Stress, coping strategies, and psychological distress among secondary school teachers in Hong Kong.

Autor/in	Chan, David W.
Titel	Stress, coping strategies, and psychological distress among secondary school teachers in Hong Kong.
Quelle	In: American educational research journal, 35 (1998) 1, S. 145-163Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 70; Tabellen 6; Grafiken 1
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/00028312035001145
Schlagwörter	Empirische Untersuchung; Angst; Bewältigung; Sekundarschule; Lehrer; Krankheit; Belastung; China; Hongkong
Abstract	The relationship between teacher stressors, active and passive coping strategies, and psychological distress were investigated in a sample of 412 Chinese secondary school teachers in Hong Kong. A direct effect, or stress- distress, model and a mediational, or stress-coping, model were postulated and tested with structural equation modeling procedures. For comparison, a direct- and-mediational model and a moderated effect model were also fitted to the data. The results indicated that the mediational model with coping strategies mediating the effects of stressors on psychological distress represented an adequate fit to the data. Implications for the role of active and passive coping strategies in mitigating the effects of stressors on psychological distress and for teacher stress management are discussed. (DIPF/orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2000_(CD)