TY  - BOOK
AU  - Sili,Marie Joseph
TI  - Identifying elementary teachers' stressors and their coping strategies as a means to determine whether stress has been managed in the workplace
PY  - 2014///
CY  - Beirut
PB  - Notre Dame University.Humanities
KW  - Anxiété & Stress
KW  - Anxiety & Stress
KW  - Cycle primaire
KW  - Elementary Education
KW  - Performance professionnel
KW  - Professional performance
KW  - الاداء المهني
KW  - القلق والتوتر
KW  - المرحلة الابتدائية
N1  - النوع : Mémoire
N2  - Many studies revealed that teaching was an extremely stressful professional, and that teacher stress being emotional and/or physical was an increasing problem. Therefore, the study used a quantitative survey design to investigate the main sources of stress among Lebanese elementary school teachers, and to determine whether there was a relationship between elementary teachers’ stressors and emotion-focused coping and whether there was a relationship between elementary teachers’ stressors and problem-focused coping strategies. The study involved 30 teachers who worked in a private school in Keserwan, Lebanon. Two instruments were used to conduct the study: the Teacher Stress Inventory (Fimian, 1988) and the Brief Cope (Carver, 1997). The results revealed that the main sources of stress among the participants were work-related stressors and time management. The teachers who had a B.A. did not experience more stress than those who had M.A. Moreover, the participants who had 1-15years of teaching experience did not face more stress than those who had 16-30 years of experience. Finally, the findings showed that the relationship between elementary teachers’ stressors and emotion-focused coping strategies was moderate, while the relationship between those teachers’ stressors and problem-focused coping strategies was weak. More specifically, the participants were not able to cope with the different types of stressors (time management, work-related stressors, and professional investment). They were only trying to cope with professional distress by using emotion-focused coping, and with discipline and motivation by using problem-focused and emotion-focused coping. It was concluded that teacher stress was not managed in the workplace. Recommendations were given
UR  - http://search.shamaa.org/FullRecord?ID=112038
ER  -