Teacher well-being and coping strategies: a two-wave qualitative study with secondary school teachers in Switzerland

Abstract This qualitative study examines the role of coping strategies in shaping teacher well-being within secondary school environments while considering different levels of professional expertise. Focus groups with 23 secondary school teachers over two waves revealed the dynamic nature of well-being and coping mechanisms throughout a school year. Utilizing Zuckerman and Gagne's (2003) framework, our analysis confirmed five key coping strategies: self-help, approach, accommodation, avoidance, and self-punishment. Self-help, mainly instrumental support-seeking, emerged as the most frequently used strategy, especially among novice teachers who relied on the experiences of their more experienced colleagues. Approach strategies, including active problem-solving, were prevalent among more experienced teachers, while accommodation strategies involved accepting unchangeable aspects of their roles. While less frequently reported, some teachers described using avoidance and self-punishment as coping mechanisms, indicating ongoing challenges in their professional experiences. The findings underscore the importance of fostering a supportive work environment where teachers can use effective coping strategies to navigate professional challenges. This study contributes to understanding how coping strategies relate to teacher well-being, providing insights into the specific strategies that support or hinder well-being in challenging contexts. The results emphasize the need for targeted interventions to enhance teacher well-being, considering teachers’ professional expertise, and particularly for those employing maladaptive coping strategies.