Teaching professionals report higher levels of work-related stress and symptoms of psychological health problems than the general population. This study examined psychological distress, coping styles and wellbeing in 166 Australian teachers (aged 22–65 years; M = 37.74 years, SD = 10.84 years). Participants completed an online survey comprising demographic items and four empirical measures (The Satisfaction with Life Scale, Subjective Happiness Scale, The Brief COPE Inventory and The Patient Health Questionnaire). Work, workload and finances were identified as leading sources of stress. Moreover, above-average clinical symptoms of anxiety, depression and physical concerns were reported, and 17% of respondents met criteria for probable alcohol dependence. Results suggested that maladaptive coping strategies employed by teachers may contribute to their risk of increased psychological distress, and decreased life satisfaction and happiness. These findings indicate the need for work-based programmes to enhance teachers’ coping strategies in an effort to reduce psychological distress and improve overall wellbeing in teaching professionals.

中文翻译：

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教师心理困扰与应对方式的初步研究

教学专业人员报告的与工作相关的压力和心理健康问题的症状水平高于一般人群。本研究调查了 166 名澳大利亚教师（22-65 岁；M = 37.74 岁，SD = 10.84 岁）的心理困扰、应对方式和幸福感。参与者完成了一项在线调查，包括人口统计项目和四项实证措施（生活满意度量表、主观幸福量表、简短应对量表和患者健康问卷）。工作、工作量和财务被确定为压力的主要来源。此外，还报告了高于平均水平的焦虑、抑郁和身体问题的临床症状，17% 的受访者符合可能的酒精依赖标准。结果表明，教师采用的适应不良的应对策略可能会增加他们心理困扰的风险，并降低生活满意度和幸福感。这些发现表明，需要以工作为基础的计划来增强教师的应对策略，以减少心理困扰并改善教学专业人员的整体福祉。