Finns det ett samband mellan graden av upplevd arbetsrelaterad stress och copingstrategi hos grundskolepedagoger?
The purpose of this study was to examine whether there was any connection between coping strategies; emotional and cognitive strategy and perceived level of stress among primary school teachers in primary and middle school. It was also investigated whether there was a difference between full-time and part-time employees and perceived level of stress. As a theoretical background Lazarus' transaction theory of stress was used as an explanation of mental stress, Lazarus coping strategies for stress and Karasek?s and Theorell?s model of psychosocial work environment was used to explain unhealthy at work. To measure coping we used Coping inventory resources and to measure the stress we used Percieved stress scale. Data were collected from 76 elementary school teachers in five elementary schools from small towns in southern Sweden. The result showed significant relationships between cognitive coping strategy and greater perceived stress. No significant associations were found regarding full-time, part-time and perceived degree of stress. Participating teachers between 23-66 years (M= 41 years) and gender distribution were 68 women and 8 men. Further research is suggested on studying elementary school teacher?s positive self-image and positive view of others in relation to perception of stress and to examine differences in adulthood and coping strategy.