Abstract:
Objective To assess the association of occupational stress with coping style and social support in secondary school teachers.
Methods A questionnaire survey was conducted among 3 500 teachers of middle schools selected by stratified cluster sampling method using Occupational Stress Inventory Revised Edition (OSI-R),Social Support Rating Scale,and SimpleCoping Style Questionnaire.
Results The OSI-R scores of the secondary school teachers were different compared with the occupational stress norm of southwest China (P < 0.01).The negative coping style scores varied by gender (P < 0.01).The scoresof coping style were also different among ethnic groups except the score of problem solving (P < 0.01) and between junior and senior high school teachers except the scores of seeking help and avoidance (P < 0.01).The teachers categorized by demographic characteristics showed differences in social support scores (P < 0.01).The teachers' coping style and social support varied by stress level (P < 0.01).Problem solving showed significant impacts on occupational stress reaction (P < 0.01).
Conclusion Coping style and social support could affect occupational stress of the secondary school teachers.Therefore,the teachers areencou raged to adopt more positive coping styles and increase social support to reduce their occupational stress and improve the quality of life and workgroup
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