ABSTRACT
This study examines the relationship between teacher perceived stress during the online period of schooling in the coronavirus disease 2019 pandemic, and their wellbeing, with job crafting as a mediator, The study also examines the role of problem-focused coping as a moderator in the stress-job crafting relationship. A sample of 360 teachers, 347 females, and 13 males, aged 21-63 years answered to an online survey from October to December 2020. Regression analyses were employed to the data. The results show that the conditional indirect effects of stress on wellbeing are statistically significant for low problem-focused coping (ß = -.06, SE = 0.02, p < .001), whereas for high problem-focused coping the effects are not statistically significant (ß = .01, SE = 0.01, p > .05). The effects of stress on wellbeing are mediated by job crafting for teachers who score low on problem-focused coping.
