Abstract
Many psychological constructs as personality, perfectionism, and self-efficacy have been identified to have a strong contribution to teachers’ coping strategies, but how these variables collectively predict different types of coping has received little attention. The present study aimed to explore the personal resources (personality traits, perfectionistic strivings, and self-efficacy) which predict teachers’ proactive coping strategies. The sample study consisted of 284 pre-service teachers, with ages ranging from 18 to 34years old (M=19.9; SD=2.1). Four hierarchical multiple regression analyses were conducted separately for every proactive coping strategy based on personal resources as criterion variables. Results showed that conscientiousness and openness were predictors for all four coping strategies based on personal resources (proactive, reflective, strategic planning, and preventive coping), extraversion and neuroticism predicted only proactive coping strategies, and agreeableness did not predict any kind of these coping strategies. Planfulness was a predictor for reflective, strategic planning, and preventive coping strategies; striving for excellence predicted only proactive coping, and organization was a predictor only for reflective coping strategies. Self-efficacy predicted the first three proactive coping strategies but preventive coping. Because coping strategies can be learned, knowing what personal resources may help teachers to cope with stressful situations inside and outside the school, could be organized training programs to improve activity and well-being in the teaching profession.
Highlights
Teaching is one of the most stressful professions (Ryan et al, 2017), personal and professional responsibilities representing real challenges for most of the teachers
N = 284; Proactive, reflective, strategic planning, and preventive coping = proactive coping strategies based on personal resources; Extraversion, Agreeableness, Conscientiousness, Emotional stability, and Openness = personality traits; and Organization, Planfulness, and Striving for excellence = Perfectionistic strivings
N = 284; Proactive, reflective, strategic planning, and preventive coping = proactive coping strategies based on personal resources; Extraversion, Agreeableness, Conscientiousness, Emotional stability, and Openness = personality traits; Organization, Planfulness, and Striving for excellence = Perfectionistic strivings. *p < 0.05; **p < 0.01
Summary
Teaching is one of the most stressful professions (Ryan et al, 2017), personal and professional responsibilities representing real challenges for most of the teachers. Teachers’ Proactive Coping misbehavior, workload, lack of professional recognition and support, time pressure, and lack of benefits – Mintz, 2007; Collie et al, 2012; Santoro, 2018). The way they anticipate and approach the stressors or the difficult situations, and how they are motivated to overcome them, can be better explained by the perspective of the proactive coping theory framework (Greenglass et al, 1999; Schwarzer and Taubert, 2002). In proactive coping, the highlighting is on developing strategies and resources to cope with challenges, and on increasing the potential and opportunities for personal growth (Straud et al, 2015; Drummond and Brough, 2016)
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