Occupational Stress and Professional Burnout in Teachers of Primary and Secondary Education: The Role of Coping Strategies

By A. Antoniou, Aikaterini Ploumpi, Marina Ntalla. 2013

183 citations recorded by the source corpus.

This research investigates the levels of occupational stress and professional burnout of teachers of primary and secondary education. It also aims to investigate the coping strategies that they adopt, and the relationship between them. The survey involved 388 teachers who teach in public schools in Attica. Three instruments were administrated to teachers: “Teachers’ Occupational Stress” (Antoniou, Polychroni, & Vlachakis, 2006), the Maslach Burnout Inventory (Maslach & Jackson, 1986) and the “Stress Coping Strategies Scale” (Cooper, Sloan, & Williams, 1988). The findings showed that teachers of Primary Education experience higher levels of stress compared to the teachers of Secondary Education. Female teachers experience more stress and lower personal accomplishment than men. Rational coping behaviors are a resource which help teachers overcome work-related stressors and burnout and achieve their valued outcomes with students, while avoidance coping predicted high level of stress and burnout.

View Paper: https://www.semanticscholar.org/paper/ce22c61f327744bce7847a416e1b1122041fa8f1

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Citations in the corpus

Teacher wellbeing: Its effects on teaching practice and student learning (2019, background): “…states of teacher wellbeing (McCallum, Price & Graham, 2017), for example teachers’ increased stress levels (Curry & O’Brien, 2012; Richards, 2012), teachers’ increasingly demanding workload (Buchanan et al., 2013; Yin, Huang & Wang, 2016) and teacher burnout (Antoniou, Ploumpi & Ntalla, 2013).”
Job Demands–Resources theory and self-regulation: new explanations and remedies for job burnout (2020, background): “Previous research has indeed shown that burnout is positively related to the (over)use of emotion-focused coping (e.g., Antoniou et al., 2013; Chwalisz et al., 1992).”