Research indicates that teachers use coping strategies regularly to manage stress and negative emotions. However, previous studies have primarily adopted a variable-centered approach that examines the effects of specific coping strategies and does not address how teachers use different combinations of coping strategies. The present study used a person-centered, latent profile analytical approach to explore varied coping strategies among Canadian practicing teachers (N = 1,086) in relation to positive and negative emotions, job satisfaction, burnout, and quitting intentions. Results demonstrated three main coping profiles characterized by different combinations of problem-focused and emotion-focused coping strategies. Whereas adaptive copers (high problem-solving and seeking social support, low disengagement) represented the most adaptive profile, problem-avoidant copers (low problem-solving and support seeking, high problem avoidance) and social-withdrawal copers (high disengagement and social withdrawal) demonstrated poorer outcomes. Copyright © 2021 The Authors. Published by Elsevier Inc.
|Journal||Contemporary Educational Psychology|
|Early online date||Nov 2021|
|Publication status||Published - Jan 2022|
CitationWang, H., Lee, S. Y., & Hall, N. C. (2022). Coping profiles among teachers: Implications for emotions, job satisfaction, burnout, and quitting intentions. Contemporary Educational Psychology, 68. Retrieved from https://doi.org/10.1016/j.cedpsych.2021.102030
- Coping strategies
- Person-centered approach
- Latent profile analysis