This study examined the stressors, stress levels, and coping strategies and styles of teachers from Children’s House A Montessori School Lucena Incorporated who adopted the distance learning modality of teaching in response to the COVID-19 pandemic. It also aimed to describe the association between their stress levels and sociodemographic and work characteristics. An online survey was sent out to the eighteen (18) faculty members of CHAMS. The survey consisted of the sociodemographic and work profile, stress profile, and Brief COPE. The stress profile showed that teachers' relationships with the student’s parents or guardians, time management, student behavior, and intrapersonal conflicts all contribute to teacher stress. The majority of the teachers experienced low levels of stress. The majority of the teachers' sociodemographic characteristics which include: sex, marital status, and educational attainment showed an association with the respondents' stress levels. Work characteristics such as the total hours spent doing work-related tasks (planning or preparing lessons, grading students’ activities, meetings, general administrative work, and student consultation) showed a positive association with their stress levels. In contrast, time spent in teaching, counseling, and communicating with parents had a negative association.