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Teachers’ coping strategies regarding the pandemic: Connections with fear of COVID-19 and teachers’ mental wellbeing
dc.creator | Bukvić Branković, Lidija | |
dc.creator | Popović-Ćitić, Branislava | |
dc.creator | Stojanović, Marija | |
dc.creator | Kovačević-Lepojević, Marina | |
dc.creator | Paraušić, Ana | |
dc.creator | Mijatović, Luka | |
dc.date.accessioned | 2022-11-17T12:22:56Z | |
dc.date.available | 2022-11-17T12:22:56Z | |
dc.date.issued | 2022 | |
dc.identifier.isbn | 978-86-7379-605-5 | |
dc.identifier.uri | http://rfasper.fasper.bg.ac.rs/handle/123456789/4885 | |
dc.description.abstract | Responses to the COVID-19 pandemic have put the schools and their staff in the frontlines, creating a long list of new stressors for teachers to deal with. Respecting the challenges of pandemic education, a group of researchers conducted a survey on a sample of 817 elementary school teachers with the aim of assessing teachers’ coping strategies regarding the pandemic and their connections to fear of COVID-19 and their mental wellbeing. Data were collected during April and May 2021, through an online questionnaire. Coping strategies were measured with Brief-COPE, consisting of 14 scales, covering a wide range of coping strategies that can be grouped into approach strategies – those that actively work to change the stressor or accept its presence in one’s life and avoidant coping strategies – that tend toward more dysfunctional responses such as denial, distraction, or substance use. Fear of COVID-19 Scale and Warwick-Edinburg Mental Well-being Scale were also used. Research results show that teachers use more actively approach strategies (M = 37.52, SD = 6.01), than avoidant strategies (M = 23.41, SD = 4.75) (t(757) = 64.73, p = .000). Fear of COVID-19 correlates positively with both clusters, but more significantly with avoidance strategies (r = .46, p < .001) than approach strategies (r = .25, p < .001). Teachers’ mental wellbeing correlates mildly positively (r = .14, p < .001) with approach strategies, but correlates moderately negatively with avoidant strategies (r = -.31, p < .001). These results confirm the negative correlations between avoidant strategies and teachers’ mental wellbeing, as well as its stronger connection with the fear of COVID-19, suggesting that teachers’ tend to choose avoidant strategies if they are more negatively influenced by the pandemic. | sr |
dc.language.iso | en | sr |
dc.publisher | University of Niš, Faculty of Philosophy | sr |
dc.rights | openAccess | sr |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
dc.source | 18th international conference Days of Applied Psychology – Current challenges in psychological science | sr |
dc.subject | coping strategies | sr |
dc.subject | teachers | sr |
dc.subject | fear of COVID-19 | sr |
dc.subject | mental wellbeing | sr |
dc.subject | pandemic education | sr |
dc.title | Teachers’ coping strategies regarding the pandemic: Connections with fear of COVID-19 and teachers’ mental wellbeing | sr |
dc.type | conferenceObject | sr |
dc.rights.license | BY | sr |
dc.citation.epage | 121 | |
dc.citation.spage | 120 | |
dc.identifier.fulltext | http://rfasper.fasper.bg.ac.rs/bitstream/id/9460/bitstream_9460.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_rfasper_4885 | |
dc.type.version | publishedVersion | sr |