Author :
Abstract
This study aims to explore how teacher candidates cope with stress according to their gender, age, and major. The data for the study was collected via a personal information form and the Multidimensional Intimate Coping Questionnaire (MICQ) with the participation of 183 female (59,6 %) and 124 male students (40,4). To analyze the data, for the gender and age variables an independent samples t-test, and for the major variable, a one-way ANOVA test was utilized. The results reveal that there was a significant difference at .01 and .05 level in the gender variable in the subscales of “Negative and Passive Coping”, “Seeking External Support”, “Use of Alcohol and Drugs”, “Religious Coping”. Also, according to the age variable, the difference was again significant at .01 and .05 level for the participants between the ages of 23-31 in the subscales of “Positive and Active Coping” and “Self Bolstering”. Moreover, there was a significant difference at .01 and .05 level for the major variable in the subscales of “Denial/Mental Disengagement” and “Religious Coping”. As a result of the study, teacher candidates should be aware of the existing and potential stress sources and problems, and also the problems they will face in their profession. In addition, they should be equipped with the necessary skills to be able to cope with those factors effectively
Keywords
Abstract
This study aims to explore how teacher candidates cope with stress according to their gender, age, and major. The data for the study was collected via a personal information form and the Multidimensional Intimate Coping Questionnaire (MICQ) with the participation of 183 female (59,6 %) and 124 male students (40,4). To analyze the data, for the gender and age variables an independent samples t-test, and for the major variable, a one-way ANOVA test was utilized. The results reveal that there was a significant difference at .01 and .05 level in the gender variable in the subscales of “Negative and Passive Coping”, “Seeking External Support”, “Use of Alcohol and Drugs”, “Religious Coping”. Also, according to the age variable, the difference was again significant at .01 and .05 level for the participants between the ages of 23-31 in the subscales of “Positive and Active Coping” and “Self Bolstering”. Moreover, there was a significant difference at .01 and .05 level for the major variable in the subscales of “Denial/Mental Disengagement” and “Religious Coping”. As a result of the study, teacher candidates should be aware of the existing and potential stress sources and problems, and also the problems they will face in their profession. In addition, they should be equipped with the necessary skills to be able to cope with those factors effectively
Keywords
- Ayers, W. (2004). Teaching the personal and the political: Essays on hope and justice. New York: Teachers College Press.
- Aysan, F. ve Bozkurt, N. (2000). Bir grup üniversite öğrencisinin kullandığı başa çıkma stratejileri ile depresif eğilimleri ve olumsuz otomatik düşünceleri arasındaki ilişki. Marmara Üniversitesi Eğitim Bilimleri Dergisi, 12, 25-38.
- Beach, R., ve Pearson, D. (1998). Changes in preservice teachers' perceptions of conflicts and tensions. Teaching and Teacher Education, 14 (3), 337-351.
- Bilecen, N. (2007). Yakın ilişkilerde stres ve stresle başaçıkma: Yatırım modeline göre bir İnceleme. Yayımlanmamış Yüksek Lisans Tezi, Ankara Üniversitesi, Ankara.
- Brember, I., Boan, M., & Ralph, S. (2002). Gender related causes of stres in trainee teachers on teacher training parctice in the school of education. Westminister Studies in Education, 25 (2),175-186.
- Byrne, B.M. (1992). Investigating causal links to burnout for elementary, ıntermediate, and secondary teachers. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco.
- Büyükşahin, A. ve Bilecen, N. (2007). Yakın ilişkilerde çokboyutlu başaçıkma ölçeği: Geçerlik ve güvenirlik çalışması. Ankara Üniversitesi Dil ve Tarih-Coğrafya Fakültesi Dergisi, 47 (2), 129-145.
- Büyükşahin, A., Gökler, I., ve Bilecen, N. (2006). Yakın ilişkilerde çokboyutlu başaçıkma ölçeği: Geçerlik ve güvenirlik çalışması. (Adaptation of the multidimensional ıntimate coping questionnaires to Turkish culture: A study of validity and Reliability). XIIII. Ulusal Psikoloji Kongresi, Eylül 2006, İstanbul.
- Blase, J., Blase, J., & Du, F. (2008). The mistreated teacher: A national study. Journal of Educational Administration, 46 (3), 263-301.
- Büyükşahin, A. ve Bilecen, N.T. (2007). Yakın ilişkilerde çokboyutlu başaçıkma ölçeği: Geçerlilik ve güvenirlik çalışması. Ankara Üniversitesi Dil ve Tarih-Coğrafya Fakültesi Dergisi, 47 (2), 129-145.
- Carmona, C., Buunk, A.P., Peiro, J.M., Rodriguez, I., & Bravo, M.J. (2006). Do social comparison and coping styles play a role in the development of burnout? Cross-sectional and longitudinal findings. Journal of Occupational and Organizational Psychology, 79, 85-99.
- Chan, D.W. (1994). The Chinese ways of coping questionnaire: assessing coping in secondary school teachers and students in Hong Kong. Psychological Assessment, 6 (2), 108-116.
- Chan, D.W. (2002). Stress, self-efficacy, social support, and psychological distress among perspective Chinese teachers in Hong Kong. Educational psychology: An International Journal of Experimental Educational Psychology, 22 (5), 557-569.
- Çoruh, Y. (2003). Denetim odağı ile stresle başa çıkma tarzları arasındaki ilişki. Yayımlanmamış Yüksek Lisans Tezi, Atatürk Üniversitesi, Erzurum.
- Doğan Yıldırım, F. (2008). Sınıf öğretmenlerinin stres kaynakları ve baş etme yolları (Kilis ili örneği). Yayımlanmamış Yüksek Lisans Tezi, Gazi Üniversitesi, Ankara.
- Eraslan, B. (2000). Yaşam doyumları farklı ilköğretim öğretmenlerinin stresle başaçıkma stratejilerinin bazı değişkenlere göre incelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Hacettepe Üniversitesi, Ankara.
- Erkmen, N. ve Çetin, Ç. (2008). Beden eğitimi öğretmenlerinin stresle başaçıkma tarzlarının bazı değişkenlerle ilişkisi. Selçuk Üniversitesi, Sosyal Bilimler Enstitüsü Dergisi, Sayı: 19.
- Eroğlu, H. (2006). Durumluluk-sürekli kaygı düzeyi ile algılanan stres, kontrol düzeyi ve stresle başaçıkma stratejileri arasındaki ilişkinin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Gazi Ünivesitesi, Ankara.
- Fleener, C. (2001). Lower teacher attrition rates: One measure of evidence for effectiveness of professional developtnent schools. ATE Newsletter, 34 (2), 1.
- Fisher, M. H. (2009). Should I stay or should I go? Stress, copıng, and retentıon among novıce teachers. Dissertation Thesis. Retrieved January, 2011 from www.proquest.com
- Flett, R., & Bıggs, H. (1993). Wellbeing and the rehabilitation service provider: The role of coping strategies. International Journal of Rehabilitation Research, 16, 313-315.
- Folkman, S., Lazarus, R.S., Gruen, R.J., & Delongıs, A. (1986). Appraisal, coping, health status, and psychological symptoms. Journal of Personality And Social Psychology, 50 (3), 571-579.
- Geving, A.M. (2007). Identifying the types of student and teacher behaviors associated with teacher stress. Minneapolis, MN: University of Minnesota.
- Gökçakan, Z., ve Yanılmaz, B. (1998). Öğretmen adaylarının denetim odağı ve stresle başa çıkma tarzları. VII. Ulusal Eğitim Bilimleri Kongresi, Eylül 9-11 Konya. Selçuk Üniversitesi Eğitim Fakültesi Yayınları, Cilt I, 287-290.
- Hanushek, E. A. (2007). The single salary schedule and other issues of teacher pay.
- Hopkins, W. S., Hoffman, S.Q., & Moss, V.D. (1997). Professional development schools and preservice teacher stress. Action in Teacher Education, 18 (4), 36-46.
- Ingersoll, R. M., & Smith, T. M. (2003). The wrong solution to the teacher shortage.
- Kandakai, T. L., & King. K. A. (2002) ‘Preservice teachers’ beliefs regarding school violence prevention training’. American Journal of Health Education. 33: 350–56.
- Kelly, A.L., & Berthelsen, D. C. (1995). Preschool teachers experiences of stress. Teaching and Teacher Education, 11 (4), 345-357.
- Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53 (1), 27-35.
- Lambert, R. G., O’Donnell, M., Kusherman, J., & McCarthy, C. J. (2006). Teacher stress and classroom structural characteristics in preschool settings. In R. Lambert and C. McCarthy (Eds.), Understanding teacher stress in an age of accountability (pp. 105-120). Greenwich, CT: Information Age Publishing.
- Lewis, R., Romi, S., Qui, X., & Katz, Y. J. (2005). Teachers’ classroom discipline and student misbehaviour in Australia, China, and Israel. Teaching and Teacher Education, 21, 729–741.
- Litt, M.D., & Turk, D.C. (1985). Sources of stress and dissatisfaction in experienced high school teachers. Journal of Educational Research, 78 (3), 178-186.
- Montgomery, C., & Rupp, A.R. (2005). A Meta-analysis for exploring the diverse causes and effects of stress in teachers. Canadian Journal of Education, 28 (3), 458-486. Retrieved December 13, 2010 from www.eric.com
- Morris, G.W. & Morris, J.E. (1980). Stress in student teaching. Action in Teacher Education, 2 (4), 57-62.
- Nelson, G. (1990). Womens’s life strains, social support, coping, and positive and negative affect: Cross- sectional and longitudinal tests of the two-factor theory of emotional well-being. Journal of Community Psychology, 18, 239-263.
- Oakland, S., & Ostell, A. (1996). Measuring coping: A review and critique. Human Relations, 49 (2), 133-155.
- Osipow, S. H., & Spokane, A. R. (1992). A manual for the occupational stress ınventory. Odessa, FL: Psychological Assessment Resources.
- Rieg, S.A.; Paquette, K., & Chen, Y. (2007). Copıng wıth stressian ınvestıgatıon of novıce teachers' stressors ın the elementary classroom. Education, 128 (2), 211-226. Retrieved March 21, 2011 from http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb
- Roulston, K., Legette, R., & Womack, S.T. (2005). Beginning music teachers' perceptions of the transition from university to teaching in schools. Music Education Research, 7 (1), 59- 82.
- Sarıtaş, M. (2009). Öğretmen adaylarının stres kaynakları ve stres yönetiminde başvurdukları yöntemler. XVIII. Ulusal Eğitim Bilimleri Kurultayı, 1-3 Ekim, 2009. İzmir.
- Şahin, N.H.; Rugancı, N.; Taş, Y.; Kuyucu, S. ve Sezgin, N. (1992). Stress-related factors and the effectiveness of coping behaviors among Turkish university students. International Congress of Psychology, 19-24 ,Temmuz, Brüksel, Belçika
- Şahin, N.H. ve Durak, A. (1995). Üniversite öğrencileri için bir stresle başaçıkma tarzı ölçeği. Türk Psikoloji Dergisi, 10 (34), 56-73.
- Tamres, L., Janicki, D., & Helgeson,V.S. (2002). Sex differences in coping behavior: A metaanalytic review. Personality and Social Psychology Review, 6, 2-30.
- Tural, N. (1995). Beden eğitimi öğretmenlerinin stres kaynakları, stres tepkileri ve stresle başetme yolları. Yayımlanmamış Yüksek Lisans Tezi, Dokuz Eylül Üniversitesi, İzmir.
- White, B. L., & Beal, G. D. (1999).Violence in schools as perceived by preservice and in-service teachers. Contemporary Education, 71, 31-40.