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A theory-based measure of coping strategies used by teachers: The problems in teaching scale
ARTICLE

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TATE Volume 12, Number 3 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

The Problems in Teaching Scale (PITS) was developed to assess the strategies used by teachers to cope with school stressors. The measure was developed based on the theory of Lazarus and Folkman [Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer] which emphasizes a coping process in which individuals appraise potential stressors and based on these appraisals develop adaptive and/or maladaptive coping strategies to deal with them. A study with 105 middle, junior high, and senior high school teachers was conducted to evaluate the psychometric properties of the PITS. Teachers indicated how they coped with three types of stressors: a serious student problem, a serious problem with an administrator or teacher; and typical problems with preparing for class. Factor analytical results suggested that three dimensions underlie the PITS and that these dimensions tend to generalize across the three types of stressors. In addition, consistent with the coping theory, the pattern of means for the PITS varied as a function of the type of stressor. These and other results generally supported the use of the PITS to assess the coping strategies of teachers.

Citation

Green, S.B. & Ross, M.E. A theory-based measure of coping strategies used by teachers: The problems in teaching scale. Teaching and Teacher Education: An International Journal of Research and Studies, 12(3), 315-325. Elsevier Ltd. Retrieved March 19, 2024 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/0742-051X(95)00041-H