The study was conducted to explore the perspectives of teachers about online writing assessment. It also investigated the challenges that teachers encountered and the coping strategies the respondents utilized to address the challenges of online writing assessment. Using a researcher-made questionnaire, data from 20 respondents from the Senior High School and College level teachers particularly the College of Education (CED) in Notre Dame of Midsayap College were analyzed quantitatively. Descriptive research design was used in the study. Purposive sampling technique and complete enumeration sampling were utilized to determine the respondents of this study. Findings revealed that the teachers do not have a concrete perspective about online writing assessment as indicated based on the neutral result of the study. Teachers also signified their agreement that the primary challenge in online writing assessment is the presence of academic dishonesty in the written outputs of the students submitted online. Meanwhile, respondents have a neutral response on the challenges of online writing assessment in terms of lack of training and preparation and the challenges in the availability of technical resources. Findings also revealed that the teachers integrate specific coping strategies to address the challenges in online writing assessment. In response to these findings, constant interventions should be implemented to address these challenges of online writing assessment not only for the teachers but also to the institution and learners.