NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1379639
Record Type: Journal
Publication Date: 2023-Jul
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0033-3085
EISSN: EISSN-1520-6807
The Relationship between Teacher Stress and Job Satisfaction as Moderated by Coping
Seth Woods; James Sebastian; Keith C. Herman; Francis L. Huang; Wendy M. Reinke; Aaron M. Thompson
Psychology in the Schools, v60 n7 p2237-2256 Jul 2023
The present study investigated the relationship between teacher stress and job satisfaction, and examined the role of coping as a moderator. Based on the transactional and Coping-Competence-Context models of stress we expected that coping would serve as a protective factor in the relationship between teacher stress and their job satisfaction. Stress, coping, and satisfaction were measured using single-item scales which are cost-effective and practical instruments for measuring and monitoring teacher stress. A total of 2347 teachers from 93 schools formed the sample for this study. Regression analysis with job satisfaction as the outcome, and stress, coping, and their interaction entered separately were used to test the primary hypothesis. Results showed that there was a negative correlation between stress and job satisfaction, and coping had a significant moderating effect. Increasing levels of stress had less of a negative impact on job satisfaction for teachers with high coping ratings compared to those with average or low coping ratings. Overall, our results suggest that the development of coping skills could be beneficial for mitigating the effects of stress on job satisfaction.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Related Records: ED649960
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); National Institute of Justice (NIJ) (DOJ)
Authoring Institution: N/A
Identifiers - Location: Oklahoma; Missouri
IES Funded: Yes
Grant or Contract Numbers: R305A170180