An investigation of teachers’ stress sources & stress coping styles
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Date
2019-09-02
Authors
Kaya, Cihan
Journal Title
Journal ISSN
Volume Title
Publisher
Uludağ Üniversitesi
Abstract
Stres büyüyen bir problem olarak artık ciddi boyutlara ulaşmış durumdadır ve sebep olduğu sonuçlar tüm okul bileşenleri için geri dönülmez zararlar verebilmektedir. Bu çalışmanın amacı lisede çalışan öğretmenlerin stres kaynaklarını tespit etmek ve stres anında öğretmenler tarafından tercih edilen başaçıkma tarzlarını bulmaktır. Lisede çalışan 160 öğretmenin streslerine ilişkin cevapları Yıldırım (2008) tarafından geliştirilen “Sınıf Öğretmenlerinin Örgütsel Stres Kaynakları ve Stresle Baş Etme Yollarının Belirlenmesi Ölçeği” ile toplanmış ve ölçeğin uygulanabilmesi için iki değişiklik yapılmıştır. Öğretmenlerin başaçıkma stillerine ilişkin cevapları Şahin ve Durak (1995) tarafından geliştirilen “Stresle Başaçıkma Tarzları Ölçeği” kullanılarak toplanmıştır. Verilen cevapları incelemek için frekans, yüzdelik, t test, tek yönlü varyans ve korelasyon analizi uygulanmıştır. Çalışmanın verileri kadın öğretmenlerin öğrencilerle ilişkilerin stres vi yaratması ve çaresiz/ kendini suçlayıcı başaçıkma tarzı boyutlarında erkek öğretmenlerden anlamlı bir şekilde farklılaştığı görülmüştür. Fen Bilimleri grubu ve Matematik öğretmenlerinin Sosyal Bilimler grubu branş öğretmenlerinden okul yönetiminin stres yaratması faktörü açısından anlamlı bir şekilde farklılaştığı görülürken, stresle başaçıkma tarzları boyutunda herhangi bir anlamlı farklılığa rastlanmamıştır. 16- 20 yıllık tecrübesi olan öğretmenlerin 6-10 yıllık tecrübesi olan öğretmenlerden stres puanı açısından ve sosyal desteği arama faktörü bazında anlamca farklılaştığı tespit edilmiştir. 27 ve daha fazla ders saati giren öğretmenlerin veliler ve çalışma şartları ve denetim boyutunda 21-26 saat derse girenlerden anlamca farklılaştığı görülürken, stresle başaçıkma tarzları ölçeğinde gruplar arası herhangi bir anlamlı farklılığa rastlanmamıştır. Lise öğretmenlerinde en çok stres yaratan durumun okul yönetimi boyutu, en az stres yaratan faktörün de meslektaşlarla ilişkiler olduğu görülmüştür. Öğretmenlerin en çok tercih ettiği başaçıkma tarzı kendine güvenli yaklaşım ve sosyal destek arama olurken, çaresiz/ kendini suçlayıcı yaklaşım en az kullanılan stresle başaçıkma tarzı olarak tespit edilmiştir. Korelasyon açısından, iki ölçek arasında bir ilişkiye rastlanmamıştır.
Stress as a growing problem cannot be denied and in teaching profession the consequences of stress might be irreparable for the whole education system. Thus, this study was aimed to determine the organizational stress sources of teachers and examine their coping preferences in an encounter with a stressful situation. The responses of 160 high school teachers regarding their organizational stress sources were collected through “The Inventory to Determine the Organizational Stress Sources and Coping Methods of Classroom Teachers” by Yıldırım (2008) and two modifications in the scale were executed to be able to apply the scale. Besides, to determine stress coping preferences, Stress Coping Styles Scale of Şahin and Durak (1995) was applied. Frequency, percentage, t test, one way analysis of variance and Pearson correlation were applied to analyze the data. The findings of the study showed a significant difference viii between the female and the male teachers not only in the relationship with students as a stress factor but also in the submissive stress coping style. By subject, while the science and maths teachers were reported significantly different from the social science teachers in the school administration factor, no significance difference in coping styles was found between any groups. As for teaching experience, a significant difference in total stress occurred between the teachers with 16-20 and 6-10 years of experience, while these two groups also varied significantly in employing the social support coping style. Also, the teachers with 27 or more teaching hours were found significantly different from the teachers with less hours in the parental involvement and working conditions and inspection as stress factors, while no significant difference was reported between any groups in coping preferences. As regards the most frequent stressing factor, the school administration came first while the least stress-creating factor was found the relationship with colleagues. As for coping styles, the mostly preferred one was found the selfconfident style, while the least frequently used one was the submissive coping. Finally, no relationship was found between two scales.
Stress as a growing problem cannot be denied and in teaching profession the consequences of stress might be irreparable for the whole education system. Thus, this study was aimed to determine the organizational stress sources of teachers and examine their coping preferences in an encounter with a stressful situation. The responses of 160 high school teachers regarding their organizational stress sources were collected through “The Inventory to Determine the Organizational Stress Sources and Coping Methods of Classroom Teachers” by Yıldırım (2008) and two modifications in the scale were executed to be able to apply the scale. Besides, to determine stress coping preferences, Stress Coping Styles Scale of Şahin and Durak (1995) was applied. Frequency, percentage, t test, one way analysis of variance and Pearson correlation were applied to analyze the data. The findings of the study showed a significant difference viii between the female and the male teachers not only in the relationship with students as a stress factor but also in the submissive stress coping style. By subject, while the science and maths teachers were reported significantly different from the social science teachers in the school administration factor, no significance difference in coping styles was found between any groups. As for teaching experience, a significant difference in total stress occurred between the teachers with 16-20 and 6-10 years of experience, while these two groups also varied significantly in employing the social support coping style. Also, the teachers with 27 or more teaching hours were found significantly different from the teachers with less hours in the parental involvement and working conditions and inspection as stress factors, while no significant difference was reported between any groups in coping preferences. As regards the most frequent stressing factor, the school administration came first while the least stress-creating factor was found the relationship with colleagues. As for coping styles, the mostly preferred one was found the selfconfident style, while the least frequently used one was the submissive coping. Finally, no relationship was found between two scales.
Description
Keywords
Öğretmen stresi, Teacher stress, Stresle başaçıkma, Stress coping
Citation
Kaya, C. (2019). An investigation of teachers’ stress sources & stress coping styles. Yayınlanmamış yüksek lisans tezi. Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.