Abstract
This study examines the characteristics and causes of stress in experienced teachers as well as investigates the relationship of their stress with burnout and coping from the preventive perspective. A questionnaire on stress was administered to 151 experienced teachers, all of whom had at least 25 years of teaching experience. The findings indicate that the characteristics of stress in experienced teachers can be summarized as Sense of stagnation, Self-inadequacy, Lack of breathing room, and Not good a computer. In addition, the Gender and the Existence or nonexistence of a Spouse and the Existence or nonexistence of tiresome school-related duties and the Aspiring managers also caused stress and eventual burnout. However, under the Regressed feeling of achievement, male and female teachers did not designate Self-inadequacy and Lack of breathing room, respectively, as causes of burnout. Therefore, the results show that when experienced teachers are coping with stress, “interpersonally-dependent coping” and” preference-dependent coping” can at time effectively control stress levels. In contrast, “coping via cognitive control” is shown to promote stress. The prevention of stress in experienced teachers is examined based on the above results.
https://ror.org/02std5y37 
