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Analysis of Relationship between Teachers’ Coping Styles with Stress and the Level of Organizational Commitment
| Content Provider | Semantic Scholar |
|---|---|
| Author | Ihtiyaroğlu, Neslin |
| Copyright Year | 2018 |
| Abstract | ARTICLE INFO ABSTRACT Article History: Received 17.06.2017 Received in revised form 14.09.2017 Accepted 27.10.2017 Available online 31.12.2017 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. Selfconfident 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. © 2017 IOJES. All rights reserved |
| File Format | PDF HTM / HTML |
| DOI | 10.15345/iojes.2018.02.013 |
| Alternate Webpage(s) | http://mts.iojes.net/userfiles/Article/IOJES_2667.pdf |
| Alternate Webpage(s) | https://doi.org/10.15345/iojes.2018.02.013 |
| Volume Number | 10 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
