Examining the Relationship Between Educators' Stress Management and Their Job Success

Eğitimcilerin Stres Yönetimi ve Bireysel İş Performansı Arasındaki İlişkisinin İncelenmesi

Abstract

This study aimed to examine the relationship between educators' stress management and job success. This research was conducted with the relational screening model. According to the research results; it is seen that educators' perceptions of coping with stress and individual job performance are above average. In the examination by gender; educators' coping with stress and individual job performances do not vary according to women and men. In the examination by marital status; educators' coping with stress and individual job performances do not vary according to married or single status. In the examination by educational status; educators' coping with stress and individual job performances do not vary according to bachelor's or master's degree graduation status. In the examination by age groups; educators' coping with stress and individual job performances do not vary according to age groups. In the examination by years of service; educators with 6-10 years of service had a higher perception of coping with stress than those with 1-5 years, 11-15 years and 16-20 years of service. In addition, the perception of individual job performance of educators with 6-10 years of service was higher than those with 1-5 years of service. In the examination according to the position they work in; the coping with stress and individual job performance of educators do not change according to their positions in the school. Finally, there is a moderate, significant and positive relationship between the perception of coping with stress and the average score of individual job performance of educators. Again, the perception of coping with stress of educators significantly predicts the perception of average score of individual job performance. In other words, a 100-unit increase in the dimension of coping with stress of educators increases individual job performance behavior by 62.7%.