Mapping School Teachers' Coping Mechanisms to Their Professional Effectiveness

Abstract

The study investigated teacher effectiveness, occupational stress, and coping strategies among teachers, finding normally distributed scores. Most teachers were moderately effective (72.33%), perceived moderate occupational stress (72%), and used coping strategies sometimes (62.33%). Problem-solving strategies were most commonly used (28.39%), while sharing strategies were least used (7.19%). Significant negative correlations were found between teacher effectiveness and occupational stress, and between teacher effectiveness and coping strategies. Mean differences between male and female teachers were significant for teacher effectiveness but not for occupational stress or coping strategies. Mean differences based on teaching experience were significant for teacher effectiveness and occupational stress but not for coping strategies. The interaction effect of gender and experience was significant for teacher effectiveness but not for occupational stress or coping strategies