Stress, Coping, Job Satisfaction, and Experience in Teachers

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Date
2010-04-14T17:24:21Z
Authors
Harlow, Paula
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Abstract
The purpose of this study was to explore the relationships between stress, coping, job satisfaction, and experience in teachers. The hypotheses mainly focused on the relationship between stress and other variables such as job satisfaction. Participants were 115 teachers from School District 8, in Saint John, New Brunswick. Teachers completed four questionnaires including a demographics questionnaire, Teacher Stress Inventory (Schutz & Long, 1988), Brief COPE (Carver, 1997), and Teacher Satisfaction Scale (Ho & Au, 2006). The participants were divided into three groups based on number of years of experience. Findings indicated a significant relationship between stress and job satisfaction. Also, role stress and task stress contributed the most to the relationship between stress and job satisfaction. Teacher stress was found to be significantly related to socioeconomic status of the student body's. The grade level taught by the teacher and the community setting were not found to be related to teacher stress. No relationship was found between teacher stress, direct action, and palliative coping methods. Additionally, teaching experience was not significantly related to teacher stress, coping methods, or job satisfaction.
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Keywords
Teachers -- Job stress , Teachers -- Job satisfaction , Saint John, New Brunswick
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