Stress Coping Strategies among Female Secondary School Teachers: A Field Study in the City of Tlemcen

Abstract

This study aims to identify the most prominent stress coping strategies among working women at
the secondary education level through a field study conducted on female secondary school
teachers in the city of Tlemcen. The importance of this topic stems from its sensitivity, given the
professional pressures experienced by teachers within the educational environment, especially in
light of the continuous reforms affecting the educational system. These transformations have led
to the diversity and variation of teachers’ strategies in dealing with such pressures, with the aim
of adapting to them and achieving both professional and personal balance.
The descriptive method was adopted in this study because it is the most suitable and widely used
approach for examining psychological and social phenomena.
The study included a sample of 40 female teachers from secondary schools in the city of
Tlemcen. The research instrument used was a questionnaire designed to measure professional
stress coping strategies.
The results revealed the following:
1. There is one coping strategy that is used more frequently than other strategies among
female secondary school teachers.
2. There are no statistically significant differences in stress coping strategies attributable to
the marital status variable among female secondary school teachers.
3. There are no differences in stress coping strategies attributable to the professional
experience variable among female secondary school teachers.