Coping as a Mediator of the Relation between Teacher Perceived Stress and Teacher-Student Relationships Public Deposited

Downloadable Content

Download PDF
Last Modified
  • March 20, 2019
  • Chon, Joo Yeon
    • Affiliation: School of Education
  • The present study examined the psychological characteristics of teachers related to their relationship with students. The increasing interest in teacher-student relationships in educational research is focused on steps to improve academic performance of students. Studies on teacher characteristics have shown that teacher perceived stress is a factor associated with teacher-student relationships. The purpose of this study was to investigate the role of coping as a mediating factor in the relationship between teacher perceived stress and teacher-student relationship. Structural Equation Modeling (SEM) was used to test three hypotheses: 1) teacher perceived stress will have a significant effect on teacher-student relationships; 2) teacher perceived stress will be significantly related to coping; and 3) teacher perceived stress will have a significant effect on teacher-student relationships, mediated by coping. A sample of 139 elementary school teachers in Granville County, NC, completed questionnaires on the Maslach Burnout Inventory, the Ways of Coping Questionnaire and Student-Teacher Relationship Scale. The results provided support for hypothesis 1 and 2, but no support was found for hypothesis 3, proposing coping as a mediator of stress on teacher-student relationships. Although no support was found for the mediating effect of coping on perceived stress of teachers and their relationships with students, there was an overall adequate goodness of fit of the model. The findings of teacher perceived stress and teacher-student relationships have implications for identifying factors related to stress among teachers and steps to improve support for them in their relationships to students.
Date of publication
Resource type
Rights statement
  • In Copyright
  • partial fulfillment of the requirements for the degree of in the Department of Education.
  • Simeonsson, Rune

This work has no parents.