dc.contributor.author | Sili, Marie Joseph | |
dc.date.accessioned | 2022-05-20T09:18:16Z | |
dc.date.available | 2022-05-20T09:18:16Z | |
dc.date.issued | 2014 | |
dc.identifier.citation | Sili, M. J. (2014). Identifying elementary teachers' stressors and their coping strategies as a means to determine whether stress has been managed in the workplace (Master's thesis, Notre Dame University-Louaize, Zouk Mosbeh, Lebanon). Retrieved from http://ir.ndu.edu.lb/123456789/1530 | |
dc.identifier.citation | M.A. -- Faculty of Humanities, Notre Dame University, Louaize, 2014; "A thesis presented in partial fulfillment of the requirements for the degree of Master of Arts in Education"; Includes bibliographical references (leaves 60-65) | |
dc.identifier.uri | http://ir.ndu.edu.lb/123456789/1530 | |
dc.description.abstract | Many studies revealed that teaching was an extremely stressful professional, and that teacher stress being emotional and/or physical was an increasing problem. Therefore, the study used a quantitative survey design to investigate the main sources of stress among Lebanese elementary school teachers, and to determine whether there was a relationship between elementary teachers’ stressors and emotion-focused coping and whether there was a relationship between elementary teachers’ stressors and problem-focused coping strategies. The study involved 30 teachers who worked in a private school in Keserwen, Lebanon. Two instruments were used to conduct the study: the Teacher Stress Inventory (Fimian, 1998) and the Brief Cope (Carver, 1997). The results revealed that the main sources of stress among the participants were work-related stressors and time management. The teachers who had a B.A. did not experience more stress that those who had an M.A. Moreover, the participants who had 1-15 years of teaching experience did not face more stress that those who had 16-30 years of experience. Finally, the findings showed that the relationship between elementary teachers’ stressors and emotion-focused coping strategies was moderate, while the relationship between those teachers’ stressors and problem-focused coping strategies were weak. More specifically, the participants were not able to cope with the different types of stressors (time management, work-related stressors, and professional investment). They were only trying to cope with professional distress by using emotion-focused coping, and with discipline and motivation by using problem-focused and emotion-focused coping. It was concluded that teacher stress was not managed in the workplace. Recommendations were given. | en_US |
dc.format.extent | viii, 71 leaves : illustrations | |
dc.publisher | Notre Dame University-Louaize | en_US |
dc.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/us/ | * |
dc.subject.lcsh | Teachers--Job stress | |
dc.subject.lcsh | Stress management | |
dc.subject.lcsh | Teaching--Moral and ethical aspects | |
dc.title | Identifying elementary teachers' stressors and their coping strategies as a means to determine whether stress has been managed in the workplace | en_US |
dc.type | Thesis | en_US |
dc.rights.license | This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 United States License. (CC BY-NC-ND 3.0 US | |
dc.contributor.supervisor | Sabieh, Christine, Ph.D. | en_US |
dc.contributor.department | Notre Dame University-Louaize. Department of Psychology, Education and Physical Education | en_US |
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