Job satisfaction, stress and coping strategies among Moroccan high school teachers

Abstract

Using 'a self-report questionnaire, a picture of stress, job satisfaction and coping strategies among a sample of 153 Moroccan 'high school teachers is established. Results of the study showed that 45% of teachers were satisfied with their job. When specific facets of job satisfaction were examined, teachers were most satisfied with the relationship they established with students and colleagues and were least satisfied with their social status. Results also revealed that over half of teachers reported high levels of stress and that stress and job satisfaction were negatively correlated. When teachers rated the intensity and frequency of 18 stress items, the two measures produced similar results. A principal components analysis was carried out on the stress items, and four factors were extracted: curriculum-related problems, student-related problems, classroom-related problems and work overload. A factor analysis of the 16 coping strategies produced four factors, labelled direct action, mental action, emotional action and physical action.