Date of Award
2023
Degree Type
Thesis
Degree Name
Master of Science in Human Development and Family Science
Specialization
Developmental Science
Department
Human Development and Family Science
First Advisor
Sue K. Adams
Abstract
Teacher well-being and stress levels are a major consideration when examining the success and retention of teachers globally. Teaching is considered to be one of the most stressful and emotionally taxing careers (Kyriacou, 1987; Stoeber & Rennert, 2008; Bjørndal et al., 2021). As teachers experience life or work related stressors, they employ coping strategies to help support themselves in managing stress. Regulative strategies are necessary in order to be effectively engaged in one’s job. The current study sought to examine the role between laboratory school director’s coping strategies and their association with job engagement. This study utilizes data collected from a larger study entitled, The Impact of COVID-19 on Laboratory School Directors and Staff Well-being (Adams et al., 2022.) which was conducted through The University Of Rhode Island. The sample included 27 laboratory school directors. Linear regression was utilized to examine the relationship between coping skills and job engagement in laboratory school directors. Results revealed a negative relation between avoidant coping and job engagement. Findings indicated higher levels of avoidant coping are related to lower levels of job engagement. The results of this study contribute to the limited research available on the experiences of laboratory school directors and more specifically, the impact coping skills have in relation to job engagement.
Recommended Citation
Senerchia, Maria, "THE COPING SKILLS OF LABORATORY SCHOOL DIRECTORS AND THEIR INFLUENCE ON JOB ENGAGEMENT" (2023). Open Access Master's Theses. Paper 2333.
https://digitalcommons.uri.edu/theses/2333