Stress and Coping Behaviors Among Primary School Teachers

Abstract

One hundred percent of teachers interviewed for this study reported that the teaching profession is stressful, with 72% describing the profession as extremely or very stressful. This study recognizes and investigates the stressors that affect primary school teachers, and identifies the coping behaviors that are used in response to these stressors. A mixed method design was used to assess stress and coping behaviors among current primary school teachers. Two quantitative focus groups provided insight into stress and coping behaviors through the perspectives of current primary school teachers at a specific school in rural North Carolina. A quantitative pilot survey was then administered to measure the responses and coping strategies that primary school teachers employ when stress is present in the workplace. The results indicate that unrealistic expectations set forth by school officials and parents are the most frequent source of stress followed by excessive paperwork, and school administration. The results also indicate that primary school teachers will most often employ neutral coping behaviors, followed by positive coping behaviors and negative coping behaviors. With these stressors being a part of the teaching profession, it is suggested that primary school teachers participate in stress management educational programs in order to more effectively handle stress.