Coping Strategies and Psychological Constitution of Pre-Service and In-Service Teachers

Abstract

The study aims to investigate coping strategies used by pre-service and inservice teachers (N = 610) and correlations among coping strategies and psychological constitution variables of pre-service teachers (N = 349). Preferred coping styles differ across career levels but teachers in our sample choose mostly positive and productive coping strategies. Coping strategies classified as negative correlated negatively with psychological constitution variables.