Teachers’ Coping Strategies and Job Satisfaction in Distance Teaching During the COVID-19 Pandemic



The article presents the results of an empirical study, which aims to analyze the relationships between teachers’ coping strategies and job satisfaction in distance teaching during the COVID-19 pandemic. The study sample consisted of primary school teachers from two large regions in Russia (N=313). The main method was a survey. The questionnaire included the following topics: respondents’ demographic information, coping strategies, job satisfaction, technical tools used for distance learning, forms of school administration support, learning events for teachers, as well as applied practices. The results of the logistic regression analysis showed that there is a positive relationship between using productive coping strategies and job satisfaction. It was also determined that the relationship between job satisfaction and some factors such as school administration support and the possibility of applying new practices.

General Information

Keywords: coping strategies, job satisfaction, teachers, pandemic

Journal rubric: Educational Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2023000001

Received: 06.06.2022


For citation: Manina V.A., Petrakova A.V., Kulikova A.A., Orel E.A., Kanonire T.N. Teachers’ Coping Strategies and Job Satisfaction in Distance Teaching During the COVID-19 Pandemic. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, DOI: 10.17759/pse.2023000001. (In Russ., аbstr. in Engl.)


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Information About the Authors

Valeriia A. Manina, PhD in Psychology, Postdoc in Center of Psychometrics and Measurements in Education, Institute of Education, National Research University Higher School of Economics, Moscow, Russia, ORCID: https://orcid.org/0000-0002-4157-0179, e-mail: vmanina@hse.ru

Anastasiya V. Petrakova, PhD in Psychology, Postdoc in Center of Psychometrics and Measurements in Education, In- stitute of Education, National Research University High School of Economic, Moscow, Russia, ORCID: https://orcid.org/0000-0001-9708-5693, e-mail: apetrakova@hse.ru

Alena A. Kulikova, Research Associate, Center of Psychometrics and Measurement in Education, National Research University Higher School of Economics, Moscow, Russia, ORCID: https://orcid.org/0000-0002-4296-3521, e-mail: aponomareva@hse.ru

Ekaterina A. Orel, PhD in Psychology, Head of Laboratory for Competency Modelling and Assessment in Higher Education in Center of Psychometrics and Measurements in Education, National Research University Higher School of Economics, Moscow, Russia, ORCID: https://orcid.org/0000-0002-9100-0713, e-mail: eorel@hse.ru

Tatiana N. Kanonire, Doctor of Psychology, Assistant Professor, in Institute of Education, National Research University Higher School of Economics, Moscow, Russia, ORCID: https://orcid.org/0000-0001-5606-8379, e-mail: tkanonir@hse.ru