This study aimed to examine the relationship between classroom interactive problems of students and the coping mechanisms of teachers in public elementary schools. Utilizing a non-experimental quantitative research design with a correlational method, the study employed universal sampling, including 132 public elementary school teachers as respondents. Data were analyzed using the mean, Pearson Product-Moment Correlation Coefficient (Pearson r), and regression analysis. Findings revealed that classroom interactive problems among students were generally high, while teachers’ coping mechanisms were moderate. Moreover, the study established a significant positive relationship between the level of classroom interactive problems of students and the coping strategies employed by teachers. Regression analysis further indicated that the domains of classroom interactive problems significantly influenced teachers’ coping mechanisms. These results underscore the need for teachers and school administrators to monitor and refine strategies for managing student interactive problems and enhancing teacher coping mechanisms, thereby mitigating the risk of stress, anxiety, and burnout.