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This study explored whether stress coping strategies could be predicted by general self-efficacy and social support. Primary and secondary teachers (n = 530) completed measures of coping strategies, general self-efficacy and social support. The results showed that teachers' general self-efficacy and social support had direct and indirect predictive effects on different coping strategies, and they have more significant predictive effects on certain types of coping strategies. Teachers with higher general self-efficacy and social support tended to adopt adaptive coping strategies or emotion-oriented coping strategies. The study suggested that social support and self-efficacy should be important factors to be considered when designing a prevention or intervention programme in the guidance of teachers' coping strategies and psychological counselling. Copyright © 2008 John Wiley & Sons, Ltd.

Objective: To analyze the relationship between the primary teachers’ job characteristics and job satisfaction. Method : This study investigated 238 Fuzhou city primary school teachers by the teachers’ professional qualities and the job satisfaction questionnaire in Fuzhou, and analysed the data. Results : Fuzhou primary school teachers' job satisfaction was in the middle level, their working state was imbalance, and their pay more than the feedback . They had greater work pressure. There was a significant negative correlation between primary school teachers' job characteristics (extrinsic effort, self-esteem feedback, social status control, money back) and job satisfaction. Conclusion: Elementary school teachers' pay and feedback to relative balance is an important approach to improve the primary school teachers' job satisfaction.