Predicting of Teachers Autonomy Support based on Job Stressors by Mediating Coping Strategies

Document Type : Research Paper

Authors

1 Ph.D. Student in Educational Psychology, Islamic Azad University, Babol Branch, Babol, Iran

2 Assistant Professor, Department of Psychology, Faculty of Psychology and Educational Sciences, Payame Noor University, Tehran, Iran

3 Assistant Professor, Department of Educational Psychology, Faculty of Humanities, Islamic Azad University, Babol, Iran

4 Assistant Professor ,Department of Educational Sciences,Faculty of Humanities, Islamic Azad University, Babol Branch, Babol, Iran

Abstract

The aim of this study was to predicting teachers' autonomy support based on job stressors by mediating coping strategies. The research method was descriptive, and the research design was correlational and structural equations. The statistical population included first and second secondary school teachers in noor and chamestan public schools in the academic year 1398-99 numbering 636 teachers. Based on the Cochran's formula and stratified random sampling were selected 240 teachers. To collect data, the questionniar was used. Teacher as Social Context questionnaire of Wellborn et al (1992), Job stressors questionnaire of Otero-Lopez et al (2006) and the coping strategies of Carver (1997). Structural equation modeling was used to analyze the data. The results of the study showed that job stressors have a direct effect on coping strategies and autonomy support. Coping strategies have a direct effect on autonomy support. Job stressors indirectly affect autonomy support through coping strategies. The results of this study support the mediating role of coping strategies in the relationships between ­job stressors with the teachers' autonomy support.

Keywords

References

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