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 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 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.

Coping Strategies of Primary School Teachers in Taiwan Experiencing Stress Because of Teacher Surplus

2011 ◽  
Vol 39 (9) ◽  
pp. 1161-1173 ◽  
Author(s):  
Chih-Lun Hung
Keyword(s):  
Primary School ◽  
Coping Strategies ◽  
Quantitative Research ◽  
Teaching Experience ◽  
School Teachers ◽  
Primary School Teachers ◽  
Quantitative Research Methods ◽  
Related Stress ◽  
Central Taiwan ◽  
And Coping

The purpose in this study was to explore the association between primary school teachers' stress and their coping strategies in response to the teacher surplus in Central Taiwan. Quantitative research methods were employed, and data were collected from 436 Central Taiwanese teachers. Results were as follows: (a) primary teachers perceived that their teacher surplus-related stress primarily derived from increases in their teaching loads and perceived that denial of their need for coping strategies was one of the most commonly used coping strategies; (b) teachers who were aged under 30 with fewer than 5 years of teaching experience were the most stressed; and (3) there was a significant relationship between stress related to teacher surplus and coping strategies.

scholarly journals Role of work stress and coping strategies of employee’s Performance: An Empirical study with reference to private university employees.

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Shaifali Garg
Keyword(s):  
Coping Strategies ◽  
Work Stress ◽  
Statistical Significance ◽  
Private University ◽  
Stress And Coping ◽  
Primary Data ◽  
Negative Consequences ◽  
University Employees ◽  
And Coping

The article tries to explore the role of Work  stress and coping strategies of employee performance, This study is an attempt to emphasis  that performance of  employees is influenced by Work  stress and effort expended by them in coping with stress. Private university Employees are not a stress free community. Overall similarity in coping behavior of employees is indicative of a possibility that the bureaucratic structure has an important role to play in deciding the reactions of employees. According to Lazarus & Folk man (1984) coping is a mechanism of  handling  external and internal demands that are exceeding the resources of the person in order to prevent negative consequences. This research paper is inferential analysis in nature and makes use of primary data as well as secondary data .Regression analysis  were used to test the statistical significance of this impact and ANOVA were used to test the hypothesis. The study found that Majority of employees perceived moderate work stress that are inter-related with Employee’s Performance.

Sign in / Sign up

Export Citation Format

Share Document