Abstract

This quantitative correlational study focused on identifying stress levels and their relationship with emotional intelligence (EI) and coping strategies. Within a quantitative methodology framework, the Teacher Stress Scale (ED-6 scale), the Stress Coping Inventory, and the Trait Meta Mood Scale (TMMS-24) were employed. The sample of 194 teachers was conventionally selected for convenience. The results show that more than 60% of participants exhibited levels ranging from very low to normal, while 20% faced high or very high levels of stress. A weak positive relationship was found between stress and strategies such as “problem-solving,” “emotional expression,” and “social support,” suggesting that as stress increases, teachers tend to rely more on these strategies. Conversely, significant negative correlations were observed between stress and strategies such as “self-criticism” and “social withdrawal,” indicating that as stress increases, the utilization of these strategies tends to decrease. These findings highlight the importance of comprehensively addressing teacher stress by implementing support programs to improve emotional management and ultimately enhance the educational process.

Keywords: emotional intelligence; stress; burnout; teaching profession; emotional management