EFL teachers usually experience stress as a result of environmental and personal factors.However, the problem and its triggering factors appear to be overlooked in the study context.Thus, the goal of this study is to look into EFL teachers' stress, the factors that contribute to it, andthe coping strategies used in public primary schools in Jimma Zone, Ethiopia. Mixed methodsdesign, cluster sampling, and judgmental sampling techniques were used in the investigation.A total of 100 EFL teachers took part in it. Data was collected using a questionnaire and aninterview, and descriptive and inferential statistics were employed to analyze the data. Thefindings demonstrate that the majority of the teachers have experienced stress and that all of theposited factors have a substantial association with the problem. The major finding is that stressnegatively affects EFL teachers' working behavior. In light of this finding, it is suggested thatcoping strategies training be provided. The study has pedagogical implications as it suggests thatemotional intelligence and stress coping techniques be included in EFL teaching methodologycourses. Finally, because the sample is too small to generalize to various situations, moreresearch on a large scale is suggested to understand the magnitude of the problem's expansionin the region. [Note: The publication year (2025) shown on the full text is incorrect. The correct publication year is 2022.]