Psychological Distress and Coping Styles in Teachers: A Preliminary Study

Autor/inn/en	Stapleton, Peta; Garby, Sarah; Sabot, Debbie
Titel	Psychological Distress and Coping Styles in Teachers: A Preliminary Study
Quelle	In: Australian Journal of Education, 64 (2020) 2, S.127-146 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stapleton, Peta) ORCID (Sabot, Debbie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944120908960
Schlagwörter	Stress Variables; Coping; Well Being; Physical Health; Mental Health; Teaching Load; Financial Problems; Anxiety; Depression (Psychology); Drinking; Interpersonal Relationship; Life Satisfaction; Foreign Countries; Teachers; Elementary Secondary Education; Preschool Education; Special Education; Postsecondary Education; Australia + Suchen Sie Ihr Suchwort? Bewältigung; Well-being; Wellness; Wohlbefinden; Gesundheitszustand; Psychohygiene; Lehrdeputat; Angst; Trinken; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lebensvollendung; Ausland; Lehrer; Lehrerin; Lehrende; Pre-school education; Vorschulerziehung; Special needs education; Sonderpädagogik; Sonderschulwesen; Post-secondary education; Tertiäre Bildung; Australien
Abstract	Teaching professionals report higher levels of work-related stress and symptoms of psychological health problems than the general population. This study examined psychological distress, coping styles and wellbeing in 166 Australian teachers (aged 22-65 years; M = 37.74 years, SD = 10.84 years). Participants completed an online survey comprising demographic items and four empirical measures (The Satisfaction with Life Scale, Subjective Happiness Scale, The Brief COPE Inventory and The Patient Health Questionnaire). Work, workload and finances were identified as leading sources of stress. Moreover, above-average clinical symptoms of anxiety, depression and physical concerns were reported, and 17% of respondents met criteria for probable alcohol dependence. Results suggested that maladaptive coping strategies employed by teachers may contribute to their risk of increased psychological distress, and decreased life satisfaction and happiness. These findings indicate the need for work-based programmes to enhance teachers' coping strategies in an effort to reduce psychological distress and improve overall wellbeing in teaching professionals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01