Coping strategies of primary school teachers in Taiwan experiencing stress because of teacher surplus

Chih-Lun Hung1
1Central Taiwan University of Science and Technology, Taiwan
Cite this article:  Hung, C. (2011). Coping strategies of primary school teachers in Taiwan experiencing stress because of teacher surplus. Social Behavior and Personality: An international journal, 39, 1161-1174.

Volume 39 Issue 9 | e2202 | Published: October 2011 | DOI: https://doi.org/10.2224/sbp.2011.39.9.1161

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The purpose in this study was to explore the association between primary school teachers’ stress and their coping strategies in response to the teacher surplus in Central Taiwan. Quantitative research methods were employed, and data were collected from 436 Central Taiwanese teachers. Results were as follows: (a) primary teachers perceived that their teacher surplus-related stress primarily derived from increases in their teaching loads and perceived that denial of their need for coping strategies was one of the most commonly used coping strategies; (b) teachers who were aged under 30 with fewer than 5 years of teaching experience were the most stressed; and (3) there was a significant relationship between stress related to teacher surplus and coping strategies.

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