Teachers play an important role in the lives of children. However, in recent years, teaching has become increasingly stressful. Teacher stress has been linked to poor teaching performance and poor academic outcomes of the students. While some ancillary tasks can contribute to a teachers professional growth and the overall school environment, excessive non-teaching duties can lead to stress, burnout, and reduced instructional quality. Balancing these responsibilities requires efficient time management and institutional support to ensure that teachers can focus primarily on their core role and that is to educate and inspire learners. Hence, was conducted to determine and analyze the stress experienced by TLE teachers in Infanta, Real, and General Nakar districts in Schools Division of Quezon Province and how it affects to the performance of teachers. This study is vital to know the extent how this stress brought by ancillary task affects the performance of teachers inside the classroom and how they cope up with stress they experienced. Based on the result of the study, The study highlighted several significant findings regarding how TLE teachers with ancillary tasks manage stress and how it relates to their performance. It was found that these teachers commonly cope with stress through effective time management, maintaining a work-life balance, and seeking support from personal networks or professionals. Despite these efforts, many reported insufficient training and professional development in stress management. Among the coping strategies, time management was the most frequently used, while physical and social activities were the least utilized. Although the teachers overall performance was rated as very satisfactory, statistical analysis revealed no significant direct effect of stress management and coping mechanisms on their performance. However, a notable relationship was observed between stress management and time management specifically. Furthermore, mediation analysis showed that coping mechanisms did not mediate the relationship between stress management and teacher performance. Qualitative data supported these findings, emphasizing the burdens and challenges stress imposes on teachers, as well as the importance of strategies like prioritization, collaboration, and engagement in supportive and social activities to maintain resilience and balance.