Investigating the Relationship Between Resilience and Stress Coping Strategies Among Secondary School Teachers

Abstract

This study aimed to investigate the levels of resilience and stress coping strategies among Greek secondary education teachers, examining the relationships between these two constructs and identifying the specific coping strategies that predict teachers’ resilience. The sample consisted of 200 teachers who completed the Teachers’ Protective Factors of Resilience Scale and the Ways of Coping with Stress Questionnaire. The results indicated that teachers’ resilience levels ranged from moderate to high, with Emotional/Behavioral adequacy and Values and Beliefs emerging as the predominant protective factors. Additionally, significant positive correlations were found between the protective factors of resilience and active coping strategies such as Positive Approach and Seeking Social Support. Finally, multiple linear regression analysis revealed that stress coping strategies accounted for a significant amount of the variance in the overall resilience and the specific subscales. In almost all cases, Positive Approach and Seeking Social Support emerged as the predominant strategies predicting higher levels of resilience; in a few cases, the Escape/Avoidance strategy significantly predicted lower levels.