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Stress e insegnamento: contributo all’indagine sulle strategie di coping degli insegnanti in Italia

Riccardo Sartori, Cristina Maria Rappagliosi


Stress and Teaching: A Contribution to the Enquiry on the Coping Strategies of Teachers in Italy

The paper presents the results of a study carried out with 254 teachers from North, Central and South Italy belonging to primary and secondary schools. In the last decade, the Italian school system has experienced a series of radical changes that have forced teachers to deeply modify their methods and conception of work. This has caused them to continually adapt and readapt, thereby becoming more vulnerable to stress. Nevertheless, some of them seem to be more capable of facing problematic events. This study aimed to analyse which coping strategies teachers adopt when they find themselves dealing with difficult situations or stressful events. To this end, a questionnaire was used, consisting of: 12 items for personal data, 28 items from the «Brief Cope» («Coping orientation to problems experienced» by Carver, Scheier, & Weintrab, 1989), 21 items from the Italian version by Caprara (2001) of Bandura’s Teacher Self-efficacy Scale (1977) and 12 items from the Motivation Questionnaire by Galati, Fassio and Viarengo (2006). Results show that the coping strategies adopted by Italian teachers are in relation to gender (males and females use the same strategies with different frequencies), age and service (young and old use different strategies) and the perception of self-efficacy. Self-efficacy is also in relation to teachers’ motivation to work.


Coping strategies; Motivation; Self-efficacy; Stress; Teaching; Auto-efficacia; Motivazione; Insegnamento; Strategie di coping

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Copyright (©) 2014 Journal of Educational, Cultural and Psychological Studies (ECPS Journal) – Editorial format and Graphical layout: copyright (©) LED Edizioni Universitarie


Journal of Educational, Cultural and Psychological Studies (ECPS)
Registered by Tribunale di Milano (19/05/2010 n. 278)
Online ISSN 2037-7924 - Print ISSN 2037-7932

Research Laboratory on Didactics and Evaluation - Department of Education - "Roma Tre" University

Executive Editor: Gaetano Domenici - Associate Executive Editor & Managing  Editor: Valeria Biasci
Editorial Board: Eleftheria Argyropoulou - Massimo Baldacci - Joao Barroso - Richard Bates - Christofer Bezzina - Paolo Bonaiuto - Lucia Boncori - Pietro Boscolo - Sara Bubb  - Carlo Felice Casula - Jean-Émile Charlier - Lucia Chiappetta Cajola - Carmela Covato - Jean-Louis Derouet - Peter Early - Franco Frabboni - Constance Katz - James Levin - Pietro Lucisano  - Roberto Maragliano - Romuald Normand - Michael Osborne - Donatella Palomba - Michele Pellerey - Clotilde Pontecorvo - Vitaly V. Rubtzov - Jaap Scheerens - Noah W. Sobe - Francesco Susi - Giuseppe Spadafora - Pat Thomson
Editorial Staff: Fabio Alivernini - Guido Benvenuto - Anna Maria Ciraci - Massimiliano Fiorucci - Luca Mallia - Massimo Margottini - Giovanni Moretti - Carla Roverselli 
Editorial Secretary:
Nazarena Patrizi 

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