Teachers’ experiences of stress and their coping strategies during COVID-19 induced distance teaching

Author(s) Florian Klapproth, Lisa Federkeil, Franziska Heinschke and Tanja Jungmann
Institution(s) Medical School Berlin, Germany Carl von Ossietzky University of Oldenburg, Germany
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Theoretical framework/approach Coping styles according to Carver et al. (1989)
Research questions

We assumed that stress was induced during the lockdown by lack of sufficient support, both technical and social, and excessive workload regarding the use of computer technology and social media. We anticipated that teachers would use both functional and dysfunctional coping styles with a higher prevalence of functional styles.

Themes / topics

Pandemic; Lockdown; Stress; Functional/dysfunctional coping; Distance teaching

Main findings of study / highlights
  • The vast majority of teachers experienced technical barriers, but most of them felt able to cope functionally with the stress
  • Female teachers experienced significantly more stress than male teachers, but coped with it more often in a functional way
  • Teachers used more functional coping strategies when they expected external factors as barriers for distance teaching
Methods cross-sectional study, N = 380 teachers, quantitative study
Analytic Appraoch descriptive, explorative
Desig of data collection

The participants filled out an online questionnaire on their perceived stress level, coping strategies, experienced barriers during distance teaching, and socio-demographic data

Time(s) of data collection April 20 to May 24 2020
Kind of sampling, kind and number of sample

The participants were selected using an ad-hoc sampling strategy. They were recruited via professional networks

Geographical area Germany

Klapproth, F., Federkeil, L., Heinschke, F. & Jungmann, T. (2020). Teachers‘ experiences of stress and their coping strategies during COVID-19 induced distance teaching. Journal of Pedagogical Research, 1-9. http://dx.doi.org/10.33902/JPR.2020062805

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