This study determined the levels of stress and work performance of 118 secondary school teachers in one district of a large-sized division in the Negros Island Region during School Year 2021–2022 as a basis for a wellness plan. Using a descriptive-correlational design, data were collected through a researcher-made, content-validated, and reliability-tested questionnaire and analyzed using frequency count, percentage, weighted mean, Mann–Whitney U test, and Spearman’s rank-order correlation. Findings revealed that teachers experienced moderate levels of professional, physical, emotional, and social stress, with professional stress obtaining the highest mean, while work performance was rated high or very satisfactory across all indicators. Significant differences in work performance were found according to age, while no significant differences were observed by sex, civil status, or educational attainment. Stress levels generally showed no significant differences across demographic variables, except for emotional and social stress by educational attainment. Moreover, no significant relationship was found between teachers’ stress levels and work performance under modular distance education. The study recommends twice-yearly stress-management seminars through INSET, quarterly LAC sessions to address modular learning challenges, reduction of unnecessary administrative tasks, and school-based programs on stress management, emotional intelligence, and coping strategies. Teachers are also encouraged to prioritize rest, self-care, and family time, while future researchers may examine other variables and settings to validate the findings.