Abstract
The current study was conducted with the aims to examine
and recognize the complex association among stress among
teachers, social support and coping strategies. Based on
current and detailed critical literature analysis, the study
developed a detailed (social support-coping strategiesteachers’ stress) framework comprising seven twenty items
(seven constructs for social support, five constructs for coping
strategies and seven constructs for teachers’ stress). The
participants of a self-administered survey were asked to
assess these variables on a five-point Likert scale. The study
obtained 270 valid responses from secondary schools of AJ&K
Pakistan to test the proposed relationships and hypotheses.
The findings of the current research indicate that social
support has a negative and significant impact on teachers’
stress. Further, the study findings also reflect the moderating
effect of coping strategies between the relationship of social
support and stress among teachers. A well-recognized effect
of social support and coping strategies on teachers’ stress and
ultimately on teachers and school performance is likely to
offer a motivation to policy makers and practitioners to adopt
and implement the study recommendations and decrease
stress level among school-teachers’ and improve their
performance.
Kamran Haider Sherazi, Dr. Iftikhar Hussain , Dr. Imrab Shaheen. (2020) Examining the Moderating Impact of Coping Strategies on the Relationship of Stress and Social Support, Pakistan Social Sciences Review, Volume 4, Issue 3.
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