Coping Strategies of Teachers: An Inventory of Approaches and Programs and Their Knowledge and Usage in German Schools

Autor/inn/en	Blumenthal, Stefan; Blumenthal, Yvonne
Titel	Coping Strategies of Teachers: An Inventory of Approaches and Programs and Their Knowledge and Usage in German Schools
Quelle	In: International Journal of Educational Methodology, 7 (2021) 4, S.697-713 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Blumenthal, Stefan) ORCID (Blumenthal, Yvonne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9632
Schlagwörter	Coping; Teacher Attitudes; Foreign Countries; Stress Variables; Teacher Surveys; Stress Management; Work Environment; Teaching Conditions; Gender Differences; Work Experience; Institutional Characteristics; Special Education Teachers; Teacher Education; Pandemics; COVID-19; Health Promotion; Risk; Prevention; Teacher Burnout; Elementary Secondary Education; Germany + Suchen Sie Ihr Suchwort? Bewältigung; Lehrerverhalten; Ausland; Stressmanagement; Stressbewältigung; Arbeitsmilieu; Lehrbedingungen; Unterrichtsbedingungen; Geschlechterkonflikt; Employment experience; Job experience; Occupational experience; Berufserfahrung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Risiko; Prävention; Vorbeugung; Burnout-syndrom; Burnout; Burnout-Syndrom; Deutschland
Abstract	Various studies have shown that teachers are subject to an increased stress level and the associated physical and psychological consequences. In this article, the possibilities of coping of stressful situations in everyday school life are systematized. In addition, the knowledge and usage of available programs and trainings for coping with stress at school in German-speaking countries will be assessed. This is a descriptive study based on a survey of 32 teachers. Effects due to contextual variables (gender, school type, and work experience) were examined. The results indicate that only a few of the programs surveyed are known and used in schools. Effects in connection with the gender of the teachers as well as their professional experience could not be determined. Instead, significantly more special education teachers knew and used programs to strengthen protective context factors (school type effect). The fact that a high proportion of teachers are unaware of and do not use available programs, despite their high importance for healthy coping with personal job demands, suggests deficiencies in teacher education and training. In addition, lack of resources at schools may be limiting. The successful management of stressful situations must not be seen as a task for individual employees; rather, systemic solutions must be found. Particularly due to the increased stress experienced by teachers in connection with the COVID-19 pandemic, aspects of health promotion in schools should play a significant role. The aim must be to provide more detailed information about stress management approaches in schools and to support their implementation. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ijem.com; Web site: https://www.ijem.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01