The Relationship between School Climate, Self-Esteem and Coping Strategies among Secondary School Teachers and Headmasters

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F21%3A73605812" target="_blank" >RIV/61989592:15410/21:73605812 - isvavai.cz</a>

Výsledek na webu

<a href="http://psychologyandeducation.net/pae/index.php/pae/article/view/4361" target="_blank" >http://psychologyandeducation.net/pae/index.php/pae/article/view/4361</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

The Relationship between School Climate, Self-Esteem and Coping Strategies among Secondary School Teachers and Headmasters

Popis výsledku v původním jazyce

The aim of the research was to map the coping strategies used by secondary school teachers and headmasters and at the same time to reveal the correlation with the school climate, self-esteem, and other variables. A questionnaire battery was used consisting of OSI-R (Inventory of Occupational Stress), which evaluates emotional and cognitive stress management and coping strategies (personal resources for coping with stress), one-dimensional assessment scale to determine the social climate among the teaching staff, and the Rosenberg self-esteem scale. The research sample consisted of 250 secondary school teachers and 377 headmasters from the Czech Republic. The existence of a significant positive relationship was confirmed between a positive perception of the school climate and all coping strategies - social support, relaxation, self-care, and rational/cognitive coping. Headmasters have significantly higher self-esteem compared with secondary school teachers and they have a significantly better perception of the school climate than the group of teachers.

Název v anglickém jazyce

The Relationship between School Climate, Self-Esteem and Coping Strategies among Secondary School Teachers and Headmasters

Popis výsledku anglicky

The aim of the research was to map the coping strategies used by secondary school teachers and headmasters and at the same time to reveal the correlation with the school climate, self-esteem, and other variables. A questionnaire battery was used consisting of OSI-R (Inventory of Occupational Stress), which evaluates emotional and cognitive stress management and coping strategies (personal resources for coping with stress), one-dimensional assessment scale to determine the social climate among the teaching staff, and the Rosenberg self-esteem scale. The research sample consisted of 250 secondary school teachers and 377 headmasters from the Czech Republic. The existence of a significant positive relationship was confirmed between a positive perception of the school climate and all coping strategies - social support, relaxation, self-care, and rational/cognitive coping. Headmasters have significantly higher self-esteem compared with secondary school teachers and they have a significantly better perception of the school climate than the group of teachers.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2021

Kód důvěrnosti údajů

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

Název periodika

Psychology and Education

ISSN

0033-3077

e-ISSN

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Svazek periodika

58

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

8

Strana od-do

2766-2773

Kód UT WoS článku

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EID výsledku v databázi Scopus

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