مقاله انگلیسی نمایه های مقابله در میان معلمان: پیامدهایی برای احساسات، رضایت شغلی، فرسودگی شغلی، و قصد ترک
Abstract
Keywords
Introduction
Coping in Teachers: An Appraisal Perspective
Teachers’ Coping Strategies: Variable-centered Research
Teachers’ Coping Strategies: Person-centered Research
The Present Research
Method
Results
Discussion
Conclusion
Declaration of Competing Interest
References
Abstract
Research indicates that teachers use coping strategies regularly to manage stress and negative emotions. However, previous studies have primarily adopted a variable-centered approach that examines the effects of specific coping strategies and does not address how teachers use different combinations of coping strategies. The present study used a person-centered, latent profile analytical approach to explore varied coping strategies among Canadian practicing teachers (N = 947) in relation to positive and negative emotions, job satisfaction, burnout, and quitting intentions. Results demonstrated three main coping profiles characterized by different combinations of problem-focused and emotion-focused coping strategies. Whereas adaptive copers (high problem-solving and seeking social support, low disengagement) represented the most adaptive profile, problem-avoidant copers (low problem-solving and support seeking, high problem avoidance) and social-withdrawal copers (high disengagement and social withdrawal) demonstrated poorer outcomes.
Introduction
Teaching is arguably a stressful occupation that poses numerous challenges to instructors on a daily basis including the effective use of varied pedagogical techniques, promoting student engagement, and managing difficult classroom behaviors (Borg & Riding, 1991; Kokkinos, 2007). Teachers also inevitably experience stressful events and negative emotions during class, such as anxiety or anger (Frenzel, 2014), requiring the use of coping strategies to maintain their personal wellbeing and teaching quality (Chang, 2009; Spilt et al., 2011). Whereas adaptive coping strategies consistently lead to more positive emotions, better psychological well-being, and lower attrition intentions (Chang, 2013; Wang & Hall, 2021), maladaptive coping tends to give rise to negative emotions, greater stress, and greater mental health challenges (MacIntyre et al., 2020).