1. Home
  2. Vol 4, No 3 (2024)
  3. Yulinda

Impact of Problem-Focused and Emotion-Focused Coping Strategies on Psychological Well-Being among Vocational High School Teachers in Remote Teaching Settings

Rita Yulinda, Tri Na’imah, Dyah Astorini Wulandari, Herdian Herdian

Abstract


This study investigates the influence of problem-focused coping and emotional-focused coping on the psychological well-being of teachers during the pandemic. The pandemic created new stressors for teachers who were required to rapidly adapt to online learning technologies while maintaining the quality of instruction and student engagement. Using a quantitative correlational design, the study involved 119 teachers from Muhammadiyah Vocational High Schools (SMK) in Banyumas Regency, selected through simple random sampling from a population of 217 teachers. Three validated instruments were used: the Psychological Well-Being Scale (α = 0.873), Problem-Focused Coping Scale (α = 0.908), and Emotional-Focused Coping Scale (α = 0.865). Data were analyzed using multiple linear regression. The results revealed that both problem-focused coping (t = 6.789, p < 0.05) and emotional-focused coping (t = 8.964, p < 0.05) significantly affected psychological well-being. Simultaneous analysis also confirmed a significant combined influence of the two coping strategies (F = 50.889, p < 0.05) with an adjusted R² of 0.458, indicating that 45.8% of the variance in psychological well-being was explained by coping mechanisms. The findings suggest that teachers who apply effective problem-solving strategies and emotional regulation are more capable of maintaining positive mental states, reducing stress, and achieving psychological resilience in their professional duties. The study highlights the importance of fostering adaptive coping strategies through training and institutional support to enhance teachers’ mental health and overall performance in challenging educational contexts.

Keywords


psychological well-being; problem-focused coping; emotional-focused coping; adaptive strategy.

References


UNESCO, Education in a Post-COVID World: Nine Ideas for Public Action, Paris: UNESCO Press, 2022.

OECD, Supporting Teachers’ Professional Learning During the COVID-19 Crisis, Paris: OECD Publishing, 2021.

C. Ryff and B. Singer, “The Contours of Positive Human Health,” Psychological Inquiry, vol. 30, no. 3, pp. 207–213, 2020.

L. M. Collie, “Teachers’ Well-Being and Its Impact on Classroom Effectiveness,” Educational Research Review, vol. 34, pp. 100–114, 2023.

C. L. Keyes, “Mental Health as a Complete State: How the Salutogenic Perspective Enhances Well-Being Research,” J. Positive Psychology, vol. 18, no. 2, pp. 133–149, 2023.

A. N. Tadić Vujčić, S. Bakker, and A. S. Bakker, “Work Engagement, Burnout, and Well-Being in Teachers: The Role of Psychological Resilience,” Teaching and Teacher Education, vol. 120, 103924, 2023.

R. S. Lazarus and S. Folkman, Stress, Appraisal, and Coping, New York: Springer, 1984 (reprint 2020).

M. Carver and C. Scheier, “On the Self-Regulation of Behavior: Coping as an Adaptive Process,” Personality and Social Psychology Review, vol. 26, no. 4, pp. 332–348, 2022.

K. L. Parker, “Adaptive Coping Strategies and Psychological Resilience among Teachers during the Pandemic,” Int. J. Educ. Psychol., vol. 11, no. 1, pp. 45–59, 2023.

H. Akhter and N. Islam, “Emotion-Focused Coping and Mental Well-Being: A Study of Female Educators,” J. Stress Studies, vol. 14, no. 2, pp. 67–78, 2022.

T. B. Smith and R. M. Miller, “Avoidance Coping and Burnout in Educational Settings,” Front. Psychol., vol. 13, pp. 1–12, 2022.

H. S. Widodo and R. Rahayu, “Teacher Stress and Adaptation in Indonesian Online Education,” Asian J. Educ. Manage., vol. 6, no. 1, pp. 12–26, 2023.

E. Prasetyo and L. Andriani, “The Effect of Workload and Digital Fatigue on Teacher Burnout,” J. Educ. Psychology Indonesia, vol. 12, no. 3, pp. 176–189, 2022.

M. Wulandari, “The Psychological Impact of Online Vocational Education on Indonesian Teachers,” Int. J. Tech. Educ., vol. 10, no. 2, pp. 102–118, 2023.

R. Yulinda, T. Na’imah, D. A. Wulandari, and H. Herdian, “Psychological Well-Being of Teachers: The Role of Problem-Focused Coping and Emotional-Focused Coping,” J. Soc. Stud. Arts Humanit., vol. 4, no. 3, pp. 89–97, 2024.

C. Ryff, “Happiness Is Everything, or Is It? Explorations on the Meaning of Psychological Well-Being,” J. Personality Soc. Psychol., vol. 57, no. 6, pp. 1069–1081, 2020 (reprint).

C. L. Keyes, “Flourishing and the Measurement of Positive Mental Health,” J. Positive Psychol., vol. 18, no. 1, pp. 12–25, 2023.

M. Seligman, PERMA and the Elements of Well-Being, Oxford: Oxford Univ. Press, 2021.

L. M. Collie, “Teacher Well-Being and the Role of Coping in Job Satisfaction,” Teaching and Teacher Educ., vol. 116, 103758, 2023.

H. S. Widodo and R. Rahayu, “Teacher Stress and Adaptation in Indonesian Online Education,” Asian J. Educ. Manage., vol. 6, no. 1, pp. 12–26, 2023.

M. Wulandari, “The Psychological Impact of Online Vocational Education on Indonesian Teachers,” Int. J. Tech. Educ., vol. 10, no. 2, pp. 102–118, 2023.

R. S. Lazarus and S. Folkman, Stress, Appraisal, and Coping, New York: Springer, 2020 (reprint).

K. L. Parker, “Adaptive Coping Strategies and Psychological Resilience among Teachers during the Pandemic,” Int. J. Educ. Psychol., vol. 11, no. 1, pp. 45–59, 2023.

T. B. Smith and R. M. Miller, “Avoidance Coping and Burnout in Educational Settings,” Front. Psychol., vol. 13, pp. 1–12, 2022.

E. Prasetyo and L. Andriani, “The Effect of Workload and Digital Fatigue on Teacher Burnout,” J. Educ. Psychol. Indonesia, vol. 12, no. 3, pp. 176–189, 2022.

J. W. Creswell and J. D. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 6th ed., Thousand Oaks, CA: Sage Publications, 2023.

J. Pallant, SPSS Survival Manual: A Step-by-Step Guide to Data Analysis Using IBM SPSS, 7th ed., New York: Routledge, 2022.

M. Carver and C. Scheier, “Self-Regulation of Behavior and Coping as Adaptive Function,” Personality Soc. Psychol. Rev., vol. 26, no. 4, pp. 332–348, 2022.

C. L. Keyes, “Flourishing and the Measurement of Positive Mental Health,” J. Positive Psychol., vol. 18, no. 1, pp. 12–25, 2023.

A. N. Tadić Vujčić and S. Bakker, “Work Engagement, Burnout, and Well-Being in Teachers: The Role of Coping,” Teaching and Teacher Educ., vol. 120, 103924, 2023.

L. M. Collie, “Teacher Well-Being and Its Impact on Classroom Effectiveness,” Educational Research Review, vol. 34, pp. 100–114, 2023.


Full Text: PDF

DOI: 10.33751/jssah.v4i3.12834

Refbacks

  • There are currently no refbacks.