Personality, coping, and teacher stress: predisposition factors for educators
The research question addressed in this capstone is what effects teacher stress has on schools and educators, and how coping strategies and personality factors affect stress levels. This capstone discusses the sources of teacher stress, the relative effectiveness of palliative and direct coping strategies, and the link between type A and type B personalities and how individuals of each type are able to manage stress. A key influence for this capstone was the trials and tribulations of being a young teacher and a desire to discover what strategies could lead to the amount of stress management needed for a successful career in education. Through a survey on teacher stress, personality, and coping, a sample set of educators revealed that teachers experience of myriad of coping strategies, that direct coping was more effective than palliative coping, and that a slight correlation exists between Type A personality and higher stress levels.
Eidem, Joshua T., "Personality, coping, and teacher stress: predisposition factors for educators" (2007). School of Education Student Capstone Theses and Dissertations. 1934.
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