ABSTRACT

The prevalence of teacher stress, anxiety, and depression (SAD) has been confirmed and investigated in various contexts. This research aimed to study the (dys)functional coping strategies (CSs) of teachers and their experienced SAD levels. Of the 549 invited language teachers, 398 (75%) teachers with various occupational attributes participated in this study by completing the (Dys)functional Coping Strategies Scales (DCSS) and the Depression, Anxiety, and Stress Scales (DASS). The results indicated high teacher SAD rates (M = 31%). Regarding teacher professional characteristics, preservice teachers were more susceptible to suffer from stress, while expert teachers were at risk of experiencing anxiety and depression. Among the recognized functional CSs, talking with friends, parents, etc. and self-monitoring to control feelings appear to be the two important protective cognitive-behavioral (C-B) mechanisms to deal with teacher SAD. Using negative self-talk and self-blame and smoking cigarettes (excessively) were the concerning coping mechanisms of teachers with SAD. It is suggested that effective and continuous interventions should be developed and incorporated into teacher education programs to equip teachers with required CSs and to promote functional C-B conducts and strategies.

摘要

教师压力、焦虑和抑郁 (SAD) 的普遍存在已在各种情况下得到证实和调查。本研究旨在研究教师的（失调）功能应对策略（CS）及其经验丰富的 SAD 水平。在受邀的 549 名语言教师中，398 名（75%）具有不同职业属性的教师通过完成（Dys）功能性应对策略量表（DCSS）和抑郁、焦虑和压力量表（DASS）参与了本研究。结果表明教师的 SAD 率很高（M = 31%）。从教师专业特征来看，职前教师更容易承受压力，而专业教师则更容易出现焦虑和抑郁。在公认的功能性CS中，与朋友、父母等交谈. 和控制情绪的自我监控似乎是应对教师 SAD 的两个重要的保护性认知行为 (CB) 机制。使用消极的自言自语和自责以及吸烟（过度）是 SAD 教师的相关应对机制。建议应制定有效和持续的干预措施并将其纳入教师教育计划，以使教师具备所需的 CS，并促进功能性 CB 行为和策略。