Stress, coping, and self-care in female teachers: Impact of COVID-19

Abstract

Introduction: In the context of the COVID-19 pandemic, the well-being of teaching staff became especially relevant due to the drastic changes in work and personal dynamics, creating an environment of high emotional demand. Female teachers, in particular, faced a greater overload of responsibilities. The objective of this study was to examine the relationship between stress levels, coping styles, and self-care among female education teachers in Coahuila, Mexico, during the COVID-19 pandemic. Materials and Methods: This was a quantitative, cross-sectional, correlational study conducted with a non-probabilistic convenience sample of 100 female teachers, with a mean age of 36 years (SD = 7,49). Participants reported spending an average of 5,96 hours per day in front of a screen for work-related activities. Two instruments were used: Kenneth M. Nowack’s Stress Profile and the Self-Care Agency Assessment Scale (ASA). Descriptive statistics were calculated, and Pearson correlation coefficients were estimated. Results: The findings show that higher stress levels are associated with a decrease in both self-care behaviors and coping strategies among teachers. Additionally, a positive relationship was found between self-care and the coping styles adopted by the participants. Discussion: Self-care proves to be a key protective factor against stress and plays an essential role in the coping strategies used by teachers. Promoting self-care may significantly contribute to their physical and emotional well-being, particularly in high-demand contexts such as those experienced during the pandemic.