Coping Strategies of Teachers: An Inventory of Approaches and Programs and their Knowledge and Usage in German Schools

Abstract

<p style="text-align: justify;">Various studies have shown that teachers are subject to an increased stress level and the associated physical and psychological consequences. In this article, the possibilities of coping of stressful situations in everyday school life are systematized. In addition, the knowledge and usage of available programs and trainings for coping with stress at school in German-speaking countries will be assessed. This is a descriptive study based on a survey of 32 teachers. Effects due to contextual variables (gender, school type, and work experience) were examined. The results indicate that only a few of the programs surveyed are known and used in schools. Effects in connection with the gender of the teachers as well as their professional experience could not be determined. Instead, significantly more special education teachers knew and used programs to strengthen protective context factors (school type effect). The fact that a high proportion of teachers are unaware of and do not use available programs, despite their high importance for healthy coping with personal job demands, suggests deficiencies in teacher education and training. In addition, lack of resources at schools may be limiting. The successful management of stressful situations must not be seen as a task for individual employees; rather, systemic solutions must be found. Particularly due to the increased stress experienced by teachers in connection with the COVID-19 pandemic, aspects of health promotion in schools should play a significant role. The aim must be to provide more detailed information about stress management approaches in schools and to support their implementation.</p>

Implementation of Concept Religious Moderation Through Humanist-Religious Education

“…Second: Doctrine or intervention, can be done during the guidance counseling [34]. The teacher will provide positive interventions both psychologically and cognitively [35,36], in understanding the concept of tolerance in religion and state. Positive advice and messages conveyed by the teacher to students will affect their pattern of thinking and acting in their daily lives.…”

Problems and challenges of future medical education: current state and development prospects

“…If a student fails his or her second attempt at an exam as well, he or she cannot continue to higher education. At the end of Cycle 1, students also take practical classes such as inpatient patient care (Blumenthal & Blumenthal, 2021). During the 1st year of the 2nd cycle, students learn the basics of virology, parasitology, bacteriology, and other medical disciplines such as oncology, hematology, genetics, and pharmacology.…”

Managing Burnout among Teaching Staff at Private Universities in Uganda: A Case Study

“…The model further asserts that streamlining institutional policies and procedures at the university level, as indicated in Figure 1, can further deter burnout causes and their physiological and psychological impact among teaching staff. Aspects of such institutional policies and procedures include a deliberate move to do the following: reduce the engagement of teaching staff pursuing further studies; incorporate the concept of mandatory annual leave for all teaching staff; operationalise communication about teaching hour/load allocation to teaching staff to allow mental preparation; provide a mandatory inclusion of teaching staff and students in policy formulation and reviews; reducing monotony through blending courses to minimise physical engagement of teaching staff during instruction; effectively draft a load management policy to eliminate overload (Türkoğlu and Cansoy 2020); customise basic office operation training and teamwork to stakeholders in top management; conduct frequent and abrupt quality assurance audits to ensure quality general employee/human resource management procedures; operationalise university set structures to function as a strategy to eliminate politics; set up continuous and frequent programmed university policy sensitisation drives across the teaching staff; consistently and continuously review academic operation procedures and guidelines to manage related pressures (Edwards et al 2021); revisit research supervision policies and procedures to allow for student autonomy in the selection of a suitable supervisor; reduce emotional fatigue arising from merely appointing supervision without consultation; outsource recruitment services to guarantee the independent selection of the right candidates for teaching roles; streamline payment policies and procedures; recruit students according to the available space to manage emotional exhaustion arising from congestion in small lecture rooms (Blumenthal and Blumenthal 2021).…”