce stress Third, the school administration may increase funding allocation for the provision of trainings and seminars related to stress management and coping mechanism. Stress management training and seminars are required. And lastly, stakeholders, being the school?s partner may conduct activities or program which will be focusing on the mental health awareness.

Task Performance

Stress Professional Dimesions

Task Performance

stress management

Contextual Performance