Stress-coping Strategies amongst Newly Qualified Primary and Lower Secondary School Teachers with a Master’s Degree in Norway

Figures & data

Table 1. Example of Coding from Transcripts (Phase 2).

Data items	Codes
Int: How do you manage stress? T14 (5–10): I really would have said quite badly, but I do not know … I think … Now I have made some moves myself, but we feel very much at work that we are allowed to empty ourselves. We who work together have been good at getting it [stress] emptied out.	Badly Taken control of the stress Work together Empty ourselves to colleagues

Figure 1. Generating initial themes from coded and collated data.

Table 2. Themes, Informants and Interpretation.

Main themes generated on strategies for coping with stress	Distribution of NQTs with teacher education amongst themes	Interpretation of the themes in relation to coping strategies
A: Openness with and support from colleagues and family	(5–10): T2, T9, T10, T14, T16, T29, T41, T45, T50 (1–7): T3, T12, T47	Relationship-focused coping strategies
B: Shielding and escape	(5–10): T5, T10, T11, T14, T16, T44 (1–7): T12, T25, T40, T43	Emotion-focused coping strategies
C: Learning established stress-coping strategies	(5–10): T8, T13, T14, T18	Emotion-focused coping strategies
D: Planning, structuring, and lowering ambitions	(5–10): T1, T2, T4, T5, T9, T14, T16, T28, T42 (1–7): L37	Problem-focused coping strategies