Graduate Program

School Psychology

Degree Name

Specialist in School Psychology

Semester of Degree Completion


Thesis Director

Jeffrey R. Stowell


One of the major demands that contributes to the stress of teachers is how to manage students' problem behaviors in the classroom. However, coping strategies may buffer the effects that classroom management styles have on stress levels in teachers. The purpose of this study was to examine the relationship between classroom management styles and stress and how coping may moderate this relationship. Participants included 94 teachers from across northern and central Illinois. Indifferent classroom management style was associated with higher levels of stress, though no other significant correlations were found among stress and classroom management styles. Emotion-focused coping and problem-focused coping were significant predictors of stress, but coping did not moderate the relationship between classroom management and stress. The implications, limitations, and direction of future research are discussed.