The Relationship between Coping Strategies and School Climate Perception among Secondary School Teachers

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F19%3A73598897" target="_blank" >RIV/61989592:15410/19:73598897 - isvavai.cz</a>

Výsledek na webu

<a href="https://obd.upol.cz/id_publ/333178783" target="_blank" >https://obd.upol.cz/id_publ/333178783</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/edulearn.2019.1220" target="_blank" >10.21125/edulearn.2019.1220</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The Relationship between Coping Strategies and School Climate Perception among Secondary School Teachers

Popis výsledku v původním jazyce

Stress in the teaching profession is an important issue which deserves deeper professional attention. It is closely linked to work overload, inappropriate coping strategies, but also a shortage of teachers and a high degree of staff turnover. It can be assumed that increasing workload and stress for teachers may lead to poor work performance, i.e. quality of teaching, and may also result into a negative perception of climate in the workplace. The aim of the research was to map the high school teachers coping strategies, while at the same time to reveal the link with the school climate assessment, teachers&apos; practice lengths and other variables. The survey was designed as a quantitative research. A questionnaire battery was used consisting of questionnaires OSI-R (Inventory of occupational stress) which evaluates the emotional, cognitive stress management and the coping strategy (personal resources for coping with stress) and one- dimensional assessment scale was used to determine the social climate among the teaching staff. The research sample consisted of 253 secondary school teachers from the Olomouc Region, of whom 76 were men and 177 were women. The age range of the entire sample was from 22 to 68 years (mean age 47.94 years; SD 9.58). The existence of a significant positive relationship was confirmed between the positive perception of the school climate and all coping strategies monitored - social support, relaxation, self-care, and rational / cognitive coping.

Název v anglickém jazyce

The Relationship between Coping Strategies and School Climate Perception among Secondary School Teachers

Popis výsledku anglicky

Stress in the teaching profession is an important issue which deserves deeper professional attention. It is closely linked to work overload, inappropriate coping strategies, but also a shortage of teachers and a high degree of staff turnover. It can be assumed that increasing workload and stress for teachers may lead to poor work performance, i.e. quality of teaching, and may also result into a negative perception of climate in the workplace. The aim of the research was to map the high school teachers coping strategies, while at the same time to reveal the link with the school climate assessment, teachers&apos; practice lengths and other variables. The survey was designed as a quantitative research. A questionnaire battery was used consisting of questionnaires OSI-R (Inventory of occupational stress) which evaluates the emotional, cognitive stress management and the coping strategy (personal resources for coping with stress) and one- dimensional assessment scale was used to determine the social climate among the teaching staff. The research sample consisted of 253 secondary school teachers from the Olomouc Region, of whom 76 were men and 177 were women. The age range of the entire sample was from 22 to 68 years (mean age 47.94 years; SD 9.58). The existence of a significant positive relationship was confirmed between the positive perception of the school climate and all coping strategies monitored - social support, relaxation, self-care, and rational / cognitive coping.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

EDULEARN19 Proceedings

ISBN

978-84-09-12031-4

ISSN

2340-1117

e-ISSN

—

Počet stran výsledku

8

Strana od-do

4883-4890

Název nakladatele

International Association of Technology, Education and Development (IATED)

Místo vydání

Madrid

Místo konání akce

Palma

Datum konání akce

1. 7. 2019

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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