The current study explored the effects of the COVID-19 pandemic on perceived work-related stress and coping strategies among K-5 public school teachers in the state of California. A phenomenological approach was used to examine the unique experience of public-school teachers during the 2020-2021 pandemic school year. Criterion sampling included participants who taught kindergarten through fifth grade in a California public school during the 2020-2021 school year. Interviews were conducted with ten participants, and focused on the effects of the COVID-19 pandemic on work-related stress and preferred coping strategies. Thematic analysis identified patterns within participant responses. Results show that 100% of participants reported that their work-related stress increased due to the COVID-19 pandemic. Five themes emerged as primary stressors; technology, teaching efficacy, uncertainty, student well-being, and resources outweighing demands. Findings indicated that work-related stress is pervasive and affects participants across various environments. Emergent patterns revealed that the most preferred method of coping among the participants was emotion-focused coping. Emotion focused coping strategies were reported as primary methods of stress management by 90% of participants. Overall, findings suggested that public school teachers have experienced exacerbated levels of stress during the COVID-19 pandemic and could benefit from targeted interventions that utilize emotion-focused coping strategies. Future research recommendations include a larger, more diverse sampled population to expand on findings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]