Research Article
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Examining psychological hardiness levels of primary school teachers according to demographic variables

Year 2014, Volume: 3 Issue: 1, 70 - 79, 31.01.2014
https://doi.org/10.19128/turje.181077

Abstract

The purpose of this study was to examine psychological hardiness levels of teachers according to demographic variables such as gender, branch, age, seniority, and years in current school variables. A total of 369 teachers employed in 12 primary schools in Ankara province participated in the study. Personal Views Survey III-R | was used to gather data. Independent samples t-tests and one-way ANOVA were used to analyze data. Results revealed that hardiness levels of primary school teachers’ were not significantly related to their gender, branch, age, seniority, and years in current school. This finding reveals the need for further research which contributes well to the understanding of relationships between teacher psychological hardiness and other variables emphasizing especially organizations | psychological side such as stress, coping with stress, mobbing, burnout, organizational commitment, and job satisfaction.

References

  • Austin, V., Shah, S., & Muncer, S. (2005). Teacher stress and coping strategies used to reduce stress. Occupatioruil Therapy International, 12(2), 63-80.
  • Albertsen, K., Nielsen, M. L., & Borg, V. (2001). The Danish psychosocial work environment and symptoms of stress: the main, mediating and moderating role of sense of coherence. Work and Stress, 15(3), 241-253.
  • Azeem, S. M. (2010). Personality hardiness, job involvement and job burnout among teachers. International Journal of Vocational and Technical Education, 2(3), 36-40.
  • Boyle, G. J., Borg, M. G., Falzon, J. M., & Baglioni, A. J. (1995). A structural model of the dimensions of teacher stress. British Journal of Educational Psychology, 65(2), 49-67.
  • Burchielli, R., & Bartram, T. (2006). Like an iceberg floating alone: A case study of teacher stress at a Victorian primary school. Australian Journal of Education, 50(3), 312-327.
  • Capel, S. A. (1991). A longitudinal study of burnout in teachers. British Journal of Educational Psychology, 61, 36-45.
  • Cemaloğlu, N. (2007). The inevitable problem of organisations: Mobbing. Bilig, 42, 111-126.
  • Chan, D. W. (2002). Stress, self-efficacy, social support, and psychological distress among prospective Chinese teachers in Hong Kong. Educational Psychology, 22(5), 557-569.
  • Çobanoğlu, Ş. (2005). İşyerinde duygusal saldırı ve mücadele yöntemleri (Emotional aggression at workplace and coping styles). İstanbul: Timaş.
  • Crowley, B. J., Hayslip, B., & Hobdy, J. (2003). Psychological hardiness and adjustment to life events in adulthood. Journal of Adult Development, 10(4), 237-248.
  • Dick, R. V., & Wagner, U. (2001). Stress and strain in teaching: A structural equation approach. British Journal of Educational Psychology, 71, 243-259.
  • Durak, M. (2002). Predictive role of hardiness on psychological symptomatology of university students experienced earthquake. (Unpublished doctoral dissertation). Middle East Technical University, Ankara, Turkey.
  • Duran, E., Sezgin, F., & Çoban, O. (2011). Examining candidate classroom teachers’ compliance and socialization process. Dumlupınar University Journal of Social Sciences, 31, 465-478.
  • Erçetin, Ş. Ş., Hamedoğlu, M. A., & Çelik, S. (2008). Mobbing in primary schools: A case study for Hendek country, Sakarya. World Applied Sciences Journal, 3(6), 945-955.
  • Fantilli, R. D., & McDougall, D. E. (2009). A study of novice teachers: Challenges and supports in the first years. Teaching and Teacher Education, 25, 814-825.
  • Hannah, T. E., & Morrissey, C. (1986). Correlates of psychological hardiness in Canadian adolescents. The Journal of Social Psychology, 1271(4), 339-344.
  • Harrisson, M., Loiselle, C. G., Duquette, A., & Semenic, S. E. (2002). Hardiness, work support and psychological distress among nursing assistants and registered nurses in Quebec. Journal of Advanced Nursing, 38(6), 584-591.
  • Judkins, S. K., & Rind, R. (2005). Hardiness, stress, and job satisfaction among home care nurses. Home Health Care Management and Practice, 17(2), 113-118.
  • Karasar, N. (2009). Bilimsel araştırma yöntemi (Scientific research method) (19. Ed.). Ankara: Nobel.
  • Klag, S., & Bradley, G. (2004). The role of hardiness in stress and illness: An exploration of the effect of negative affectivity and gender. British Journal of Health Psychology, 9, 137-161.
  • Kokkinos, C. M. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77, 229-243.
  • Korkmaz, İ., Saban, A., & Akbaşlı, S. (2004). Professional challenges encountered by beginning classroom teachers. Educational Administration In Theory and Practice, 38, 266-277.
  • Lambert, C. E., & Lambert, V. A. (1999). Psychological hardiness: State of the science. Holistic Nursing Practice, 13(3), 11-19.
  • Lambert, V. A., Lambert, C. E., & Yamase, H. (2003). Psychological hardiness, workplace stress and related stress reduction strategies. Nursing and Health Sciences, 5, 181-184.
  • Leak, G. K., & Williams, D. E. (1989). Relationship between social interest, alienation, and psychological hardiness. Individual Psychology, 45(3), 369-375.
  • Maddi, S. R. (2006). Hardiness: The courage to grow from stresses. Journal of Positive Psychology, 1(3), 160-168.
  • Maddi, S. R., Harvey, R. H., Khoshaba, D. M., Lu, J. L., Persico, M., & Brow, M. (2006). The personality construct of hardiness, III: Relationships with repression, innovativeness, authoritarianism, and performance. Journal of Personality, 74(2), 575-598.
  • Maddi, S. R., Wadhwa, P., & Haier, R. J. (1996). Relationship of hardiness to alcohol and drug use in adolescents. American Journal of Drug and Alcohol Abuse, 22(2), 247-257.
  • Maddi, S. R., & Khoshaba, D. M. (1994). Hardiness and mental health. Journal of Personality Assessment, 63(2), 265- 274.
  • Maddi, S. R., & Khoshaba, D. M. (2001). Personal views survey (3rd ed. revised). Newport Beach, CA: The Hardiness Institute.
  • Mearns, J., & Cain, J. E. (2003). Relationships between teachers' occupational stress and their burnout and distress: Roles of coping ad negative mood regulation expectancies. Anxiety, Stress and Coping, 16(1), 71-82.
  • Morrissey, C., & Hannah, T. E. (1986). Measurement of psychological hardiness in adolescents. Journal of Genetic Psychology, 148(3), 393-397.
  • Motan, İ. (2002). Distinguishing anxiety and depression: Hardiness. (Unpublished master's thesis). Middle East Technical University, Ankara, Turkey.
  • Pienaar, J., Rothmann, S., & van de Vijver, F. J. R. (2007). Traits, coping strategies, and suicide ideation in the South African Police Service. Criminal Justice and Behavior, 34(2), 246-258.
  • Platsidou, M., & Agaliotis, I. (2008). Burnout, job satisfaction and instructional assignment-related sources of stress in Greek special education teachers. International Journal of Disability, Development and Education, 55(1), 61-76.
  • Terzi, Ş. (2005). Psychological hardiness model relating to subjective well being. (Unpublished doctoral dissertation). Gazi University, Ankara, Turkey.
  • Tsiakkiros, A., & Pashiardis, P. (2006). Occupational stress among Cyprus headteachers: Sources and coping strategies. Staff Issues and Professional Development, 34(2), 100-114.
  • Sabuncuoğlu, Z., & Tüz, M. (2001). Örgütsel psikoloji (Organizational psychology). Bursa: Ezgi.
  • Sezgin, F. (2009). Relationships between teacher organizational commitment, psychological hardiness and some demographic variables in Turkish primary schools. Journal of Educational Administration, 47(5), 630-651.
  • Sezgin, F. (2012). Investigating the psychological hardiness levels of primary school teachers. Kastamonu Education Journal, 20(2), 489-502.
  • Shepperd, J. A., & Kashani, J. H. (1991). The relationship of hardiness, gender, and stress to health outcomes in adolescents. Journal of Personality, 59(4), 747-768.
  • Yeşilyurt, E., & Karakuş, M. (2011). The problems teachers encountered during the candidacy process. International Online Journal of Educational Sciences, 3(1), 261-293.
  • Yılmaz, K. ve Tepebaş, F. (2011). The problems confronted in social studies education at elementary level: Novice social studies teachers’ perspectives. Çankırı Karatekin University Journal of Institute of Social Sciences, 2(1), 157- 177.
  • Zakin, G., Solomon, Z., & Neria, Y. (2002). Hardiness, attachment style, and long term psychological distress among Israeli POWs and combat veterans. Personality and Individual Differences, 34(5), 819-829.

İlköğretim okulu öğretmenlerinin psikolojik dayanıklılık düzeylerinin demografik değişkenler açısından incelenmesi

Year 2014, Volume: 3 Issue: 1, 70 - 79, 31.01.2014
https://doi.org/10.19128/turje.181077

Abstract

Bu araştırmanın amacı, ilköğretim okulu öğretmenlerinin psikolojik dayanıklılık düzeylerinin cinsiyet, branş, yaş, mesleki kıdem ve görev yapılan okuldaki hizmet süresi gibi demografik değişkenler açısından incelenmesidir. Araştırmaya Ankara il merkezinde yer alan 12 ilköğretim okulunda görev yapan toplam 369 öğretmen katılmıştır. Araştırmada veri toplamak amacıyla Psikolojik Dayanıklılık Ölçeği III-R kullanılmıştır. Araştırma verilerinin analizinde t-testi ve tek yönlü varyans analizi (ANOVA) kullanılmıştır. Araştırma sonuçları, ilköğretim okulu öğretmenlerinin psikolojik dayanıklılık düzeylerinin cinsiyet, branş, yaş, kıdem ve görev yapılan okuldaki hizmet süresi gibi demografik değişkenlerle ilişkili olmadığını göstermektedir. Bu bulgu, öğretmenlerin psikolojik dayanıklılığı ile stres, stresle başa çıkma, yıldırma, tükenmişlik, örgütsel bağlılık ve iş doyumu gibi örgütün daha çok psikolojik yönüne vurgu yapan kavramlar arasındaki ilişkilerin anlaşılmasına yönelik daha fazla araştırmaya ihtiyaç duyulduğunu göstermektedir.

References

  • Austin, V., Shah, S., & Muncer, S. (2005). Teacher stress and coping strategies used to reduce stress. Occupatioruil Therapy International, 12(2), 63-80.
  • Albertsen, K., Nielsen, M. L., & Borg, V. (2001). The Danish psychosocial work environment and symptoms of stress: the main, mediating and moderating role of sense of coherence. Work and Stress, 15(3), 241-253.
  • Azeem, S. M. (2010). Personality hardiness, job involvement and job burnout among teachers. International Journal of Vocational and Technical Education, 2(3), 36-40.
  • Boyle, G. J., Borg, M. G., Falzon, J. M., & Baglioni, A. J. (1995). A structural model of the dimensions of teacher stress. British Journal of Educational Psychology, 65(2), 49-67.
  • Burchielli, R., & Bartram, T. (2006). Like an iceberg floating alone: A case study of teacher stress at a Victorian primary school. Australian Journal of Education, 50(3), 312-327.
  • Capel, S. A. (1991). A longitudinal study of burnout in teachers. British Journal of Educational Psychology, 61, 36-45.
  • Cemaloğlu, N. (2007). The inevitable problem of organisations: Mobbing. Bilig, 42, 111-126.
  • Chan, D. W. (2002). Stress, self-efficacy, social support, and psychological distress among prospective Chinese teachers in Hong Kong. Educational Psychology, 22(5), 557-569.
  • Çobanoğlu, Ş. (2005). İşyerinde duygusal saldırı ve mücadele yöntemleri (Emotional aggression at workplace and coping styles). İstanbul: Timaş.
  • Crowley, B. J., Hayslip, B., & Hobdy, J. (2003). Psychological hardiness and adjustment to life events in adulthood. Journal of Adult Development, 10(4), 237-248.
  • Dick, R. V., & Wagner, U. (2001). Stress and strain in teaching: A structural equation approach. British Journal of Educational Psychology, 71, 243-259.
  • Durak, M. (2002). Predictive role of hardiness on psychological symptomatology of university students experienced earthquake. (Unpublished doctoral dissertation). Middle East Technical University, Ankara, Turkey.
  • Duran, E., Sezgin, F., & Çoban, O. (2011). Examining candidate classroom teachers’ compliance and socialization process. Dumlupınar University Journal of Social Sciences, 31, 465-478.
  • Erçetin, Ş. Ş., Hamedoğlu, M. A., & Çelik, S. (2008). Mobbing in primary schools: A case study for Hendek country, Sakarya. World Applied Sciences Journal, 3(6), 945-955.
  • Fantilli, R. D., & McDougall, D. E. (2009). A study of novice teachers: Challenges and supports in the first years. Teaching and Teacher Education, 25, 814-825.
  • Hannah, T. E., & Morrissey, C. (1986). Correlates of psychological hardiness in Canadian adolescents. The Journal of Social Psychology, 1271(4), 339-344.
  • Harrisson, M., Loiselle, C. G., Duquette, A., & Semenic, S. E. (2002). Hardiness, work support and psychological distress among nursing assistants and registered nurses in Quebec. Journal of Advanced Nursing, 38(6), 584-591.
  • Judkins, S. K., & Rind, R. (2005). Hardiness, stress, and job satisfaction among home care nurses. Home Health Care Management and Practice, 17(2), 113-118.
  • Karasar, N. (2009). Bilimsel araştırma yöntemi (Scientific research method) (19. Ed.). Ankara: Nobel.
  • Klag, S., & Bradley, G. (2004). The role of hardiness in stress and illness: An exploration of the effect of negative affectivity and gender. British Journal of Health Psychology, 9, 137-161.
  • Kokkinos, C. M. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77, 229-243.
  • Korkmaz, İ., Saban, A., & Akbaşlı, S. (2004). Professional challenges encountered by beginning classroom teachers. Educational Administration In Theory and Practice, 38, 266-277.
  • Lambert, C. E., & Lambert, V. A. (1999). Psychological hardiness: State of the science. Holistic Nursing Practice, 13(3), 11-19.
  • Lambert, V. A., Lambert, C. E., & Yamase, H. (2003). Psychological hardiness, workplace stress and related stress reduction strategies. Nursing and Health Sciences, 5, 181-184.
  • Leak, G. K., & Williams, D. E. (1989). Relationship between social interest, alienation, and psychological hardiness. Individual Psychology, 45(3), 369-375.
  • Maddi, S. R. (2006). Hardiness: The courage to grow from stresses. Journal of Positive Psychology, 1(3), 160-168.
  • Maddi, S. R., Harvey, R. H., Khoshaba, D. M., Lu, J. L., Persico, M., & Brow, M. (2006). The personality construct of hardiness, III: Relationships with repression, innovativeness, authoritarianism, and performance. Journal of Personality, 74(2), 575-598.
  • Maddi, S. R., Wadhwa, P., & Haier, R. J. (1996). Relationship of hardiness to alcohol and drug use in adolescents. American Journal of Drug and Alcohol Abuse, 22(2), 247-257.
  • Maddi, S. R., & Khoshaba, D. M. (1994). Hardiness and mental health. Journal of Personality Assessment, 63(2), 265- 274.
  • Maddi, S. R., & Khoshaba, D. M. (2001). Personal views survey (3rd ed. revised). Newport Beach, CA: The Hardiness Institute.
  • Mearns, J., & Cain, J. E. (2003). Relationships between teachers' occupational stress and their burnout and distress: Roles of coping ad negative mood regulation expectancies. Anxiety, Stress and Coping, 16(1), 71-82.
  • Morrissey, C., & Hannah, T. E. (1986). Measurement of psychological hardiness in adolescents. Journal of Genetic Psychology, 148(3), 393-397.
  • Motan, İ. (2002). Distinguishing anxiety and depression: Hardiness. (Unpublished master's thesis). Middle East Technical University, Ankara, Turkey.
  • Pienaar, J., Rothmann, S., & van de Vijver, F. J. R. (2007). Traits, coping strategies, and suicide ideation in the South African Police Service. Criminal Justice and Behavior, 34(2), 246-258.
  • Platsidou, M., & Agaliotis, I. (2008). Burnout, job satisfaction and instructional assignment-related sources of stress in Greek special education teachers. International Journal of Disability, Development and Education, 55(1), 61-76.
  • Terzi, Ş. (2005). Psychological hardiness model relating to subjective well being. (Unpublished doctoral dissertation). Gazi University, Ankara, Turkey.
  • Tsiakkiros, A., & Pashiardis, P. (2006). Occupational stress among Cyprus headteachers: Sources and coping strategies. Staff Issues and Professional Development, 34(2), 100-114.
  • Sabuncuoğlu, Z., & Tüz, M. (2001). Örgütsel psikoloji (Organizational psychology). Bursa: Ezgi.
  • Sezgin, F. (2009). Relationships between teacher organizational commitment, psychological hardiness and some demographic variables in Turkish primary schools. Journal of Educational Administration, 47(5), 630-651.
  • Sezgin, F. (2012). Investigating the psychological hardiness levels of primary school teachers. Kastamonu Education Journal, 20(2), 489-502.
  • Shepperd, J. A., & Kashani, J. H. (1991). The relationship of hardiness, gender, and stress to health outcomes in adolescents. Journal of Personality, 59(4), 747-768.
  • Yeşilyurt, E., & Karakuş, M. (2011). The problems teachers encountered during the candidacy process. International Online Journal of Educational Sciences, 3(1), 261-293.
  • Yılmaz, K. ve Tepebaş, F. (2011). The problems confronted in social studies education at elementary level: Novice social studies teachers’ perspectives. Çankırı Karatekin University Journal of Institute of Social Sciences, 2(1), 157- 177.
  • Zakin, G., Solomon, Z., & Neria, Y. (2002). Hardiness, attachment style, and long term psychological distress among Israeli POWs and combat veterans. Personality and Individual Differences, 34(5), 819-829.
There are 44 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Research Articles
Authors

Ali Cagatay Kilinc

Publication Date January 31, 2014
Acceptance Date December 25, 2013
Published in Issue Year 2014 Volume: 3 Issue: 1

Cite

APA Kilinc, A. C. (2014). İlköğretim okulu öğretmenlerinin psikolojik dayanıklılık düzeylerinin demografik değişkenler açısından incelenmesi. Turkish Journal of Education, 3(1), 70-79. https://doi.org/10.19128/turje.181077

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