Abstract
The relation between 4 coping styles and stress-coping strategies in teachers were examined in the present research. Using Marlowe-Crowne's Social Desirability Scale and Taylor's Manifest Anxiety Scale, 4 groups were constructed: 24 repressors, 24 sensitizers, 14 low-anxious persons, and 12 defensive-anxious persons. Then each of the participants was asked to answer TAC-24 that measured coping strategies in stressful everyday situations, and 95 items that measured coping strategies in teaching. The following results were obtained: On everyday stressful events, repressors showed a strong tendency to select positive coping strategies, such as problem solving. In contrast, sensitizers showed a strong tendency to select negative strategies, such as escapism. Similarly, on stressful events in teaching, repressors showed a strong tendency to select positive coping strategies, such as plannig. On the other hand, sensitizers showed a strong tendency to select negative strategies, such as self-justification. On the whole, it was suggested that in both kinds of stressful situations, repressors tend to select positive coping strategies, whereas sensitizers tend to select negative ones.
