Psychological Breakdown and its Correlation with Coping Strategies Among Middle School Teachers.


  • Dr. Haider Habeib Adhayb Al-Taie Department of Primary School Teacher Education College of Basic Education University of Sumer Iraq



Psychological breakdown, Coping strategies, Teachers, Middle school.


The research's primary objectives are to identify psychological stress levels among middle school teachers, explore potential gender-based variations in these stress levels, understand how these educators manage stress, and investigate whether gender plays a role in their coping strategies. Additionally, the study aims to establish a correlation between psychological stress and coping mechanisms among middle school teachers. To achieve these goals, a descriptive correlational research approach was employed. The study population comprised 13 middle school teachers (70 males and 65 females) during the 2022-2023 academic year in Dhi Qar province. Given the relatively small size of the population, the entire group was included in the study. In light of a thorough review of existing literature and prior research on psychological stress and coping strategies, it was evident that no suitable tool specific to middle school teachers was available. Consequently, the researcher constructed research instruments based on relevant literature, theories, and theoretical models pertinent to the study variables. The psychological stress scale consisted of 25 items, while the coping strategies scale encompassed 40 items. Rigorous validation and reliability testing were conducted to ensure the psychometric soundness of both scales. Statistical analysis of the data was performed using the Statistical Package for the Social Sciences (SPSS), yielding the following key findings: Middle school teachers indeed experience psychological stress. There is a statistically significant disparity in psychological stress levels between genders, with males reporting higher stress levels. Middle school teachers exhibit effective coping strategies. Statistical significance in coping strategies was observed between genders, favoring males. A noteworthy positive correlation emerged between psychological stress and coping strategies among middle school teachers.



• إبراهيم ، عبد الستار) 2001): الاكتئاب اضطراب العصر الحديث فهمه وأساليبه وعلاجه، مجلة البحوث سلسلة عالم المعرفة، العدد ٢٣٩.

• النوايسة، فاطمة عبد الرحيم،(2009) الضغوط والازمات النفسية وأساليب المساندة،ط3،دار المناهج للنشر والطباعة والتوزيع، عمان، الاردن.

• خيري, السيد محمد(1997): الاحصاء في البحوث النفسية والتربوية والاجتماعية, ط4, دار النهضة العربية للنشر والتوزيع, القاهرة, مصر.

• زهران، حامد عبد السلام (1974) علم النفس الاجتماعي، عالم الكتب، القاهرة.

• فروم, اريك(2003):الأنسان المستلب وأفاق تحرره, رجمة: حميد لشهب, نداونـ للطباعة والنشر والتوزيع.

• وزارة التربية (2011): مهام مدير المدرسة والهيئة التدريسية في الإرشاد والتوجيه التربوي، المديرية العامة للتقويم والامتحانات، مديرية التقويم والتوجيه التربوي، مديرية مطبعة وزارة التربية.

- Cantor, Nancy&Norem, Julie (1987): Life Tasks, Self-Concept Ideals and Cognitive, Strategies in a Life Transition.

- Coyne, R. (2018): Constructive cognition, personal goals and social Embedding of personality in: A psychology of Human strength, Washington D.C APA.

- Lazarus , R. (1998):Toward better research on stress and coping, Journal, of Americam Psychologist , 54, 3.

- Marky,F.(2009): Health psychology : theory research and practice . London: stage publication.32-34.

Marshall, C. (1972): Essentials of testing, California Addison, New York:79. -

- Stone.J. (1984): Educational and Psychological Measurement & Evaluation, N.J. Prentice-Hall

- Sullivan, k. (1987): Stress and social support. Referred Academic Journal , 44- 45.

Folkman, S(1990): Stress, appraisal and coping. New York: Springer, 1984. s.141.

Nibel, K.. (2012): Abnormal psychology in changing world, New Jersey, prentice hall press, 4th ed.






Sociology & psy

How to Cite

Haider Habeib Adhayb Al-Taie , D. . (2023). Psychological Breakdown and its Correlation with Coping Strategies Among Middle School Teachers. Lark, 15(6), 547-526.