Finnish Primary School Teachers' Emotional Coping in Student-related Stressful Situations

• Go, Wooryeon ^[1] ; Leite, Lais Oliveira ^[1] ; Havu-Nuutinen, Sari ^[1]
  1. [1] University of Eastern Finland

     University of Eastern Finland

     Kuopio, Finlandia

     
• Localización: International Journal of Educational Psychology: IJEP, ISSN-e 2014-3591, Vol. 10, Nº. 2, 2021 (Ejemplar dedicado a: June), págs. 89-115
• Idioma: inglés
• Enlaces
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• Resumen

  • The current study aimed to explore primary schoolteacher’s emotional stress-coping strategy and to examine its possible relationships with stressful situations caused by pupils’ misbehaviours in Finland context. A total of 12 items in four subscales with second-order model was the most appropriate structure to understand teachers’ emotional coping strategy. In the student-related stressful situations, the most relevant emotional coping strategies were religion/mindfulness,social support from family members, and self-blame. In addition, when teachers use self-blame to acknowledge their stressful emotions, they use another emotional strategy simultaneously, and vice versa. Those results showed significance of future studies on understanding more effective emotional strategies for student-related stress and investigating how teachers use several types of emotional coping strategies coincidently.