This research aimed to study workplace stress levels, coping orientation, and instructional performance of the public-school teachers. This study intends to determine the perceived level of workplace stress of respondents in terms of workload, leader support, human relation, teaching environment, and instructional resources. It also desires to identify their coping orientation as to problem-focused, emotion-focused, and avoidant coping strategies. Third, it aims to ascertain their level of instructional performance as to content and knowledge, learning environment, diversity of learners, community linkages, and plus factor. Lastly, it aspires to discover the significant relationship between the instructional performance of teachers, and level of workplace stress and coping orientation. This study utilized a descriptive-correlational research design which involves 193 elementary teachers from Sariaya West District and gathered data using purposive sampling thru survey questionnaire disseminated via Google forms. It was revealed that respondents are not experiencing stress in their workplace. Moreover, coping techniques was highly practiced as to problem-focused and moderately practiced as to emotion-focused and avoidant coping strategies. It was disclosed that the instructional performance was very satisfactory. The findings concluded that there is a significant relationship between the instructional performance of teachers and their level of workplace stress as well as coping orientation. This study suggests that school administrators should identify and address the possible sources of teachers stress and the necessity for professional development curriculum in effectively collaborating with students and reflect on a variety of productive coping techniques.