The relationship between teacher stress and job satisfaction as moderated by coping using single-item measures

Teacher stress has been studied for decades and the negative outcomes of too much stress are well known, such as burnout and lack of teacher retention. The present study focuses on the relationship between teacher stress and teacher job satisfaction. The Transactional Model of stress specifies that coping must be accounted for when considering a person's stress reaction, as a person's coping capacity or resources are what determines whether stress reaction will occur. The present study seeks to answer the question: Does coping moderate the relationship between teacher stress and job satisfaction? Moderation analysis was conducted using data from randomized trials examining a leadership training program. The results showed that coping moderated the relationship between stress and job satisfaction. Adding to the importance of this study for practitioners is that all three constructs (stress, coping, and job satisfaction) were measured using single items, making it easy for practitioners to measure among their staff.Includes bibliographical references