To understand the relationship between job stress and coping strategies of kindergarten to high school teachers, a meta analysis of 79 research studies with a combined sample of 31,565 participants was conducted. Results indicated a small but positive correlation between teachers’ job stress and coping strategies, with a weighted effect size of 0.04. Test of homogeneity was rejected, indicating significant variation among effect size and the moderating effects of the year of the study’s publication, stage of teacher’s career, and the type of teacher’s position. However, the selective influence of moderating effects cannot be confirmed.