Stress-coping Strategies amongst Newly Qualified Primary and Lower Secondary School Teachers with a Master’s Degree in Norway

Abstract

Research studies have documented the causes of perceived stress in teachers, while less attention has been given to identifying appropriate stress-management strategies. The aim of this article is to provide insight into the strategies for coping with stress that newly qualified primary and lower secondary school teachers with a five-year integrated master’s degree from a Norwegian teacher education institution employ in their daily work after three years in the profession and the characteristics of these strategies. The data material consists of qualitative interviews with 27 teachers. The study shows that the teachers manage stress through: a) openness with and support from colleagues and family, b) shielding and escape, c) learning established stress-coping strategies and d) planning, structuring, and lowering ambitions. The themes are discussed with theoretical concepts of problem-, emotion- and relationship-focused coping strategies. The study discusses the limitations of Norwegian teacher education related to the handling of work stress.