Stress and Coping Strategies Among Teachers: Inputs to the Development of a Wellness Plan
DOI:
https://doi.org/10.5281/zenodo.22278639Keywords:
Teacher Stress, Coping Strategies, Occupational Stress, Problem-Focused Coping, Teachers' Wellness Plan, Brief COPE, Teacher Stress InventoryAbstract
This quantitative descriptive-comparative-correlational study examined occupational stress levels and coping strategies among teachers, both overall and across demographic profiles including age, sex, teaching experience, and educational attainment. It further investigated significant differences and relationships among these variables as a baseline for intervention. Using random sampling, 30 private school teachers completed adapted surveys based on the Teacher Stress Inventory (Fimian, 1984) and Brief COPE Inventory (Carver, 1997). Descriptive data were analyzed using frequency, percentage, mean, and standard deviation, while inferential data were evaluated using independent samples t-tests, one-way ANOVA, and Pearson product-moment correlation. Findings revealed a predominantly young, female workforce with 0–10 years of experience and bachelor's degrees. Teachers reported high overall occupational stress, with workload identified as the primary stressor. Participants utilized coping strategies to a great extent, favoring problem-focused approaches. While no significant differences in stress levels were observed across demographic variables, coping strategies differed significantly by sex. A significant moderate positive correlation emerged between stress levels and coping strategies, indicating that higher stress prompted increased coping efforts. These empirical findings directly informed the development of a targeted Teachers’ Wellness Plan.
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