Sources of stress, coping strategies, emotional experience: effects of the level of experience in primary school teachers in France

2013 ◽  
Vol 66 (2) ◽  
pp. 245-262 ◽  
Author(s):  
Annie Carton ◽  
Eric Fruchart
Keyword(s):  
Primary School ◽  
Coping Strategies ◽  
Emotional Experience ◽  
Stress Coping ◽  
School Teachers ◽  
Primary School Teachers ◽  
Experience Effects ◽  
Stress Coping Strategies ◽  
Level Of Experience

scholarly journals Psychological distress, burnout, and coping strategies among Nigerian primary school teachers: a school-based cross-sectional study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Eyuche Lawretta Ozoemena ◽  
Olaoluwa Samson Agbaje ◽  
Levi Ogundu ◽  
Amaka Harry Ononuju ◽  
Prince Christian Iheanachor Umoke ◽  
...  
Keyword(s):  
Psychological Distress ◽  
Primary School ◽  
Coping Strategies ◽  
Emotional Exhaustion ◽  
Associated Factors ◽  
Personal Accomplishment ◽  
School Teachers ◽  
Primary School Teachers ◽  
High Level ◽  
And Coping

Abstract Background The teaching profession is highly stressed job. A high level of stress is associated with poor health outcomes, such as burnout and psychological distress. Therefore, teachers’ use of coping styles becomes imperative. However, relatively little is known about primary school teachers’ psychological distress, burnout, coping strategies, and associated factors in Nigeria. The study investigated psychological distress, burnout, coping strategies among primary schools, and associated factors in Nigeria. Methods A total of 264 teachers aged 20–59 years participated in the study between May 2019 to October 2019. Questionnaires on psychological distress, burnout, coping strategies, and demographic profile form were used for data collection. Factors associated with psychological distress, burnout, and coping strategies were identified using t-test, univariate ANOVA, Pearson’s correlation, Chi-square test, and hierarchical linear regression analysis. Results Of 264 participants enrolled for the study, 253 responded, giving a response rate of 95.8%. The prevalence of psychological distress and burnout was 69.9% (176/253) and 36.0% (91/253), respectively. Sex (β = 0.158), a high level of emotional exhaustion (β = 0.193) and reduced personal accomplishment (β = 0.358), adoption of problem-focused strategies (β = 0.904), and dysfunctional strategies (β = 0.340) were positively associated with psychological distress. Age (β = − 0.338), academic qualification (β = − 0.210), and income level (β = − 0.146) were inversely associated with psychological distress, which together explained 51.5% of the total variance. Psychological distress (β = 0.275 vs. β = 0.404) was significantly associated with emotional exhaustion (EE) and reduced personal accomplishment (PA) and explained 11.4 and 24.2% of the variance in EE and reduced PA, respectively. Conclusions The high prevalence of psychological distress and burnout among teachers should receive urgent attention. Teachers’ training curricula should include developing interpersonal skills, stress management abilities, and resilience to equip them for the job. Also, teacher training curricula should integrate mental health promotion interventions.

scholarly journals Analyzing Stress Coping Strategies and Approaches of School Teachers

2019 ◽  
Vol 36 (1) ◽  
Author(s):  
Syed Nasir Hussain ◽  
Asia Zulfqar ◽  
Fakhra Aziz
Keyword(s):  
Coping Strategies ◽  
Stress Coping ◽  
Job Market ◽  
School Teachers ◽  
Public And Private ◽  
Female Teachers ◽  
Stress Coping Strategies ◽  
Manageable Level ◽  
High Level ◽  
Very High

With increasing demands of the job market, occupational stress isbecoming a matter of great concern for both employers and employeesacross the occupations. Individuals try different coping strategies andapproaches to keep this stress at a manageable level. This studyexamined the stress coping strategies and approaches used by the schoolteachers in respect to their perceived level of stress. A self-developedquestionnaire based on COPE inventory was used to conduct this surveybasedexploratory study. A sample of 400 school teachers with diversebackgrounds working in both public and private sectors was randomlyselected from two district of Punjab. Mean, percentage and t-test wereapplied to analyze the data. The study found that 60% of the teachersperceived high or very high level of stress. Female teachers reportedmore stress than male teachers. ‘Turning to religion’, ‘positivereinterpretation’ and ‘planning’ to actively solve the problem are themostly used coping strategies. The majority of respondents usedproblem-oriented and emotion-oriented strategies. Further, it was foundthat as the level of stress increased, teachers tend towards use of problemand emotion-oriented approaches than avoidance and social-supportapproaches.

THE CONSTRUCTION OF HAPPINESS SCHOOL PARADIGM IN NAKHON RATCHASIMA PROVINCE, THAILAND

2019 ◽  
Author(s):  
Lamprai Muangkong
Keyword(s):  
Music Education ◽  
Primary School ◽  
Emotional Experience ◽  
Personality Development ◽  
School Teachers ◽  
Primary School Teachers ◽  
Musical Education ◽  
Human Ability ◽  
Primary School Pupils ◽  
Qualitative And Quantitative Study

Musical education belongs to significant spheres of personality development and human expression. Music develops human imagination, enhances the emotional experience, evokes the human ability to perceive the organised world of sounds and stimulates the esthetical experience of this world. Many studies have shown that the importance of musical education is more important for primary school pupils than in later years. If before this age, in the families or schools the music education is not given enough attention, the child loses a lot (musical receptiveness, specific visual thinking), and later this kind of abilities for various reasons (disharmony of physical, emotional development, etc.) are more suppressed. Therefore, much of significance must be devoted to the musical education of future primary school teachers. The research data from qualitative and quantitative study analysis have highlighted the peculiarities of musical and pedagogical psychological competencies of primary school teachers.

Asssessment of Work Stress and Coping Strategies among Primary School Teachers

2018 ◽  
Vol 86 (9) ◽  
pp. 2447-2456
Author(s):  
ASMAA M. HASSAN, M.Sc.; SANEYA M. RIZK, D.N.Sc. ◽  
EMAN M. SIEF EL-NASER, D.N.Sc.
Keyword(s):  
Primary School ◽  
Coping Strategies ◽  
Work Stress ◽  
Stress And Coping ◽  
School Teachers ◽  
Primary School Teachers ◽  
And Coping

scholarly journals A study of work stress and coping among primary school teachers in the Wellington region

Teachers Work ◽  
2021 ◽  
Vol 18 (1) ◽  
pp. 18-35
Author(s):  
Shilpa Jain
Keyword(s):  
New Zealand ◽  
Primary School ◽  
Coping Strategies ◽  
Work Stress ◽  
Teacher Stress ◽  
Well Being ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Way

This research examines the perception of work stress among primary school teachers in the Wellington region. Specifically, it focuses on the way teachers perceive work stress, the contributing factors and the coping strategies employed. Interpretative phenomenological analysis is the qualitative approach and methodology chosen to examine the way teachers make sense of their stress experiences. The educational sector in New Zealand has undergone enormous legislative and organisational change and in the recent past there have been nationwide primary school teacher strikes. While research on teacher stress in New Zealand in relation to the 1989 major reforms has been published, there has been little recent qualitative research on work stress in primary school teachers. This study shows that these teachers experience moderate to high levels of stress because of work overload, the multiplicity of sources of stress, the emotional demands of the role and the frustration and constraints they face in role performance. Even so, these teachers derive satisfaction from the core job of teaching and utilise positive coping strategies to manage their stress and work demands, with most of them intending to stay in the role. However, the sustainability of the role of teaching is a concern, as societal misperceptions about teaching and lack of respect for them pose challenges for those continuing in the profession long term. This study contributes to the base literature on teacher stress in the New Zealand context and offers recommendations for supporting the well-being of primary school teachers.

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