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Stress, Coping and Considerations of Leaving the Profession—A Cross-Sectional Online Survey of Teachers and School Principals after Two Years of the Pandemic

Author

Listed:
  • Petra Lücker

    (Section Epidemiology of Health Care and Community Health, Institute for Community Medicine, University Medicine Greifswald, 17489 Greifswald, Germany)

  • Anika Kästner

    (Section Epidemiology of Health Care and Community Health, Institute for Community Medicine, University Medicine Greifswald, 17489 Greifswald, Germany)

  • Arne Hannich

    (Section Epidemiology of Health Care and Community Health, Institute for Community Medicine, University Medicine Greifswald, 17489 Greifswald, Germany)

  • Lena Schmeyers

    (Section Epidemiology of Health Care and Community Health, Institute for Community Medicine, University Medicine Greifswald, 17489 Greifswald, Germany)

  • Janny Lücker

    (Section Epidemiology of Health Care and Community Health, Institute for Community Medicine, University Medicine Greifswald, 17489 Greifswald, Germany)

  • Wolfgang Hoffmann

    (Section Epidemiology of Health Care and Community Health, Institute for Community Medicine, University Medicine Greifswald, 17489 Greifswald, Germany)

Abstract

Teaching is amongst the six professions with the highest stress levels and lowest job satisfaction, leading to a high turnover rate and teacher shortages. During the pandemic, teachers and school principals were confronted with new regulations and teaching methods. This study aims to examine post-pandemic stress levels, as well as resilience factors to proactively cope with stress and thoughts of leaving the profession among teachers and school principals. We used a cross-sectional online survey. The validated instruments Perceived Stress Scale (PSS-10) and Proactive Coping Subscale (PCI) were used. We included 471 teachers and 113 school principals in the analysis. Overall, respondents had a moderate stress level. During the pandemic, every fourth teacher (27.2%) and every third principal (32.7%) had serious thoughts of leaving the profession. More perceived helplessness (OR = 1.2, p < 0.001), less self-efficacy (OR = 0.8, p = 0.002), and poorer coping skills (OR = 0.96, p = 0.044) were associated with a higher likelihood of thoughts of leaving the profession for teachers, whereas for school principals, only higher perceived helplessness (OR = 1.2, p = 0.008) contributed significantly. To prevent further teacher attrition, teachers and school principals need support to decrease stress and increase their ability to cope.

Suggested Citation

  • Petra Lücker & Anika Kästner & Arne Hannich & Lena Schmeyers & Janny Lücker & Wolfgang Hoffmann, 2022. "Stress, Coping and Considerations of Leaving the Profession—A Cross-Sectional Online Survey of Teachers and School Principals after Two Years of the Pandemic," IJERPH, MDPI, vol. 19(23), pages 1-17, December.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:23:p:16122-:d:991336
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    References listed on IDEAS

    as
    1. Pablo A. Lizana & Gustavo Vega-Fernadez & Alejandro Gomez-Bruton & Bárbara Leyton & Lydia Lera, 2021. "Impact of the COVID-19 Pandemic on Teacher Quality of Life: A Longitudinal Study from before and during the Health Crisis," IJERPH, MDPI, vol. 18(7), pages 1-11, April.
    2. Xiaobo Yu & Pengyuan Wang & Xuesong Zhai & Hong Dai & Qun Yang, 2015. "The Effect of Work Stress on Job Burnout Among Teachers: The Mediating Role of Self-efficacy," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 122(3), pages 701-708, July.
    3. Monika Bernburg & Mara Shirin Hetzmann & Natascha Mojtahedzadeh & Felix Alexander Neumann & Matthias Augustin & Volker Harth & David Alexander Groneberg & Birgit-Christiane Zyriax & Stefanie Mache, 2021. "Stress Perception, Sleep Quality and Work Engagement of German Outpatient Nurses during the COVID-19 Pandemic," IJERPH, MDPI, vol. 19(1), pages 1-24, December.
    4. Belinda Agyapong & Gloria Obuobi-Donkor & Lisa Burback & Yifeng Wei, 2022. "Stress, Burnout, Anxiety and Depression among Teachers: A Scoping Review," IJERPH, MDPI, vol. 19(17), pages 1-42, August.
    5. Clemens Koestner & Viktoria Eggert & Theresa Dicks & Kristin Kalo & Carolina Zähme & Pavel Dietz & Stephan Letzel & Till Beutel, 2022. "Psychological Burdens among Teachers in Germany during the SARS-CoV-2 Pandemic—Subgroup Analysis from a Nationwide Cross-Sectional Online Survey," IJERPH, MDPI, vol. 19(15), pages 1-16, August.
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