This study aimed to identify teachers’ stress profiles from their perceived stress responses, and to determine the relationships between their stress profiles, coping strategies, and mental health. Participants were a convenience sample of teachers (n = 209) in the Sedibeng East District in South Africa (female = 80.4%; mean age = 41.59 years, SD = 12.35 years). The teachers responded to the Perceived Stress Scale, the Brief COPE Inventory, and the Mental Health Continuum – Short Form. Following latent profile analyses, results revealed three stress profiles: distressed, moderately stressed, and self-efficacious. The three stress profiles differed significantly regarding coping strategies and mental health. Teachers with a distressed profile who used self-blame as a coping strategy had poor mental health, while those with a self-efficacious profile and religion as a coping strategy had better mental health. The distressed profile had the most substantial adverse effect on mental health when positive reframing and active coping was low. Interventions aimed to promote mental health in teachers should consider their coping strategies as resources for recovery.

这项研究旨在从教师的感知压力反应中识别他们的压力状况，并确定他们的压力状况，应对策略和心理健康之间的关系。参与者是教师的便利样本（n= 209）在南非的Sedibeng东区（女性= 80.4％；平均年龄= 41.59岁，SD = 12.35岁）。教师回答了“感知压力量表”，“ COPE简要清单”和“心理健康连续体-简表”。在进行潜在轮廓分析后，结果显示了三种应力轮廓：受苦，中等受力和自我效能感。在应对策略和心理健康方面，三种压力状况存在显着差异。以自责为应对策略的受困教师的心理健康状况较差，而以自我效能和宗教作为应对策略的教师的心理健康状况较好。当积极的重新构图和积极的应对措施低下时，受苦的状况对心理健康的影响最大。