Teacher Stress and Coping Strategies

Abstract

The article wants to describe the perceived stressors for teacher from Romania and the appropriate modalities for reducing this professional stress. We try to investigate the perceptions of teacher upon the evaluation as a stress factor and the solutions for this stress. For this study we apply a questionnaire which was administrated to 120 teachers from Suceava County. The research showed that Romanian teachers experience high levels of stress, almost half of them being tempted to give up this profession. The most used coping actions reported were the positive ones, such as enjoyable activities. Final finding is that increasing qualified personnel, creating a positive organizational climate and communicate results of evaluation process.

Problem-Focused Coping Strategies, Workplace Bullying, and Sustainability of HEIs

“…What is interesting, and the results of this study confirm it, the problem-focused coping strategy proved an effective mediator of workplace-bullying-related strain and the intention of turnover. This is consistent with arguments raised in the literature that stress that active coping strategies, of which problem-focused coping strategies are a part, tend to yield sustainable solutions to problems, in this case, to bullying in HEIs and its diverse implications [73][74][75][76][77][78][79][80].…”

Stress, Coping And Work Performance

“…Other studies add to this stress sources inventory the low motivation for performance in the context of the almost inexistent chances to tenure and the low possibilities of a career development (Sandilos, Goble, Rimm-Kaufman, & Pianta, 2018), children with special needs integration (Clipa, 2017), training courses (Masari, Muntele, & Curelariu, 2013). In article that has as samples of teachers from secondary school highlight variables that influence the teachers' stress and are strictly related to the profession or are associated to the individual and organizational differences.…”

“…Stress phenomena is related to different factors as the individual particularities, environment, work overload, the power of decision within different theoretical stress models, detailed in the literature (Capotescu, 2006;Clipa, 2017;Iancu, Rusu, Măroiu, Păcurar, & Măricuțoiu, 2018;Ursu, 2007;Preda, 2010). In different theoretical models of occupational stress, this is seen as a dependent variable, as a person's reaction to stressors, or an independent variable, thus, after all, stress is a transactional process, which highlights the personenvironment conflict (Ursu, 2007).…”

Relations of Style of Leadership and Achievement Motivation for Teacher

“…The leadership in education has some standards because is need to be in a same time specialist in educational field and in scientific area and to be leader. This is interesting and challenging but is a stressfully period for teachers (Clipa, 2017;Mâţă, 2014;Rîlea, 2006;Stolovitch & Keeps, 2017;Tenney & Gard, 2017;Verboncu & Zalman, 2005).…”