Analysis Of Relationship Between Teachers’ Coping Styles With Stress And The Level Of Organizational Commitment
 
Abstract
The objective of this study is to examine the predictive level of teachers’ coping styles with stress on organizational commitment. Having adopted the relational screening model, the study utilized data collected by the “Scale of Coping Styles with Stress” and the “Organizational Commitment Scale” as administered to a total of 311 teachers in 5 neighborhoods within Ankara province. Relations between the variables were calculated by parametric tests of t-test, one-way analysis of variance (ANOVA), correlation, and multiple regression analysis. T-test results revealed that while that teachers' coping styles with stress didn’t differ significantly on optimistic style, helpless style, submissive style, seeking social support and organizational commitment; they differed significantly on self-confident style according to gender variable. One-way ANOVA results showed that teachers' coping styles with stress didn’t differ significantly on self-confident style, optimistic style, helpless style, submissive style and seeking social support according to age and seniority variables. But organizational commitment positively related to age and seniority variables. Correlation analysis indicated that whereas there were meaningful positive relationships between self-confident style, optimistic style, seeking social support and organizational commitment; there were meaningful negative relationships between helpless style, submissive style and organizational commitment. Self-confident style, helpless style, submissive style and seeking social support are significant predictors for organizational commitment while optimistic style isn’t a predictor for organizational commitment according to results of multiple regression analysis. Suggestions for increasing the level of teachers’ organizational commitment were presented at the end of the study.
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