This mixed-methods research study investigates how teachers at Dontogan Elementary School perceive and cope with stress and burnout through proactive coping strategies. The aim is to explore the specific coping mechanisms teachers use and how they build resilience against burnout. Using a sample of 27 teachers who completed the Proactive Coping Inventory (PCI) survey and 8 who participated in semi-structured interviews, the study employed a combination of quantitative and qualitative data analysis. Grounded in the transactional model of stress and coping and proactive coping theory, the research identified five key themes: experiencing physical and emotional burnout symptoms, employing self-care routines and physical activities, utilizing goal-setting and planning methods, emphasizing the importance of setting boundaries and seeking support, and leveraging reflection and past experiences to manage future stressors. The findings reveal that teachers frequently experience significant burnout symptoms but adopt various proactive coping strategies, including self-care, strategic planning, and seeking support, to manage stress effectively. These strategies underscore the importance of fostering a supportive environment that encourages proactive coping mechanisms to enhance teacher well-being and effectiveness. Ultimately, the study highlights the necessity for educational institutions to support and promote these strategies to ensure teachers can thrive amidst professional challenges.