Abstract

This study examined the moderating effects of coping strategies on the relationship between job stressors and psychological adjustment, and how these coping strategies differ, depending upon gender. A questionnaire was administered to 210 teachers(117 male teachers, 93 female teachers). Results of the factor analysis of the job stressor scale showed that six factors were strongest: losing authority, classroom management, interference of out-siders, authoritative management, lack of support, and insufficient teaching preparation. Moderated multiple regression indicated that the problem-focused coping style positively moderated the relationship between perceived lack of support and anxiety in male teachers, and between perceived insufficient teaching preparation and anxiety in female teachers. The emotion focused coping style negatively moderated the relationship between insufficient teaching preparation and anxiety in male teachers. From these findings, the perception of control may be seen as an important factor influencing the effectiveness of coping strategies. The implications and limitations of the present study are further discussed and suggestions for further research are noted.