Jurić, Mia.
(2019).
Title: Sources of occupational stress, coping strategies and job satisfaction among elementary and high school teachers.
Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology.
[mentor Musić Seršić, Darja].
Abstract
Abstract: Teachers job satisfaction is an important and complex issue to be taken into account when introducing change in the curriculum and methods of working with students. Previous research showed that some certain sources and situations in the work teachers perceive highly stressful, and there are various psychological theories about coping strategies that individuals use to protect or defend themselves from negative feelings that can lead to stress. The purpose of this study was to examine the relationship between sources of teachers stress and the stress-coping strategy (problem-solving coping, emotioncentered coping, and avoidance) with job satisfaction, or, more precisely, how much sources of stress and coping strategy as predictors contribute to the variance of job satisfaction. The study included results on self-evalution from 158 primary and secondary school teachers in Croatia. The results revealed a significant negative relationship between all sources of teacher stress and job satisfaction (inadequate student behavior, workload, lack of professional recognition). A significant positive correlation was found between job satisfaction and two coping strategies (problem-solving and avoidance strategies), while a significant negative correlation with job satisfaction was observed for one other coping strategy (emotion-oriented coping). In addition, the hierarchical regression analysis found that all of these predictors explain a total of 22.1% of job satisfaction variance, whereas Lack of professional recognition has high independent influence in the variance (β=-.34; p<.01). This research pointed out the lack of situational specific tests and opened up a questions about what other predictors could contribute to explaining the concept of job satisfaction.
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