This research study examined the relationship among distress levels, coping styles, and pedagogical skills of 24 teachers at Kinalangay Viejo Integrated School during the School Year 2024–2025, using a descriptive-correlational research design. The results showed that 25% of the teachers experienced high stress, 54.17% experienced moderate stress, and 20.83% experienced low stress. Among their coping styles, problem-focused coping was used the most, followed by emotion-focused coping, while avoidant coping was used the least. The study further revealed no significant relationship between distress levels and pedagogical skills. This indicates that even when teachers experience moderate to high stress, their teaching performance remains unaffected. However, a significant relationship was found between distress levels and coping styles. This suggests that the use of appropriate coping strategies—particularly problem-focused and emotion-focused coping (excluding avoidant coping)—can help teachers manage stress effectively. Additionally, coping styles were found to be significantly related to pedagogical skills. This implies that teachers who adopt effective coping mechanisms may perform better in the classroom. Overall, the study concludes that while teachers do experience varying levels of stress, it does not directly affect their teaching effectiveness. However, the use of effective coping strategies contributes positively to their pedagogical performance.