Coping response and professional academic level in educational institutions, Trujillo - 2016

Abstract

The present research called "Coping Response and teaching professional academic level in educational institutions, Trujillo, 2016" has as general objective to establish the relationship between coping responses and teaching professional academic level in Educational Institutions, Trujillo, 2016. The sample was composed of 96 teachers using random probabilistic sampling, who were given the CRI-A Adult Coping Response Inventory to measure the coping response in its two dimensions, approach and avoidance, and the Curriculum Vitae to obtain the professional academic level. For the descriptive data, statistical tables were used specifying quantities and frequencies according to academic degree obtained by teachers, and to test the hypothesis the Pearson's Chi square correlation test was used. From the analysis of the results, the following conclusions were reached: There is no relation between coping response and academic professional level in Educational Institutions of Trujillo, showing χ2 = 4,877 (p> 0.05).Regarding the coping response by cognitive approach, the Chi-squared test showed no relationship (p> 0.05) with the professional academic level of teachers. Regarding the relationship between coping response by behavioral approach and the professional academic level, it was observed that there is no significant relationship, finding in the search for guidance and support χ2 = 2,958 (p> 0.05). In problem solving χ2 = 2.113 (p> 0.05), the relation between coping responses due to cognitive avoidance and the professional academic level of teachers was found, with a relation in cognitive avoidance χ2 = 14,139 (p <0.05). There is a relationship between coping responses due to behavioral avoidance and professional academic level in only the emotional discharge indicator χ2 = 9,457 (p <0.05).