Predictive Role of Coping Strategies in Psychological Well-Being and Social Adjustment among Teachers

Abstract

Teaching is widely acknowledged as a profession marked by high levels of demand, especially in the post-pandemic period, during which teachers have encountered heightened occupational stress, expanded responsibilities, and emotional strain. The present study was conducted to explore the predictive role of coping strategies in psychological well-being and social adjustment among teachers. A quantitative, correlational research design was adopted. The study sample was comprised of teachers from government and private schools, selected through purposive sampling method. Data were gathered using standardized assessment tools, including the Stress Coping Strategies Scale developed by M. K. Sharma and Dr. S. Sharma, the 42-item Psychological Well-Being Scale developed by Carol D. Ryff, which assesses six dimensions of well-being, and the Social Adjustment Scale developed by Dr. R. C. Deva. t- test, Pearson’s correlation and regression analyses were employed to assess the relationships among the variables and to determine the predictive influence of coping strategies. The findings indicated significant associations between coping strategies, psychological well-being, and social adjustment. Moreover, effective coping strategies significantly predicted higher levels of psychological well-being and more positive social adjustment among teachers. These findings underscore the need to promote adaptive coping mechanisms to enhance teachers’ mental health and social functioning, with implications for educational practice, mental health interventions, and policy formulation.