The relationship between teacher stress and job satisfaction as moderated by coping
The present study investigated the relationship between teacher stress and job satisfaction, and examined the role of coping as a moderator. Based on the transactional and Coping‐Competence‐Context models of stress we expected that coping would serve as a protective factor in the relationship betwee...
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| Published in | Psychology in the schools Vol. 60; no. 7; pp. 2237 - 2256 |
|---|---|
| Main Authors | , , , , , |
| Format | Journal Article |
| Language | English |
| Published |
Hoboken
Wiley
01.07.2023
Wiley Subscription Services, Inc |
| Subjects | |
| Online Access | Get full text |
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| Abstract | The present study investigated the relationship between teacher stress and job satisfaction, and examined the role of coping as a moderator. Based on the transactional and Coping‐Competence‐Context models of stress we expected that coping would serve as a protective factor in the relationship between teacher stress and their job satisfaction. Stress, coping, and satisfaction were measured using single‐item scales which are cost‐effective and practical instruments for measuring and monitoring teacher stress. A total of 2347 teachers from 93 schools formed the sample for this study. Regression analysis with job satisfaction as the outcome, and stress, coping, and their interaction entered separately were used to test the primary hypothesis. Results showed that there was a negative correlation between stress and job satisfaction, and coping had a significant moderating effect. Increasing levels of stress had less of a negative impact on job satisfaction for teachers with high coping ratings compared to those with average or low coping ratings. Overall, our results suggest that the development of coping skills could be beneficial for mitigating the effects of stress on job satisfaction.
Practitioner Points
1.Coping is a statistically significant moderator between stress and satisfaction.
2.As stress increases, those with high coping see smaller drops in satisfaction.
3.Conducted using single‐item measures, making it easy for practitioners to utilize. |
|---|---|
| AbstractList | The present study investigated the relationship between teacher stress and job satisfaction, and examined the role of coping as a moderator. Based on the transactional and Coping‐Competence‐Context models of stress we expected that coping would serve as a protective factor in the relationship between teacher stress and their job satisfaction. Stress, coping, and satisfaction were measured using single‐item scales which are cost‐effective and practical instruments for measuring and monitoring teacher stress. A total of 2347 teachers from 93 schools formed the sample for this study. Regression analysis with job satisfaction as the outcome, and stress, coping, and their interaction entered separately were used to test the primary hypothesis. Results showed that there was a negative correlation between stress and job satisfaction, and coping had a significant moderating effect. Increasing levels of stress had less of a negative impact on job satisfaction for teachers with high coping ratings compared to those with average or low coping ratings. Overall, our results suggest that the development of coping skills could be beneficial for mitigating the effects of stress on job satisfaction.
Coping is a statistically significant moderator between stress and satisfaction.
As stress increases, those with high coping see smaller drops in satisfaction.
Conducted using single‐item measures, making it easy for practitioners to utilize. The present study investigated the relationship between teacher stress and job satisfaction, and examined the role of coping as a moderator. Based on the transactional and Coping‐Competence‐Context models of stress we expected that coping would serve as a protective factor in the relationship between teacher stress and their job satisfaction. Stress, coping, and satisfaction were measured using single‐item scales which are cost‐effective and practical instruments for measuring and monitoring teacher stress. A total of 2347 teachers from 93 schools formed the sample for this study. Regression analysis with job satisfaction as the outcome, and stress, coping, and their interaction entered separately were used to test the primary hypothesis. Results showed that there was a negative correlation between stress and job satisfaction, and coping had a significant moderating effect. Increasing levels of stress had less of a negative impact on job satisfaction for teachers with high coping ratings compared to those with average or low coping ratings. Overall, our results suggest that the development of coping skills could be beneficial for mitigating the effects of stress on job satisfaction. Practitioner Points 1.Coping is a statistically significant moderator between stress and satisfaction. 2.As stress increases, those with high coping see smaller drops in satisfaction. 3.Conducted using single‐item measures, making it easy for practitioners to utilize. The present study investigated the relationship between teacher stress and job satisfaction, and examined the role of coping as a moderator. Based on the transactional and Coping-Competence-Context models of stress we expected that coping would serve as a protective factor in the relationship between teacher stress and their job satisfaction. Stress, coping, and satisfaction were measured using single-item scales which are cost-effective and practical instruments for measuring and monitoring teacher stress. A total of 2347 teachers from 93 schools formed the sample for this study. Regression analysis with job satisfaction as the outcome, and stress, coping, and their interaction entered separately were used to test the primary hypothesis. Results showed that there was a negative correlation between stress and job satisfaction, and coping had a significant moderating effect. Increasing levels of stress had less of a negative impact on job satisfaction for teachers with high coping ratings compared to those with average or low coping ratings. Overall, our results suggest that the development of coping skills could be beneficial for mitigating the effects of stress on job satisfaction. The present study investigated the relationship between teacher stress and job satisfaction, and examined the role of coping as a moderator. Based on the transactional and Coping‐Competence‐Context models of stress we expected that coping would serve as a protective factor in the relationship between teacher stress and their job satisfaction. Stress, coping, and satisfaction were measured using single‐item scales which are cost‐effective and practical instruments for measuring and monitoring teacher stress. A total of 2347 teachers from 93 schools formed the sample for this study. Regression analysis with job satisfaction as the outcome, and stress, coping, and their interaction entered separately were used to test the primary hypothesis. Results showed that there was a negative correlation between stress and job satisfaction, and coping had a significant moderating effect. Increasing levels of stress had less of a negative impact on job satisfaction for teachers with high coping ratings compared to those with average or low coping ratings. Overall, our results suggest that the development of coping skills could be beneficial for mitigating the effects of stress on job satisfaction. |
| Author | Thompson, Aaron M. Herman, Keith C. Reinke, Wendy M. Woods, Seth Huang, Francis L. Sebastian, James |
| Author_xml | – sequence: 1 givenname: Seth surname: Woods fullname: Woods, Seth email: woodsst@gmail.com organization: University of Missouri‐Columbia – sequence: 2 givenname: James surname: Sebastian fullname: Sebastian, James organization: University of Missouri‐Columbia – sequence: 3 givenname: Keith C. surname: Herman fullname: Herman, Keith C. organization: University of Missouri‐Columbia – sequence: 4 givenname: Francis L. surname: Huang fullname: Huang, Francis L. organization: University of Missouri‐Columbia – sequence: 5 givenname: Wendy M. surname: Reinke fullname: Reinke, Wendy M. organization: University of Missouri‐Columbia – sequence: 6 givenname: Aaron M. surname: Thompson fullname: Thompson, Aaron M. organization: University of Missouri‐Columbia |
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| SubjectTerms | Coping Coping strategies Correlation Job Satisfaction moderation Occupational stress Ratings & rankings Relationship single‐item measures Skill Development Stress Management Stress Variables Student teacher relationship teacher coping teacher job satisfaction teacher stress Teachers |
| Title | The relationship between teacher stress and job satisfaction as moderated by coping |
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