A <b>Comparative Analysis of Occupational Stress, Coping Mechanisms, and Professional Commitment Among Rural and Urban Teachers in the Western Region of Ghana</b>

This study investigated and compared occupational stress, coping strategies, and professional commitment among teachers in rural and urban areas in the Western Region of Ghana. Using a mixed-methods approach, data was collected from 200 teachers through structured questionnaires and in-depth interviews. The findings revealed that rural teachers experienced higher levels of occupational stress than their urban counterparts, with key stressors in rural areas including inadequate teaching materials, lack of accommodation, and infrastructural deficits. Urban teachers reported stress primarily from administrative pressure, student behaviour, and workload demands. The study also found distinct differences in coping strategies. While urban teachers adopted more proactive approaches such as peer support and time management, rural teachers predominantly relied on spiritual coping and avoidance. A significant proportion of rural teachers expressed an intention to leave the teaching profession, indicating a lower level of professional commitment compared to urban teachers. Correlation and regression analyses confirmed a strong negative relationship between occupational stress and professional commitment, while coping strategies showed a moderate positive influence. The qualitative data enriched the findings by highlighting how teachers' lived experiences shaped their stress responses and decisions about staying in the profession. The study concludes that occupational stress among teachers in Ghana is context-dependent and significantly impacts teacher retention. It calls for targeted interventions that address the unique challenges of rural and urban teaching environments while promoting teacher wellbeing and professional stability.