Resumo

CAPELO, Regina  e  POCINHO, Margarida. Coping strategies and reducing teacher stress. Psic., Saúde & Doenças [online]. 2016, vol.17, n.2, pp.282-294. ISSN 1645-0086.  https://doi.org/10.15309/16psd170213.

The teachers are very affected by work-related stress, having been associated with the professions of high physical and mental risk. However, we have found contradictory results, since some teachers see positive aspects in teaching. This study aims to determine the variables that best contribute to harmonize the impact of sources of work stress in a sample of 765 Portuguese teachers. We used the Questionnaire on Teacher Stress, Job Coping Scale, and the Self-efficacy Questionnaire for Teachers. The results indicate that the sources of stress most disturbing, in descending order are inappropriate behaviour and discipline of students, bureaucratic and administrative work, policies inadequate disciplinary intervention, time pressures and work overload, followed by the status of career teaching, and finally, the different capacities and motivations of the students; that teachers rely principally on control strategies followed by the strategies of avoidance or escape and symptom management; that the perception of teacher self-efficacy is more pronounced efficacy in maintaining discipline, followed by instructional effectiveness, effectiveness in interpersonal relationships, effectiveness in establishing a good school environment and effectiveness in promoting parental involvement. The coefficient of multiple linear regression for the dependent variable "sources of stress" (R² = 0,13) reveals the predictive power of control strategies or confrontation, the strategies of avoidance or escape from antiquity career (in the range of more than 10 years of service time), and male gender in coping with stressful events of everyday work. The results are discussed from a perspective of considering the need of the teacher to deal with stress in professional life.

Palavras-chave : self-efficacy; coping; stress; teachers.

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