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

tanja.jungmann@uni-oldenburg.de

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.

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

• 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

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

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

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