Canadian early career teachers' coping strategies and mental health: a mixed-method exploration

Abstract

Teacher shortages, burnout, and attrition remain pervasive global challenges, with early career teachers (ECTs) at heightened risk of leaving the profession before reaching their full professional potential. This study, grounded in the Job Demands-Resources (JD-R) model, examined how ECTs’ coping strategies operate as personal resources within high-demand occupational contexts. Using a cross-sectional, convergent mixed-methods design, Canadian early career teachers (N=311) within the first five years of practice completed an online survey measuring coping, resilience, burnout, intention to leave, and included qualitative open-ended questions. Quantitative analyses were conducted using descriptive statistics, bivariate correlations, and multiple linear regressions, while qualitative responses were analysed through an inductive and deductive brief-text thematic approach. ECTs most frequently endorsed engagement-oriented, emotion-focused, and social strategies. Notably, active coping, emotional support, and positive reframing predicted higher resilience and lower burnout and turnover intentions in line with JD-R theory, whereas behavioural disengagement and self-blame predicted poorer outcomes. Qualitative findings paralleled the quantitative data, highlighting the centrality of social support as both an emotional buffer and a practical scaffold amid overwhelming demands and systemic constraints. Overall, the study underscores the necessity for multilevel interventions to strengthen collegial and organizational support, promoting sustainable well-being and retention.