ABSTRACT
This chapter reviews the well-established five-factor model, the role of self-efficacy feelings as well as the role of locus of control of a stressful situation. It focuses on the role of personality on perceiving occupational stress and teachers' coping strategies. Initially coping was conceptualized as a psychodynamic defence mechanism, which was stable, influencing perceptions of events and dictated adaptive and maladaptive responses. Research has shown that personality plays an important role in conceiving occupational stress as it affects the way a person interprets a situation. In the occupational field, work-related stress, work conditions and job nature as well as achievement domains, might pose threats to self-worth and, in turn, might affect the appraisals of stressful events. Numerous studies both in mainstream educational settings and special educational settings have identified the main stressors for teachers. The practical implications for teachers, and educators in general, concerning stress and consequently burnout as well as teachers' attrition phenomenon are of significant importance.
