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Examining the Moderating Impact of Coping Strategies on the Relationship of Stress and Social Support
Abstract
The current study was conducted with the aims to examine and recognize the complex association among stress among teachers, social support and coping strategies. Based on current and detailed critical literature analysis, the study developed a detailed (social support-coping strategies-teachers’ stress) framework comprising seven twenty items (seven constructs for social support, five constructs for coping strategies and seven constructs for teachers’ stress). The participants of a self-administered survey were asked to assess these variables on a five-point Likert scale. The study obtained 270 valid responses from secondary schools of AJ&K Pakistan to test the proposed relationships and hypotheses. The findings of the current research indicate that social support has a negative and significant impact on teachers’ stress. Further, the study findings also reflect the moderating effect of coping strategies between the relationship of social support and stress among teachers. A well-recognized effect of social support and coping strategies on teachers’ stress and ultimately on teachers and school performance is likely to offer a motivation to policy makers and practitioners to adopt and implement the study recommendations and decrease stress level among school-teachers’ and improve their performance.
Authors
Dr. Iftikhar Hussain
Associate Professor & Dean, Faculty of Computing & Engineering, University of Kotli Azad Jammu & Kashmir, Pakistan
Dr. Imrab Shaheen
Assistant Professor & Chairperson, Department of Public Administration, Faculty of Management Sciences, University of Kotli Azad Jammu & Kashmir, Pakistan
Kamran Haider Sherazi
Department of Public Administration, Faculty of Management Sciences, University of Kotli Azad Jammu & Kashmir, Pakistan
Keywords
Coping Strategies, Managing Stress, Pakistan, Schools, Social Stress, Teachers’ Stress
