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

Alper Uslukaya

doi:10.17679/inuefd.1670791

TR EN

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

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

Abstract

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..

Keywords

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

References

Acar, Ö. F., & Karaaslan, Ö. (2022). Özel eğitim öğretmenlerinin mesleki tükenmişlik, iş tatmin ve iş stres düzeylerinin incelenmesi. Trakya Eğitim Dergisi, 12(3), 1821-1843. https://doi.org/10.24315/tred.1116786
Akkoç, S. B., & Düşükcan, M. (2021). Örgütsel adaletin iş tatmini üzerine etkisi: Hakkâri İl’i merkez ilçesi devlet okullarında çalışan öğretmenler üzerinde bir araştırma. Eğitim Ve İnsani Bilimler Dergisi: Teori ve Uygulama, 12(23), 103-124.
Asparouhov, T., & Muthén, B. (2019). Latent variable interactions using maximum-likelihood and Bayesian estimation for single-and two-level models. Mplus Web Notes, 23.
Bakker, A. B., & Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273. https://doi.org/10.1037/ocp0000056
Bakker, A. B., Demerouti, E., & Sanz-Vergel, A. (2023). Job demands–resources theory: Ten years later. Annual Review of Organizational Psychology and Organizational Behavior, 10(1), 25-53.
Baldwin, S. A., & Fellingham, G. W. (2013). Bayesian methods for the analysis of small sample multilevel data with a complex variance structure. Psychological Methods, 18(2), 151. https://doi.org/10.1037/a0030642
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
Banerjee, N., Stearns, E., Moller, S., & Mickelson, R. A. (2017). Teacher job satisfaction and student achievement: The roles of teacher professional community and teacher collaboration in schools. American Journal of Education, 123(2), 203-41. https://doi.org/https://doi.org/10.1086/689932
Barnes, K. L., & Moon, S. M. (2006). Factor structure of the psychotherapy supervisor development scale. Measurement and Evaluation in Counseling and Development, 39(3), 130–140. https://doi.org/10.1080/07481756.2006.11909794
Bashir, B., & Gani, A. (2020). Testing the effects of job satisfaction on organizational commitment. Journal of Management Development, 39(4), 525-542.

Bellibaş, M. Ş., Gümüş, S., & Chen, J. (2024). The impact of distributed leadership on teacher commitment: The mediation role of teacher workload stress and teacher well‐being. British Educational Research Journal, 50(2), 814-836.
Benoliel, P., & Berkovich, I. (2021). Ideal teachers according to TALIS: Societal orientations of education and the global diagnosis of teacher self-efficacy. European Educational Research Journal, 20(2), 143-158. https://doi.org/10.1177/1474904120964309
Blonder, R., Benny, N., & Jones, M. G. (2014). Teaching self-efficacy of science teachers. In R. Evans, J. Luft, & C. Czerniak (Eds.), The role of science teachers’ beliefs in international classrooms: From teacher actions to student learning (pp. 1-15). SensePublishers. https://doi.org/10.1007/978-94-6209-557-1_1
Burić, I., & Kim, L. E. (2021). Job satisfaction predicts teacher self-efficacy and the association is invariant: Examinations using TALIS 2018 data and longitudinal Croatian data. Teaching and Teacher Education, 105, 103406. https://doi.org/10.1016/j.tate.2021.103406
Büyükgöze, H., & Özdemir, M. (2017). Examining job satisfaction and teacher performance within affective events theory. Inonu University Journal of the Faculty of Education, 18(1), 311-325. https://doi.org/10.17679/inuefd.307041
Cooley, E., & Yovanoff, P. (1996). Supporting professionals-at-risk: Evaluating interventions to reduce burnout and improve retention of special educators. Exceptional Children, 62(4), 336–355.
Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189. https://doi.org/10.1037/a0029356
Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of Applied Psychology, 86(3), 499-512. https://doi.org/10.1037//0021-9010.86.3.499
Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495–513. https://doi.org/10.1016/j.jsp.2005.11.001
Harmsen, R., Helms-Lorenz, M., Maulana, R., & Van Veen, K. (2018). The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition. Teachers and Teaching, 24(6), 626-643.
Iwu, C. G., Ezeuduji, I. O., Iwu, I. C., Ikebuaku, K., & Tengeh, R. K. (2018). Achieving quality education by understanding teacher job satisfaction determinants. Social Sciences, 7(2), 25. https://www.mdpi.com/2076-0760/7/2/25.
Karataş, S., & Güleş, H. (2010). İlköğretim okulu öğretmenlerinin iş tatmini ile örgütsel bağlılığı arasındaki ilişki. Uşak Üniversitesi Sosyal Bilimler Dergisi, 3(2), 74-89.
Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741. https://doi.org/10.1037/a0019237
Klassen, R. M., & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36(2), 114-129. https://doi.org/10.1016/j.cedpsych.2011.01.002
Klassen, R. M., Tze, V. M., Betts, S. M., & Gordon, K. A. (2011). Teacher efficacy research 1998–2009: Signs of progress or unfulfilled promise?. Educational Psychology Review, 23(1), 21-43.
Klusmann, U., Kunter, M., Trautwein, U., Lüdtke, O., & Baumert, J. (2008). Teachers’ occupational well-being and quality of instruction: The important role of self-regulatory patterns. Journal of Educational Psychology, 100(3), 702–715. https://doi.org/10.1037/0022-0663.100.3.702
Kumar, S. P. (2022). Influence of university teachers’ job satisfaction on subjective well-being and job performance. Journal of Engineering Education Transformations, 35, 160-167.
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53, 27–35. https://doi.org/10.1080/00131910124115
Lazarus, R. S. & Folkman, S. (1984). Stress, Appraisal and Coping. Springer
Liu, S. & Onwuegbuzie, A. J. (2014). Teachers’ motivation of entering the teaching profession and their job satisfaction: A cross-cultural comparison of China and other countries. Learning Environments Research 17 (1), 75–94. https://doi.org/10.1007/s10984-013-9155-5
Locke, E. A. (1969). What is job satisfaction?. Organizational Behavior and Human Performance, 4(4), 309-336. https://doi.org/10.1016/0030-5073(69)90013-0
Luthans, F., Avolio, B. J., Avey, J. B., & Norman, S. M. (2007). Positive psychological capital: Measurement and relationship with performance and satisfaction. Personnel Psychology, 60(3), 541–572. https://doi.org/10.1111/j.1744-6570.2007.00083.x
Madigan, D. J., & Kim, L. E. (2021). Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit. Teaching and Teacher Education, 105, 103425. https://doi.org/10.1016/j.tate.2021.103425
Makara-Studzińska, M., Golonka, K., & Izydorczyk, B. (2019). Self-efficacy as a moderator between stress and professional burnout in firefighters. International journal of environmental research and public health, 16(2), 183. https://doi.org/10.3390/ijerph16020183
Nylund, K. L., Asparouhov, T., & Muthén, B. O. (2007). Deciding on the number of classes in latent class analysis and growth mixture modeling: A Monte Carlo simulation study. Structural Equation Modeling: A Multidisciplinary Journal, 14(4), 535–569. https://doi.org/10.1080/10705510701575396
OECD, (2019a). TALIS 2018 Conceptual Framework, OECD Publishing. https://www.oecd.org/en/publications/teaching-and-learning-international-survey-talis-2018-conceptual-framework_799337c2-en.html
OECD, (2019b). TALIS 2018 Technical Report, OECD Publishing. https://www.oecd.org/education/talis/TALIS_2018_Technical_Report.pdf
Pandis, N. (2014). Cross-sectional studies. American Journal of Orthodontics and Dentofacial Orthopedics, 146(1), 127-129.
Podsakoff, P. M., MacKenzie, S. B., & Podsakoff, N. P. (2012). Sources of method bias in social science research and recommendations on how to control it. Annual Review of psychology, 63, 539–569. https://doi.org/10.1146/annurev-psych-120710-100452
Rindfleisch, A., Malter, A. J., Ganesan, S., & Moorman, C. (2008). Cross-sectional versus longitudinal survey research: Concepts, findings, and guidelines. Journal of marketing research, 45(3), 261-279. https://doi.org/10.1509/jmkr.45.3.261
Safia, M., & Ayık, A. (2022). Dönüşümcü liderlik ile okulların öğrenen örgüt olma ve öğretmenlerin iş tatmini düzeyleri arasındaki ilişkinin incelenmesi. Asya Studies, 6(21), 67-84. https://doi.org/10.31455/asya.1095772
Sağlamçubukcu, F., & Buluç, B. (2023). Sınıf öğretmenlerinin sınıf yönetim becerileri ile iş doyum düzeyleri arasındaki ilişki. Uluslararası İktisadi ve İdari Bilimler Dergisi, 9(1), 33-46. https://doi.org/10.29131/uiibd.1243394
Schaufeli, W. B., & Taris, T. W. (2014). A critical review of the job demands-resources model: Implications for improving work and health. In G. Bauer, & O. Hammig (Eds.), Bridging Occupational, Organizational and Public Health (pp. 43–68). Springer. https://doi.org/10.1007/978-94-007-5640-3_4
Shah, M. J., Akhtar, G., Zafar, H., & Riaz, A. (2012). Job satisfaction and motivation of teachers of public educational institutions. International Journal of Business and Social Science, 3(8), 271-281.
Skaalvik, E. M., & Skaalvik, S. (2018). Job demands and job resources as predictors of teacher motivation and well-being. Social Psychology of Education, 21(5), 1251-1275. https://doi.org/10.1007/s11218-018-9464-8
Şahin, İ. (2013). Öğretmenlerin iş doyumu düzeyleri. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 10(1), 142-167.
Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: The importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71–97. https://doi.org/10.1080/00131911.2019.1705247
Travers, C. J., & Cooper, C. L. (1996). Teachers under pressure: Stress in the teaching profession. Psychology Press.
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and teacher education, 47, 120-130. https://doi.org/10.1016/j.tate.2014.12.005
Wang, X., & Cheng, Z. (2020). Cross-sectional studies: Strengths, weaknesses, and recommendations. Chest, 158(1), 65-71.
Xanthopoulou, D., Bakker, A. B., Demerouti, E., & Schaufeli, W. B. (2009). Reciprocal relationships between job resources, personal resources, and work engagement. Journal of Vocational Behavior, 74(3), 235-244. https://doi.org/10.1016/j.jvb.2008.11.003
Zakariya, Y. F. (2020). Investigating some construct validity threats to TALIS 2018 teacher job satisfaction scale: Implications for social science researchers and practitioners. Social Sciences, 9(4), 38-51. https://doi.org/10.1016/j.jvb.2008.11.003
Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015.. https://doi.org/10.3102/0034654315626801
Zhang, X., Zhao, C., Xu, Y., Liu, S., & Wu, Z. (2021). Kernel causality among teacher self-efficacy, job satisfaction, school climate, and workplace well-being and stress in TALIS. Frontiers in Psychology, 12, 694961. https://doi.org/10.3389/fpsyg.2021.694961

Details

Primary Language

Turkish

Subjects

Education Management

Journal Section

Research Article

Authors

Alper Uslukaya ^*
0000-0003-1455-8438
Türkiye

Publication Date

December 30, 2025

Submission Date

April 6, 2025

Acceptance Date

December 6, 2025

Published in Issue

Year 2025 Volume: 26 Number: 3

DOI

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

IZ

https://izlik.org/JA65TZ92WN

APA

Uslukaya, A. (2025). Öz-yeterliğin Öğretmen Stresi ve İş Tatmini İlişkisindeki Düzenleyici Rolü: TALIS 2018 Bulguları. İnönü University Journal of the Faculty of Education, 26(3), 1824-1853. https://doi.org/10.17679/inuefd.1670791

AMA

1.Uslukaya A. Öz-yeterliğin Öğretmen Stresi ve İş Tatmini İlişkisindeki Düzenleyici Rolü: TALIS 2018 Bulguları. INUJFE. 2025;26(3):1824-1853. doi:10.17679/inuefd.1670791

Chicago

Uslukaya, Alper. 2025. “Öz-Yeterliğin Öğretmen Stresi Ve İş Tatmini İlişkisindeki Düzenleyici Rolü: TALIS 2018 Bulguları”. İnönü University Journal of the Faculty of Education 26 (3): 1824-53. https://doi.org/10.17679/inuefd.1670791.

EndNote

Uslukaya A (December 1, 2025) Öz-yeterliğin Öğretmen Stresi ve İş Tatmini İlişkisindeki Düzenleyici Rolü: TALIS 2018 Bulguları. İnönü University Journal of the Faculty of Education 26 3 1824–1853.

IEEE

[1]A. Uslukaya, “Öz-yeterliğin Öğretmen Stresi ve İş Tatmini İlişkisindeki Düzenleyici Rolü: TALIS 2018 Bulguları”, INUJFE, vol. 26, no. 3, pp. 1824–1853, Dec. 2025, doi: 10.17679/inuefd.1670791.

ISNAD

Uslukaya, Alper. “Öz-Yeterliğin Öğretmen Stresi Ve İş Tatmini İlişkisindeki Düzenleyici Rolü: TALIS 2018 Bulguları”. İnönü University Journal of the Faculty of Education 26/3 (December 1, 2025): 1824-1853. https://doi.org/10.17679/inuefd.1670791.

JAMA

1.Uslukaya A. Öz-yeterliğin Öğretmen Stresi ve İş Tatmini İlişkisindeki Düzenleyici Rolü: TALIS 2018 Bulguları. INUJFE. 2025;26:1824–1853.

MLA

Uslukaya, Alper. “Öz-Yeterliğin Öğretmen Stresi Ve İş Tatmini İlişkisindeki Düzenleyici Rolü: TALIS 2018 Bulguları”. İnönü University Journal of the Faculty of Education, vol. 26, no. 3, Dec. 2025, pp. 1824-53, doi:10.17679/inuefd.1670791.

Vancouver

1.Alper Uslukaya. Öz-yeterliğin Öğretmen Stresi ve İş Tatmini İlişkisindeki Düzenleyici Rolü: TALIS 2018 Bulguları. INUJFE. 2025 Dec. 1;26(3):1824-53. doi:10.17679/inuefd.1670791

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

Öz

Anahtar Kelimeler

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

Abstract

Keywords

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite