Abstract
This study, performed as part of the SABPA (Sympathetic Activity and Ambulatory Blood Pressure in Africans) and FORT 3 (Psychosocial Health and Biomarkers) projects, examined the association between different coping styles, self-reported stress levels, and the psychological well-being of a cohort of 200 urbanized African teachers from the North West Province. A cross-sectional design was used, and instruments that were administered included the Coping Strategy Indicator (CSI), the Teacher Stress Inventory (TSI), the Mental Health Continuum–Short Form (MHC-SF), and the General Health Questionnaire (GHQ-28). Descriptive results revealed these participants’ working environment were perceived by them as highly stressful, which confirms the literature in this regard. Participants were making above-average use of all three of the coping styles (problem solving, seeking social support, and avoidance) that were being evaluated. Of these teachers, 2 % were languishing, 28 % were flourishing, and 70 % were moderately mentally healthy. Correlation results indicated significant associations between coping and various aspects of mental health. Subsequent Structural Equation Modelling (SEM) revealed a number of seemingly unique relations between coping and psychological well-being in this African context, and suggested that it might not be the amount of stress experienced that influences teachers’ mental health, but rather the way in which they choose to cope with stressors. These results might inform and help shape practices in the changing and challenging South African educational environment.
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Willers, M., Potgieter, J.C., Khumalo, I.P., Malan, L., Mentz, P.J., Ellis, S. (2013). Coping and Cultural Context: Implications for Psychological Health and Well-Being. In: Wissing, M. (eds) Well-Being Research in South Africa. Cross-Cultural Advancements in Positive Psychology, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6368-5_12
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