University Of Tasmania
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Teacher stress coping strategies : implications for schools

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posted on 2023-05-26, 19:27 authored by McKay, KI
This research examines the interdependence between schools' profiles of education, teacher stress and the coping strategies that teachers use. Education profiles are considered in terms of schools' effectiveness, efficiency, equity, flexibility, quality control, support and vision factors. The stress profile comprises the sources, intensities, and frequencies of stress experienced by teachers. The coping profile is constructed by categorising and determining the success or otherwise of the strategies teachers employ when they encounter difficulties associated with their work. School profiles encompass the education, stress and coping profiles. Comparisons are made between the profiles of nine randomly-selected schools within the Tasmanian Department of Education and the Arts. An analysis of other research into stress and coping in the U.S.A., U.K., Canada, and Australia focuses on the research methodologies used in those studies and the means by which data was obtained. The research design for this study incorporates a between-method verification of data and is based upon the non-directional null hypothesis that there is no interdependence between a school's education, stress, and coping profiles. It is a null hypothesis in that it implies that: ‚Äö the coping strategies employed by teachers do not significantly differ from one school to another, regardless of the schools' stress and education profiles; ‚Äö a school's education profile is independent of the sources, intensities and frequencies of stress experienced by teachers; and ‚Äö the frequency and intensity of stress experienced is not reflected in the coping strategies teachers use. The limitations and assumptions of the current research are also described with acknowledgement of problems that arise in ascertaining the reliability of responses deriving from, and the validity of questions contained within, research instruments. Data have been obtained by means of observations; diaries; individual interviews with school principals, assistant principals, and teachers; group interviews with students; and questionnaires. Both qualitative and quantitative methods of data analysis are used when comparing school profiles and in ascertaining the extent of interdependence between education, stress and coping profiles. It has been ascertained that a school's education profile can be compared with those of other schools, that there is a correlation between stress sources and education profiles and that stress frequencies and intensities differ between schools. It has also been found that, although there is a degree of similarity across schools in the coping strategies employed, there is a significant distinction between the strategy efficacies as adjudged by teachers in the various schools.


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Copyright 1991 the Author - The University is continuing to endeavour to trace the copyright owner(s) and in the meantime this item has been reproduced here in good faith. We would be pleased to hear from the copyright owner(s). Includes bibliographical references (p. 252-264). Thesis (PhD)--University of Tasmania, 1991

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