. Chinthana Rajesh; . Lena Ashok; . Chythra R. Rao; . Veena G. Kamath; . Asha Kamath; . Varalakshmi Chandra Sekaran; . Virupaksha Devaramane; . V. Thippe Swamy
Volume 12, Issue 5 , June 2022, , Pages 1-7
Abstract
INTRODUCTION: Educators, academicians, and teachers are responsible for the development ofthe nation’s human capital. Teacher coping methods are becoming more widely recognized ...
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INTRODUCTION: Educators, academicians, and teachers are responsible for the development ofthe nation’s human capital. Teacher coping methods are becoming more widely recognized as a keyfactor in determining teacher effectiveness. The aim of this study was to identify the various copingstrategies adopted by high school teachers in Southern India.MATERIALS AND METHODS: A cross‑sectional study was conducted in government, aided, andunaided schools of Udupi, a coastal district in Southern India. A self‑administered questionnaire wasused to collect the data from 460 high school teachers chosen based on convenience sampling.The coping strategies were identified using a modified version of Brief COPE(Coping Orientation toProblems Experienced) Inventory (Carver, 1997). Data were entered using SPSS version 15 anddescriptive statistics was performed.RESULTS: The study found that teachers had moderate level of coping skills in all domains. The mostpopular coping techniques used by secondary school teachers were positive reframing, active coping,and planning; nevertheless, substance use was recognized as the least popular coping strategy.CONCLUSION: Positive reframing, active coping, and preparation were the most commonly usedcoping strategies by the teachers in the survey. Teachers are a vital resource who have received lessattention than they deserve for their psychological well‑being. A customized intervention programbased on their perceived needs could be a good place to start.
