Antecedent And Consequence Of Professional Coping: Focus On Co-Worker Support And Job Satisfaction

Abstract

Teaching is considered as one of the most stressful occupations and as having the lowest levels of job satisfaction. Demands that exceed time and resources place pressure on school teachers, resulting in coping behavior. This study investigates the sequencing relationship among co-worker support, professional coping and job satisfaction among school teachers. The mass survey was distributed among primary and secondary school teachers in Chau Duc district, Ba Ria – Vung Tau province, Vietnam. Partial least squares structural equation modeling was used to estimate the theoretical framework with 352 valid cases. It reveals a significantly sequencing relationship among co-worker support, professional coping and job satisfaction with two positive impacts. This study may bring theoretical and practical implications on professional coping among school teachers to enhance their job satisfaction in reality.