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Coping in Newly Appointed and Veteran Teachers: Developmental Considerations.
Department of Social and Psychological Foundations, City College of CUNY, New York, New York 1992:26 pages
A comparison was made of data collected from two samples of female teachers. The first sample included only veteran teachers and the second was composed of newly appointed teachers. Newly appointed teachers were more optimistic and more likely endorsed direct action than did the veteran teachers. The coping behaviors of the newly appointed teachers tended not to change much from the first to the second year of teaching but there was some suggestion that more support was achieved from colleagues during the second year. Seeking advice and colleague support were related cross sectionally among the veteran teachers. A cross sectional relationship was noted in the new teachers between optimism, belief in direct action, positive comparisons and colleague support and lower symptom levels with higher levels of morale. Lower motivation was linked to the use of discipline. No first year coping behaviors were related to second year depressive symptoms when first year symptoms were controlled. A relationship between first year optimism and colleague support to future morale controlling for first year morale was observed. A relationship was also noted between first year ignoring behavior and worse second year morale with controls on first year morale.
NIOSH-Grant; Psychological-disorders; Coping-behavior; Attitude; Job-stress; Mental-stress; Emotional-stress; Psychological-stress;
Social and Psychological Fdns the City College of Cuny Convent Avenue at 138Th St New York, New York 10031
Final Grant Report;
NTIS Accession No.
Psychologic Disorders; Psychological-disorders;
Department of Social and Psychological Foundations, City College of CUNY, New York, New York
City College of New York, New York, New York
Page last reviewed: September 2, 2020
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