A Study On The Relationship Between Problem Behavior And Coping Style Of Senior High School Teachers

This research adopts the teacher problem behavior questionnaire, coping stylesquestionnaire as a research tool, has carried on the investigation and study theteachers problem behavior, coping style, the relations of problem behavior and copingstyles in XunDian first middle school. The purpose is to know the problem behaviorsof high school teachers, teachers’ problem behavior and the relationship betweencoping styles. Enrich teachers’ problem behavior theory system. To provide problembehavior guidance for school teachers provide empirical research data. The resultsfrom this study are as follows:1. The teacher’s problem behavior scores of XunDian first middle school fromhigh to low in turn is the education concept, management mode, professionalawareness, teaching attitude, teaching methods.2. Education concept and management mode is a more severe problems inXunDian first middle school.3. Male teachers in problem behavior score higher than female teachers.4. On the teaching methods and management methods of score, cultural degreefor graduate students of teachers significantly lower than teachers college diplomaand bachelor’s degree.5. Middle school teachers of level three and below in occupational consciousness(work attitude, colleague relationship, and the relationship between teachers andstudents) the problems existing in the primary and secondary teachers of different lessthan the middle school.6. Different teaching age and teaching discipline teachers do not exist significantdifferences in problem behaviors.7. As a charge teacher in teaching methods, teaching attitude, management style,professional consciousness score significantly lower than not as a teacher in chargeteacher.8. Teacher’s problem behavior type distribution of XunDian middle school is asfollows: mild (29.2%), general (16.4%), severe (2.9%).9. The coping style of XunDian middle school Teachers’ adopted from high tolow in turn is: solve the problem, ask for help, fantasy and rationalization, retreat, blame yourself.10. Approach to mature type accounted for79.6%, immature type9.5%, mixed10.9%.11. Approach does not exist significant differences in demographic variables.12. Problem behaviors of high school teachers and solve the problem and helpshow significant negative correlation, and self-blame, fantasy, retreat andrationalization was significantly positive correlation.13. Teachers to respond to the more mature, the less the problem behavior.14. Solving the problem can negatively predict teachers’ problem behavior,fantasy and rationalization could positively predict teachers’ problem behavior.