Focusing attention on gender differences in stress and stress coping behavior in school teachers, attempts were made to clarify their relationship to awareness of duties, the Type A behavior and depression which presents problems with respect to adaptation to their duties. Twelve elementary and 12 junior high schools in Okinawa Prefecture were selected at random, and was performed in 331 teachers (128 male and 203 female) who answered all questions listed in the coping inventory for stressful situations (CISS). 1) Task-oriented coping showed a significant positive correlation with age in both male and female. It was higher in married persons than in unmarried persons in both male and female, and was highest in married male. Emotion-oriented coping was significantly higher in female than in male and also in female elementary school teachers than female junior high school teachers. Avoidance-oriented coping was significant higher in female than in male, and showed a significant negative correlation with age regardless of gender. It was higher in unmarried female, class teachers, and female in good health. 2) The factors of busyness and disharmony related to awareness of duties were significantly higher in female. 3) Multiple regression analysis by sex was performed using factors showing a significant correlation with coping behavior as independent variables and each coping behavior as dependent variables. On each coping behavior, it may be related to some factors in both male and female, while it is shown by the results stress-coping behavior shows gender differences. The results of the present study suggest it is necessary to cope with health problems in teachers in consideration of their gender differences and that social support strategies, including those at workplace, are important to prevent or solve mental and physical health problems.
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