STRESS AND COPING AMONG SCHOOL TEACHERS

Abstract

The secondary research delves into the multifaceted realm of stress among school teachers worldwide, aiming to dissect its causes and unravel the coping mechanisms employed. Once esteemed as a noble profession, teaching has undergone a perceptual shift, emerging as a complex and demanding occupation. The discourse unfolds through an exploration of stressors prevalent among teachers, including poor working conditions, strained relationships within the educational ecosystem, and administrative challenges. Notably, demographic variables such as age, gender, marital status, and educational background intersect with stress experiences. While the discussion navigates through divergent findings regarding the relationship between these variables and stress levels, it converges on the consensus that stress among teachers is a pervasive concern with significant implications for both educators and students. The coping strategies delineated encompass a spectrum from seeking emotional support to engaging in leisure activities and spiritual solace. The conclusion reflects on the need for future research to delve deeper into localized contexts, demographic nuances, and intervention strategies to mitigate the adverse impacts of stress on teacher well-being and educational outcomes.