A DATA BASED MODEL OF HOW TEACHERS COPE WITH WORK STRESS

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Abstract
While there has been considerable research in the general area of teacher stress, little attention has been given to studying how teachers actually cope with work stress. A review of the available literature reveals that no models of teacher coping exist which have been developed directly from the study of teachers. This paper describes a data‐based taxonomy of behaviors that teachers use to cope with work stress and the perceived effectiveness of such behaviors in dealing with stress. The taxonomy was constructed from data collected from school teachers located in several regions of the United States. How educational administrators can promote “organizational literacy” in teachers, thereby preparing them for the realities of the school as a work setting, is discussed. In addition, the proposed taxonomy is discussed in terms of its theoretical significance for future organizational research.

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