Abstract

• This study aims to study the teachers’ stress management strategies in Basic Education High Schools, Hlaing Thar Yar Township, Yangon Region. The participants were 222 teachers in 8 Basic Education High Schools in Hlaing Thar Yar Township, Yangon Region during the 2019-2020 academic year. Quantitative and qualitative methods were used. Questionnaire were developed and based on Fimian's Teacher Stress Inventory (TSI), Robbins' Potential Sources of Stress and Ugwuja, U's Different Stress Management Strategies. To collect data for teachers’ stress management strategies, questionnaire and open-ended and interview questions were applied in this study. Questionnaire consists of four parts: part A (teachers’ demographic information), part B (stress items by teachers’ personal distress), part C (items for sources of teachers’ stress) and part D (items for teachers’ stress management strategies). The internal consistency of Teachers’ Stress Management Strategies was 0.94. Descriptive statistics, Independent Samples t Test, One-way ANOVA were used for data analysis. According to quantitative findings, teachers sometimes occur the feeling of little time to relax by their personal distress. Teachers agree environmental, organizational and personal factors as sources of their stress. Among them, organizational factors can cause mostly the teachers' stress. Teachers agree that they use Job related, Personal Characteristics and Interpersonal Stress Management Strategies when they feel stress. Among them, teachers mostly preferred Interpersonal Stress Management Strategies to relieve from stress. There were no significant differences in preferring stress management strategies among schools, between gender and position. There were significant differences in Job Related stress management strategies between qualification, in Personal Characteristics Stress Management Strategies between total service years and in Personal Characteristics and Interpersonal Stress Management Strategies between teachers' marital status.