Psychological well-being and coping strategies among secondary school teachers: A cross-sectional study

Rajesh, Chinthana; Ashok, Lena; Rao, Chythra R; Kamath, Asha; Devaramane, Virupaksha; Swamy, V Thippe

doi:10.4103/jehp.jehp_1248_21

Cited by 12 publications

(10 citation statements)

References 12 publications

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“…Moreover, no one mentioned negative coping strategies. Although this may be due to social desirability bias, previous research has suggested that most teachers usually adopt positive rather than negative coping strategies in their professional life [54,55], again, especially if their levels of stress are low or moderate [36,56]. Future research may investigate coping strategies more deeply and monitor them over time to understand if and how they change in parallel with stress levels.…”

Section: Discussionmentioning

confidence: 99%

“…Research on teachers has shown that these professionals mostly adopt functional (i.e., approach) coping strategies in their vocation, such as acceptance, positive reframing, planning, and active coping, whereas negative strategies are usually avoided (e.g., selfblame, denial, and the use of alcohol or drugs) [54,55]. However, the quality of the coping strategies that they adopt may depend on their levels of stress and burnout.…”

Section: Dealing With Challenging Situationsmentioning

confidence: 99%

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Exploring Stress Factors and Coping Strategies in Italian Teachers after COVID-19: Evidence from Qualitative Data

Conte,

Cavioni,

Ornaghi

2024

Education Sciences

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Teaching is a mentally and physically demanding profession that can be a source of stress and burnout. The COVID-19 pandemic put further pressure on teachers who had to face sudden challenges, such as online teaching and difficulties in holding students’ attention in virtual environments. Research has demonstrated that the negative effects of stress factors on teachers’ wellbeing can be modulated by coping strategies. This work explores the main sources of stress that jeopardized Italian teachers’ wellbeing after the COVID-19 pandemic and the coping strategies that they adopted. Eighty-six teachers, belonging to five school institutes located in Northern Italy, took part in three semi-structured group interviews, where their perceptions about wellbeing at school and occupational stress experiences were explored. Furthermore, they completed a survey with questions about recent stressful life events and the coping strategies that they had adopted in the last month. A thematic analysis revealed stressors related to four themes: adverse work conditions, a lack of support (from both school administrators and families), precariousness, and a demanding school system. A total of 22% of teachers experienced stressful events in the last month (e.g., health problems and loss), and 30% reported that they had adopted coping strategies, especially emotion-focused ones. The findings may drive educational policies to enhance protective factors for teachers’ professional wellbeing at school by reinforcing their individual resources and coping strategies, which can help them deal with challenging situations.

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Section: Discussionmentioning

confidence: 99%

Section: Dealing With Challenging Situationsmentioning

confidence: 99%

Exploring Stress Factors and Coping Strategies in Italian Teachers after COVID-19: Evidence from Qualitative Data

Conte,

Cavioni,

Ornaghi

2024

Education Sciences

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“…These subscales can be categorized into three higher-order dimensions: problem-focused coping; emotion-focused coping; and avoidant coping. The methodology is tested and valid, and actively used in modern research (Baghoori et al, 2022;Rajesh et al, 2022;Van Gils, 2022;Weeratunga et al, 2022, Abdul Rahman et al, 2021, Mackay et al, 2021. Internal reliability for subscales ranges from α = 0.57 to α = 0.90 (Carver, 1997).…”

Section: Methodsmentioning

confidence: 99%

Українська адаптація опитувальника Brief-COPE

Yablonska,

Vernyk,

Haivoronskyi

2023

Insight

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Мета роботи полягала в адаптації психодіагностичної методики Brief-COPE (Carver et al., 1997) українською мовою. В сучасних умовах військової агресії зростає актуальність вивчення її наслідків дляпсихічного здоров’я мільйонів українців, зокрема,досліджень стратегій подолання стресу, що дасть можливість розроблення ефективних засобів психологічної допомоги. Українська версія методикиBrief-COPE (Carver et al., 1997), широко застосовуваної у всьому світі, дасть можливість практичноговикористання з метою психодіагностики, а такожможливість здійснення порівняльних досліджень.Методи. Переклад опитувальника Brief-COPE з англійської мови на українську виконано двома психологами-білінгвами методом зворотного перекладу.Вибірку дослідження склали 192 респондентивіком від 17 до 44 років (М=23.12, SD=6.32), переважно студенти та молоді працюючі дорослі. Опитування здійснено через онлайн-сервіс GoogleForms. Досліджуваним було запропоновано ситуаційний варіант методики; ретест відбувався через10–45 днів після тесту. Також опитуваним булозапропоновано Stress Coping Inventory (SVF120,Janke et al, 1985) в адаптації Н. Водопьянової. Аналіз отриманих даних здійснено за допомогоюпакетів статистичної обробки даних SPSS, JAMOVI;використано методи: описові статистики, аналіз надійності шкал, конфірматорний факторнийаналіз (CFA), експлораторний факторний аналіз(EFA); кореляційний аналіз (коефіцієнт Спірмена).Надійність досліджено на основі моделі Кронбахаз обчисленням коефіцієнту узгодженості альфа.Результати. Результати дослідження свідчать продосить хорошу узгодженість отриманих данихіз базовою теоретичною моделлю методики, завинятком окремих шкал, що кореспондується ізданими зарубіжних досліджень щодо певної дискусійності факторної структури Brief-COPE. Перевірка змістової валідності показала значну кількість сильних кореляцій. Виявлено високий рівеньтест-ретестової надійності методики, яка адаптувалася. Здійснено порівняння результатів отриманих даних із даними зарубіжних досліджень ізвикористанням Brief-COPE. Дискусія і висновки.Перевірка психометричних характеристик української версії методики Brief COPE inventory (Carver,1997) показала достатньо високу внутрішню валідність і надійність адаптованої методики. Такимчином, можна стверджувати, що українська версіяметодики Brief COPE inventory (Carver, 1997) можевикористовуватися у дослідженнях для вимірювання копінг-поведінки особистості.

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“…Until such a reckoning, teaching and learning in secondary schools may continue to be affected. Teachers are vital resources who have received less attention than they deserve for their Psychological well-being and yet teachers' stress has been shown to have an impact on their performance all over the world (Rajesh et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Lived Experiences of Domestic Violence and Coping Strategies among Female Secondary School Teachers in Uganda

Ayot Oyat,

Eduan,

Kagoire Oche

2024

EAJESS

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This study investigated about lived experiences of domestic violence and coping strategies among female secondary school teachers in Uganda. The study employed qualitative approach within 23 secondary schools in Kitgum District. While through snowball sampling the study targeted all female teachers in these schools, who are victims of domestic violence, only 20 teachers who agreed to participate became the sample of the study. Furthermore, all the 23 head teachers of these schools participated in the study through purposive sampling. Data collection took place through in-depth interviews and data analysis took place through the thematic approach. While some of the domestic violence cases that took place include being beaten, tortured and injured, the victims used multiple ways to cope with the situations. The study recommends faith-based interventions as potential remedy for women who face domestic violence through deploying religious workers like school chaplains or other appropriate religious person to give support to such victims. The study further recommends supportive policy frameworks mainstreamed on tools for empowering female teachers and head teachers on support system for female teachers affected by domestic violence to allow them supportive work environment as well as provision of guidance and counselling experts in schools to provide similar services.

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Psychological well-being and coping strategies among secondary school teachers: A cross-sectional study

Cited by 12 publications

References 12 publications

Exploring Stress Factors and Coping Strategies in Italian Teachers after COVID-19: Evidence from Qualitative Data

Exploring Stress Factors and Coping Strategies in Italian Teachers after COVID-19: Evidence from Qualitative Data

Українська адаптація опитувальника Brief-COPE

Lived Experiences of Domestic Violence and Coping Strategies among Female Secondary School Teachers in Uganda

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