INVESTIGATING RELATIONSHİP BETWEEN TEACHERS’ PSYCHOLOGICAL RESILIENCE AND STUDENT RELATED SOCIAL STRESS

Abstract

Stress is known as one of the most important factors affecting teachers’ performance thus knowing the source of the stress is important in terms of coping with stress and increasing teacher resilience.The purpose of this study was to determine the relationship between the resilience and student-related social stress levels of teachers working at nursery, primary, secondary and high school levels in terms of different variables. Conducted on the basis of correlational survey method this study consisted of 454 teachers randomly selected among the teachers of various subjects working in Diyarbakır, southeast of Turkey. In this study “Resilience Scale for Adults” and “Teacher Social Stress Scale-Student Related” were used as data collection instruments. The findings showed that teachers’ student-related social stress level is lower than the moderate level while teachers’ resilience level is higher than the moderate level. A negative significant relationship was observed between teachers’ student-related social stress and psychological resilience. A significant difference was not observed between teachers’psychological resilience and student-related social stress in terms of gender variable. A significant difference was not observed between teachers’ psychological resilience in terms of school location while there is a significant difference between teachers’ student-related social stress in terms of school location. This study provides important data about the relationships between resilience and student-related social stress, thus the results are considered to contribute not only to teachers but also to the preservice teachers.

Keywords

• student-related social stress,resilience,teacher,student,stress

INVESTIGATING RELATIONSHİP BETWEEN TEACHERS’ PSYCHOLOGICAL RESILIENCE AND STUDENT RELATED SOCIAL STRESS

Abstract

Öğretmenlerin çalışma performanslarını etkileyen önemli unsurlardan bir tanesi stres olarak kabul edildiğinden stres unsuru olarak düşünülen faktörlerin kaynağını bilmek stresle baş edebilme ve öğretmen dayanıklılığını arttırma yönelik etkinliklerin işe koşulması açısından önem arz etmektedir. Bu çalışmanın amacı, okulöncesi, ilk, ortaokul ve lise gibi okul kademelerinde çalışan öğretmenlerin psikolojik dayanıklılıkları ile öğrenci kaynaklı sosyal stres düzeyleri arasındaki ilişkiyi farklı değişkenler açısından incelemektir. İlişkisel tarama modelinde yürütülmüş olan bu çalışmada, Türkiye'nin güneydoğusunda yer alan Diyarbakır iline bağlı farklı okul kademelerinde ve çeşitli branşlarda görev yapan ve rastgele seçilen toplam 454 öğretmen çalışma kapsamına dâhil edilmiştir. Araştırmada veri toplama aracı olarak “Yetişkinler için Psikolojik Dayanıklılık Ölçeği ” ve “Öğretmenler için Öğrenci Kaynaklı Sosyal Stres Ölçeği ” kullanılmıştır. Elde edilen veriler neticesinde öğretmenlerin öğrenci kaynaklı sosyal stres düzeyleri orta düzeyden daha düşük, yılmazlık düzeylerinin ise orta düzeyin üzerinde olduğu bulunmuştur. Ayrıca öğretmenlerin öğrenci kaynaklı sosyal stresleri ile psikolojik dayanıklılıkları arasında negatif yönde anlamlı bir ilişki olduğu saptanmıştır. Öğretmenlerin cinsiyet değişkenlerine göre öğrenci kaynaklı sosyal stres düzeyleri ile psikolojik dayanıklılık düzeylerinde anlamlı bir farklılık gözlenmemiştir. Okulun bulunduğu yer değişkenine göre ise öğretmenlerin dayanıklılık düzeyinde anlamlı bir farklılık gözlenmezken psikolojik dayanıklılık düzeylerinde anlamlı farklılık olduğu gözlenmiştir. Bu çalışma farklı okul kademesinde görev yapan öğretmenlerin psikolojik dayanıklılıkları ile öğrenci kaynaklı sosyal stres düzeylerine ilişkin önemli bulgular sağlamaktadır. Bu yüzden çalışma sonuçlarının hem öğretmenlere hem de öğretmen adaylarına katkıda bulunacağı düşünülmektedir.

Keywords

• öğrenci kaynaklı sosyal stres,dayanıklılık,öğretmen,öğrenci,stres

References

1. Abel, M. H., & Sewell, J. (1999). Stress and burnout in rural and urban secondary school teachers. The Journal of Educational Research, 92(5), 287-293.
2. Akbulut. Y. (2010). SPSS Applications in Social Sciences. İstanbul: İdeal Kültür Publishing.
3. Akpınar, B. (2013). Analysis of candidate teachers’ stress level in terms of different variables. Dicle University Journal of Ziya Gökalp Faculty of Education, 21, 229-241.
4. Aloe, A. M., Shisler, S. M., Norris, B. D., Nickerson, A. B., & Rinker, T. W. (2014). A multivariate meta-analysis of student misbehavior and teacher burnout. Educational Research Review, 12, 30-44.
5. Ajayi, L. (2016). High school teachers’ perspectives on the English language arts common core state standards: An exploratory study. Educational Research for Policy and Practice, 15(1), 1-25.
6. American Psychological Association (2010). The road to resilience. Washington, DC: American Psychological Association, (http://www.apa.org/helpcenter/road-resilience.aspx.)
7. Aydin, B., & Kaya, A. (2016). Sources of stress for teachers working in private elementary schools and methods of coping with stress. Universal Journal of Educational Research, 4(n12A), 186-195.
8. Bakker, A. B., & Demerouti, E. (2007). The job demands-resources model: State of the art. Journal of Managerial Psychology, 22(3), 309-328.

9. Basım, H. N. & Çetin, F. (2011). the reliability and validity of the resilience scale for adults Turkish version. Turkish Journal of Psychiatry, 22(2), 104-114.
10. Beltman, S., Mansfield, C., & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6(3), 185-207.
11. Boyle, G. J., Borg, M. G., Falzon, J. M., & Baglioni Jr, A. J. (1995). A structural model of the dimensions of teacher stress. British Journal of Educational Psychology, 65(1), 49-67.
12. Brink, P. J., & Wood, M. J. (1998). Correlational designs. Advanced DEsign in Nursing Research, 2. Thousans Oaks, London: Sage Publications.
13. Bru, E., Stephens, P., & Torsheim, T. (2002). Students' perceptions of class management and reports of their own misbehavior. Journal of School Psychology, 40(4), 287-307.
14. Burke, R. J., Greenglass, E. R., & Schwarzer, R. (1996). Predicting teacher burnout over time: Effects of work stress, social support, and self-doubts on burnout and its consequences. Anxiety, Stress, and Coping, 9(3), 261-275.
15. Crossman, A., & Harris, P. (2006). Job satisfaction of secondary school teachers. Educational Management Administration & Leadership, 34(1), 29-46.
16. Çevik, G. B., Doğan, İ., & Yıldız, M. A. (2016). Examination of burnout and resilience ın pedagogy formation students. Mersin University Journal of the Faculty of Education, 12(3), 971-984.
17. Day, C. W., Stobart, G., Sammons, P., Kington, A., Gu, Q., Smees, R. et al. (2006). Variations in Teachers’ Work, Lives and Effectiveness. Final Report for the VITAE Project, DfES
18. Engelbrecht, P., Oswald M., Swart E. & Eloff I. (2003). Including learners with intellectual disabilities: Stressful for teachers? International Journal of Disability, Development and Education, 50, 293-308.
19. Finn, J. D., Fish, R. M., & Scott, L. A. (2008). Educational sequelae of high school misbehavior. The Journal of Educational Research, 101(5), 259-274.
20. Friborg, O., Hjemdal O., Rosenvinge, J. H., & Matinussen, M. (2003) A new rating scale for adult resilience: What are the central protective resources behind healthy adjustment? International Journal of Methods in Psychiatric Research, 12(2), 65-76.
21. Friborg O., Barlaug, D., Martinussen, M., Rosenvinge, J. H., & Hjemdal, O. (2005) Resilience in Relation to Personality and Intelligence. International Journal of Methods in Psychiatric Research, 14(1), 29-42.
22. Friedman, M. J., & Schnurr, P. P. (1995). The relationship between trauma, post-traumatic stress disorder, and physical health. In Friedman, M. J., Charney, D. S., and Deutch, A. Y. (eds.), Neurobiological and Clinical Consequences of Stress: From Normal Adaptation to PTSD, Lippincott-Raven, Philadelphia, pp. 507–524.
23. Gibbs, S., & Miller, A. (2014). Teachers’ resilience and well-being: A role for educational psychology. Teachers and Teaching, 20(5), 609-621.
24. Girgin, G. (1995). A model proposal and analysis of variables affecting the development of profession exhaustion in elementary school teachers. (Unpublished doctoral Dissertation), Dokuz Eylül University, Institute of Soscial Sciences, Izmir.
25. Grace, G. (2005). School Leadership: Beyond Education Management. Routledge.
26. Green, S. B., & Salkind, N. J. (2016). Using SPSS for Windows and Macintosh, Books a la Carte. Pearson.
27. Gu, Q., & Day, C. (2007). Teachers resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 23(8), 1302-1316.
28. Gu, Q., & Day, C. (2013). Challenges to teacher resilience: Conditions count. British Educational Research Journal, 39(1), 22-44.
29. Hannah, T. E., & Morrissey, C. (1987). Correlates of psychological hardiness in Canadian adolescents. The Journal of Social Psychology, 127(4), 339-344.
30. Hanushek, E. A., & Rivkin, S. G. (2006). School quality and the black-white achievement gap (No. w12651). National Bureau of Economic Research.
31. Henry, G. T., Bastian, K. C., & Fortner, C. K. (2011). Stayers and leavers: Early-career teacher effectiveness and attrition. Educational Researcher, 40, 271–280.
32. Howard, S., & Johnson, B. (2004). Resilient teachers: Resisting stress and burnout. Social Psychology of Education, 7(4), 399-420.
33. İlhan, M. & Kinay, İ (September 2018). The Turkish adaptation of teacher social stress scale-student related: The validity and reliability study based on the classical test theory and item response theory. ERTE 2nd Internatıonal Educatıon Research and Teacher Educatıon Congress. Conference Proceeding Book (Full Text) (599-608). Aydın, Turkey.
34. Ingersoll, R. M. (2003). Who Controls Teachers' Work? Power and Accountability in America's Schools. Cambridge, MA: Harvard University Press.
35. Juma L.S.A & Simatwa E.M.W (2014) Impact of cultural factors on girl students' academic achievement in secondary schools in Kenya: A case study of Kisumu East District. International Research Journals, 5(5): 166-178.
36. Kaner, S., Bayraklı, H., & Güzeller, C. O. (2011). Investigating perception of parental resilience in terms of some variables. Ankara University Faculty of Educational Sciences Journal of Special Education, 12(02), 63-78.
37. Kebbi, M. (2018). Stress and Coping Strategies Used by Special Education and General Classroom Teachers. International Journal of Special Education, 33(1), 34-61.
38. Kelchtermans, G., & Ballet, K. (2002). The micropolitics of teacher induction. A narrative-biographical study on teacher socialisation. Teaching and Teacher Education, 18(1), 105-120.
39. Locke, E. (Ed.). (2011). Handbook of Principles of Organizational Behavior: Indispensable Knowledge for Evidence-Based Management. John Wiley & Sons.
40. Malkoç, A., & Yalçın, İ. (2015). Relationships among resilience, social support, coping, and psychological well-being among university studentss. Turkish Psychological Counseling and Guidance Journal, 5(43), 35-43.
41. Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom Management That Works: Research-Based Strategies for Every Teacher. Alexandria, VA: Association for Supervision and Curriculum Development.
42. Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397-422.
43. McCormick, J., & Barnett, K. (2011). Teachers' attributions for stress and their relationships with burnout. International Journal of Educational Management, 25(3), 278-293.
44. Mousavi H. & Askari A. (2010) An investigation of the relationship between resilience and academic achievement in students of Shiraz University (Unpublished Master's Thesis). Tehran University, Iranian
45. Montgomery, C., & Rupp, A. A. (2005). A meta-analysis for exploring the diverse causes and effects of stress in teachers. Canadian Journal of Education/Revue CAnadienne de l'éducation, 458-486.
46. Nagar, K. (2012). Organizational commitment and job satisfaction among teachers during times of burnout. Vikalpa, 37(2), 43-60.
47. Önder, A., & Gülay, H. (2008). Resilience of 8. grade students in relation to various variables. The Journal of Buca Faculty of Education, (23), 192-197.
48. Öztürk, N. (1995). The relations between elementary school teacher perceptions of school climate and stressors (Unpublished doctoral Dissertation), University of Dokuz Eylül, Izmir, Turkey.
49. Pehlivan, İ. (1995). Stress Sources in Management. Pegem A Publishing.
50. Raines-Eudy, R. (2000). Using structural equation modeling to test for differential reliability and validity: an empirical demonstration. Structural Equation Modeling: A Multidisciplinary Journal, 7(1), 124-141.
51. Richards, K. A. R., Levesque-Bristol, C., Templin, T. J., & Graber, K. C. (2016). The impact of resilience on role stressors and burnout in elementary and secondary teachers. Social Psychology of Education, 19(3), 511-536.
52. Rizqi, M. A. (2017). Stress and resilience among EFL teachers: An interview study of an Indonesian junior high school teacher. Teflın Journal, 28(1), 22-37.
53. Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover?. American Educational Research Journal, 41(3), 681-714.
54. Stiglbauer, B., & Zuber, J. (2018). Challenge and hindrance stress among schoolteachers. Psychology in the Schools, 55(6), 707-721.
55. Stoeber, J., & Rennert, D. (2008). Perfectionism in school teachers: Relations with stress appraisals, coping styles, and burnout. Anxiety, Stress, & Coping. An International Journal, 21, 37-53. http://dx.doi.org/10.1080/10615800701742461.
56. Şanlı, Ö. (2017). Analysıng the perceıved stress level of teachers wıth regards to some varıables. Electronic Journal of Social Sciences, 16(61), 385-396.
57. Yerlikaya, A. (2000). The Study of level of exhaustion of primary school teachers working at villages and in cities (Unpublished master’s thesis), University of Atatürk, Erzurum Turkey.