Association of Work-related Stressors and Coping Strategies with Work Engagement among Japanese Nursery-school Teachers

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  • Araki Yukiko
    Institute of Human and Social Sciences, Kanazawa University

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  • 保育者のワーク・エンゲイジメントと職務ストレッサーおよび特性的コーピング・スタイルとの関連
  • ホイクシャ ノ ワーク ・ エンゲイジメント ト ショクム ストレッサー オヨビ トクセイテキ コーピング ・ スタイル ト ノ カンレン

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Abstract

<p>This study aimed to cross-sectionally examine the association of work-related stressors and coping strategies with work engagement levels in a sample of nursery-school teachers. Questionnaires regarding work-related stressors, coping strategies, and work engagement were administered to 270 teachers. The results of multiple regression analysis indicated that the levels of stressors regarding understanding children and compensation and the coping strategy of giving up were negatively associated with work engagement levels. Work engagement levels were significantly associated with the problem-solving coping strategy and stressors related to understanding children and differences between individual beliefs and school policies. Particularly, teachers adopting the problem-solving coping strategy to a greater extent exhibited a significant negative association between stressors regarding understanding children and work engagement levels. These findings suggested that the problem-solving coping strategy does not effectively enhance work engagement levels among teachers with greater work-related stressors regarding understanding children. Therefore, this strategy may not always be suitable for nursery-school teachers.</p><p>【Research Impact】</p><p>This study examines how nursery-school teachers should cope with work-related problems for work motivation. The results indicate that any coping strategies used by teachers with difficulty in understanding the behavior of children may be ineffective. Therefore, interventions should target the entire nursery school and individual teachers to increase work engagement.</p>

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