The main aims were, first, to study teacher stress processes and the connections between stress processes, potential stressors, ways of coping, coping resources, and background variables during the autumn term of 1991 (short-term effects); secondly, to study the connections between teachers ' subjective stress, coping, and health over eight-year period of time (long-term effects). Teachers from comprehensive and upper secondary schools in five municipalities (n=70) were studied in two phases during the school year 1983-84 (in all six measurements) and again during the autumn term of 1991 (in all four measurements), mainly by means of questionnaires. Information on the teachers ' way of living, work and coping was obtained through interviews. The level of teacher stress increased towards the end of the autumn term in both years, despite the fact that in the autumn of 1991 the teachers in the sample had a one-week holiday in October which did not exist earlier. During autumn 1991, coping resources explained job exhaustion best, while stressors and ways of coping explained anxiety. Also, large interindividual differences in stress during the autumn term were noticed in bot
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