Dispositional coping strategies as factors explaining various aspects of teachers’ well-being

• Agnieszka Buczak ^[1]
  1. [1] Maria Curie-Skłodowska University

     Maria Curie-Skłodowska University

     Lublin, Polonia

     
• Localización: Multidisciplinary journal of school education, ISSN-e 2543-8409, ISSN 2543-7585, Vol. 25, Nº. 1, 2024 (Ejemplar dedicado a: In search of spirituality and support in educational settings), págs. 231-249
• Idioma: inglés
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• Resumen

  • Objectives of the research: The aim of the study was to explain various as-pects of teachers’ well-being through their ability to use personal resources,such as strategies for coping with stress. Research methods: The research survey was completed by 382 teachersfrom the Lublin Voivodeship. An original tool, the Teacher’s Well-Being Scale(TWS), with satisfactory psychometric properties, was used. Additionally,the Satisfaction with Life Scale (SWLS) and the Brief COPE Inventory wereused. To explain the relationship between various dimensions of teachers’well-being and coping strategies as an explanatory variable, a canonicalanalysis was carried out.A short description of the context of the issue:The role and profession ofa teacher are associated with numerous stressors and difficult situationsthat may impact teachers’ well-being.Research findings:Teachers’ active approach to dealing with difficult andproblematic situations and avoiding the strategy of denial promotes well-being related to the their work (especially in the dimensions of social relations and self-fulfillment). It is also important for life satisfaction in areas unrelatedto the professional role of teachers.Coping strategies based on acceptance and seeking social support promotelife satisfaction and professional well-being among teachers, who note sat-isfactory conditions at school for work and professional and personal de-velopment.Conclusions and/or recommendations:Research showing links betweencoping skills and the well-being of teachers and their students would be interesting. The current research results on teachers’ well-being explained by their self-efficacy and coping skills seem satisfactory. However, they donot correspond with the disturbingly limited research on student well-being,school satisfaction, and the results of teachers’ work.