Öz-yeterliğin Öğretmen Stresi ve İş Tatmini İlişkisindeki Düzenleyici Rolü: TALIS 2018 Bulguları

Yıl 2025, Cilt: 26 Sayı: 3, 1824 - 1853, 30.12.2025

Alper Uslukaya

https://doi.org/10.17679/inuefd.1670791

https://izlik.org/JA65TZ92WN

Öz

Bu çalışma, Türkiye’deki öğretmenler arasında yeterince araştırılmamış olan stres ve iş tatmini ilişkisini ve bu ilişkide öz-yeterliğin düzenleyici rolünü incelemeyi amaçlamaktadır. Araştırma, TALIS 2018 Türkiye veri setinden elde edilen 8.164 öğretmene ait verileri kullanmaktadır. Nicel araştırma yöntemleri kapsamında kesitsel desenle tasarlanan çalışmada, Bayesci parametre kestirim yöntemi uygulanan yapısal eşitlik modellemesi kullanılarak analizler gerçekleştirilmiştir. Bulgular, öğretmen stresinin iş tatmini ile yüksek düzeyde ve negatif ilişkili olduğunu ortaya koymuştur. Benzer şekilde öğretmen öz-yeterliği ile iş tatmini arasında pozitif bir ilişki kestirilmiştir. Bununla birlikte, öğretmen öz-yeterliğinin öğretmen stresi ile iş tatmini ilişkisinde düzenleyici bir role sahip olduğu tespit edilmiştir. Sonuçlar, öğretmen stresinin iş tatminlerine önemli oranda zarar verebildiğini göstermektedir. Ayrıca, mevcut çalışmanın sonuçları, öz yeterlik düzeyi yüksek öğretmenlerin daha fazla iş tatmini yaşayabildiklerini ve stresin iş tatmini üzerindeki olumsuz etkisini daha az deneyimleyebildiklerini göstermektedir. Bu bulgu, öğretmen öz-yeterliğinin güçlendirilmesinin, stresin iş tatmini üzerindeki zararlı etkilerini azaltmada önemli bir koruyucu faktör olabileceğine işaret etmektedir. Çalışma, politika yapıcılar, uygulayıcılar ve araştırmacılar için önerilerle sonlandırılmıştır.

Anahtar Kelimeler

Öğretmen stresi , Öğretmen iş tatmini , Öğretmen öz-yeterliği , TALIS 2018

The Moderating Role of Self-Efficacy in the Teacher Stress-Job Satisfaction Relationship: Evidence from TALIS 2018 Turkey Data

https://izlik.org/JA65TZ92WN

Öz

This study aims to examine the relationship between stress and job satisfaction - an underexplored topic among teachers in Türkiye - and the moderating role of self-efficacy in this relationship. The research utilizes data from 8,164 teachers drawn from the TALIS 2018 Türkiye dataset. Employing a cross-sectional design within quantitative research methods, the analyses were conducted using structural equation modeling with Bayesian parameter estimation. The findings revealed that teacher stress is strongly and negatively associated with job satisfaction. Similarly, a positive relationship was estimated between teacher self-efficacy and job satisfaction. Moreover, teacher self-efficacy was found to moderate the relationship between stress and job satisfaction. The results indicate that teacher stress can significantly undermine job satisfaction. Furthermore, the findings indicate an association whereby higher teacher self-efficacy is linked to greater job satisfaction and a potential buffering effect against the negative impact of stress. This finding suggests that strengthening teacher self-efficacy may serve as an important protective factor in mitigating the harmful effects of stress on job satisfaction. The study concludes with implications for policymakers, practitioners, and researchers..

Anahtar Kelimeler

Teacher stress , Teacher job satisfaction , Teacher self-efficacy , TALIS 2018

Kaynakça

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