Abstract

• This study is intended to investigate high school principals’ support for work-related stress management of teachers. Both quantitative and qualitative research methods were employed. The sample consisted of 30 high school principals and 240 senior teachers from high schools in Mandalay City Development Area who were selected as subject by using cluster sampling method. The questionnaire survey and interview were carried out to collect the required data. The internal consistency (Cronbach’s alpha (α)) of questionnaire of teachers’ stress was 0.95, that of questionnaire of teachers’ coping strategies was 0.808 and that of questionnaire of principals’ support was 0.97. Descriptive statistics, Pearson product-moment correlation and multiple regression analysis were used to analyze the quantitative data. According to the overall mean value, the level of teachers’ work-related stress was moderate. Teachers adopted large extent of problemfocused coping strategies and emotion-focused coping strategies and adopted little extent of dysfunctional coping strategies. As the results of quantitative study, principals provide large extent of support for work-related stress management of teachers. According to the beta weight of multiple regression analysis, “Emotional Support”, “Instrumental Support” and “Appraisal Support” significantly predict for work-related stress management of teachers. As the results of the qualitative study, interview responses of teachers were consistent with the findings of quantitative study.