Stress, Proactive Coping and Self- Efficacy of Teachers

In this paper we point to mutual relations of experienced teacher's stress (in all areas – cognitive, emotional, physical and social) with coping strategies (Proactive coping, Reflective coping, Strategic planning, Preventive coping, Instrumental support seeking, Emotional support seeking, Avoidance coping) and with self-efficacy of teachers. Based on professional resources, we assumed and discovered a considerable positive relation between proactive coping and self-efficacy by 291 teachers from Slovak republic. In the context of teachers experiencing stress we assumed and discovered that the more teachers prefer proactive coping with load, the smaller is their level of experienced stress (this is valid also for individual areas of experienced stress – cognitive, emotional, physical and social). We also assumed and discovered considerable negative correlation between self-efficacy of teachers and experiencing stress (in all observed areas). Above mentioned fact shows the significant coherence of personal characteristics and features (proactive approach and perceived self-efficacy) connected with effective stress coping in all its levels – cognitive, emotional, physical and social.