The Relationship Between Sex And Other Characteristics To Teacher Stress And Coping Strategies The Case Of Western Zone Elementary School Teachers Of Tigray

This study investigated the relationship of sex, age and teaching experience tornteacher stress and teachers ' coping strategies as well as sex difference onrnteacher stress and coping strategies. The study involved a random sample ofrn200 school teachers (100 Males and 100 Females) in 8 elementary schools ofrnWestern Zone Tigray. Overall the results suggested that a considerable portionrnof elementary school teachers (about one-fourth) in the present study rate theirrnprofession as very stressful or moderately stressful. Regression analysis furtherrnshowed that teacher characteristics such as teaching experience, and sex werernpredictive of work-related teachers stress. In addition, experience and age ofrnteachers were identified as relatively more important characteristics in explainingrnteachers' coping strategies. Age of teachers, however, was related negatively tornteachers' coping strategies. Furthermore, female teachers appear to experiencernmore stress reactions to pupil misbehavior and time pressures than malernteachers. On the other hand, causes of stress for male teachers seem to arisernmainly from poor school ethos. Contrary to cultural stereotypes, there were nornsignificant sex differences in employing emotion-focused and/or problem-focusedrncoping stra tegies between male and female subjects. The discussion focusedrnon a comparison of the findings with previous findings. The implications of thernfindings for stress prevention among school teachers are also identified.

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