النموذج البنائي لمكونات توقعات فعالية الذات و الضغوط المهنية و الإنهاك النفسي المنبئة باستراتيجيات المواجهة الفعالة لدى معلمي المرحلة الابتدائية

Abstract EN

This study aims to identify the impact of interaction between self-efficiency expectations and both psychological occupational stress and psychological burnout on proactive coping strategies for teachers, in addition to testing preference of models predicting proactive coping strategies through expectations of self-efficacy expectation, occupational stress and psychological burnout for (221) primary teachers in Suez city.

Standard measures were applied on them and results showed significant differences between high and low self-efficiency expectations in proactive coping strategies in favor of high self-efficiency expectations.

There were significant differences between high and* low psychological' occupational stresses m proactive coping strategy, in favor of those wif low stresses.

There were also significant differences in emotional coping in favor of those wif high stresses.

While there are no differences between both levels of stresses in reflective, preventative and performance coping and overall coping.

Results found out that there are significant differences between high and low psychological burnout in both emotional and reflective coping strategies, m favor of those wif low psychological burnout, while there are no differences between high and low psychological burnout in reflective preventative and performance coping and overall coping.

There is no impact of interaction between Self-efficacy expectation and psychological and occupational stresses, and on the other hand between self-efficacy expectation and psychological burnout on coping strategies, separately.

Results revealed the best models predicting proactive coping strategies.