PSİKOLOJİK SERMAYE İLE DUYGUSAL TÜKENMİŞLİK ARASINDAKİ İLİŞKİDE ALGILANAN MESLEKİ STRESİN ARACI ETKİSİ: ÖĞRETMENLER ÜZERİNE BİR ÇALIŞMA

Abstract

Bu çalışma, öğretmenlerin psikolojik sermayesi ile duygusal tükenmişlik arasındaki ilişkide algılanan mesleki stresin aracılık rolünü incelemektedir. İş Talepleri-Kaynaklar modeli ve Kaynakların Korunması teorisinden yararlanarak, araştırma kişisel psikolojik kaynakların (umut, etkinlik, dayanıklılık ve iyimserlik) mesleki stres ve tükenmişliğe karşı nasıl bir tampon görevi görebileceğini vurgulamaktadır. Nicel, korelasyonel bir tasarım kullanılarak, psikolojik sermaye, algılanan mesleki stres ve işle ilgili duygusal tükenmişliği ölçen geçerli ölçekler aracılığıyla Türkiye'deki devlet okullarında çalışan 438 öğretmenden veri toplanmıştır. Analizler, bootstrapping ile PROCESS Makro Modeli 4 kullanılarak gerçekleştirilmiştir. Bulgular, daha yüksek psikolojik sermayenin, daha düşük algılanan stres ve duygusal tükenmişlik ile önemli ölçüde ilişkili olduğunu ortaya koymaktadır. Ayrıca, algılanan mesleki stres, psikolojik sermaye ve duygusal tükenmişlik arasındaki ilişkiyi tamamen aracılık ederek, kritik bir mekanizma olarak rolünü teyit etmektedir. Bu sonuçlar, öğretmenlerin tükenmişliğe karşı savunmasızlığını azaltmada psikolojik sermayenin koruyucu işlevini vurgulamakta ve öğretmenlerin refahını ve dayanıklılığını artırmak için olumlu psikolojik kaynaklarını güçlendirmeye yönelik müdahalelerin önemini ortaya koymaktadır.

Keywords

• Psikolojik Sermaye
• Algılanan Mesleki Stres
• Duygusal Tükenmişlik
• Öğretmenlerde Psikolojik Kaynaklar

THE MEDIATING ROLE OF PERCEIVED OCCUPATIONAL STRESS IN THE RELATIONSHIP BETWEEN PSYCHOLOGICAL CAPITAL AND EMOTIONAL EXHAUSTION AMONG TEACHERS

Abstract

This study investigates the mediating role of perceived occupational stress in the relationship between teachers’ psychological capital and emotional exhaustion. Drawing on the Job Demands–Resources model and Conservation of Resources theory, the research highlights how personal psychological resources—hope, efficacy, resilience, and optimism—can buffer against occupational stress and burnout. Using a quantitative, correlational design, data were collected from 438 teachers working in public schools in Turkey through validated scales measuring psychological capital, perceived occupational stress, and job-related emotional exhaustion. Analyses were conducted using PROCESS Macro Model 4 with bootstrapping. Findings reveal that higher psychological capital is significantly associated with lower perceived stress and emotional exhaustion. Moreover, perceived occupational stress fully mediates the relationship between psychological capital and emotional exhaustion, confirming its role as a critical mechanism. These results emphasize the protective function of psychological capital in reducing teachers’ vulnerability to burnout and suggest the importance of interventions aimed at strengthening teachers’ positive psychological resources to foster well-being and resilience.

Keywords

• Psychological Capital
• Perceived Occupational Stress
• Emotional Exhaustion
• Psychological resources in Teachers

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