Abstract

• The purpose of this study was to identify stressful conditions and coping strategies of teacher educators and explore current stress of teacher educators in relation to gender, marital status, designation, academic qualification and teaching experiences. A total of 300 teacher educators from Education Degree Colleges participated. In this study, the present study followed the descriptive survey research design. Quantitative data were analysed using the Statistical Package for the Social Sciences (SPSS) version 23. The findings of the study showed that 30% of teacher educators are moderately stressed and 24% are highly stressed and the task stress and role stress conditions are the highest level of stress that they experienced. Moreover, teacher educators tried to use engaged ways to cope with stressful conditions by adjusting their personal desires to match the situation and sometimes, they use disengaged coping such as avoidance from the situation to alleviate stress.