Examining the relationship between teachers' psychological capital perception, stress coping strategies and job performance

Date

2025-12-26

Author

Kızkapan Döğer, Gülşah

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This study aims to examine the role of psychological capital and stress coping strategies, and their sub-dimensions, on teachers' job performance and its sub-dimensions, using a correlation research design. The population of this study consists of 7.868 teachers working in all branches at primary and secondary schools in Çankaya and Sincan districts of Ankara province. In this study, multistage sampling was used. Data were collected using purposive sampling to identify districts, random sampling to identify primary and secondary schools within these districts, convenience sampling for school visits, and finally, volunteer sampling from teachers working at participating schools who completed the surveys. 300 of the teachers working at the visited schools volunteered to participate in the study. The Psychological Capital Scale, the Stress Coping Scale, and the Teacher Job Performance Scale were administered to the teachers. Descriptive statistics, Pearson correlation analysis, and hierarchical multiple linear regression analysis were conducted. The results showed a significant relationship between teachers' psychological capital, stress-coping strategies, job performance, and its sub-dimensions (task performance, contextual performance, and adaptive performance). The results also suggest that developing teachers' psychological capital, such as hope, as well as their analytical thinking and problem-solving capacities, can contribute to improved job performance and the quality of education. Future research are encouraged to investigate whether psychological capital functions as a mediating factor between stress-coping strategies and job performance. Furthermore, the development of educational policies and institutional practices aimed at improving working conditions in schools and strengthening support mechanisms for teachers should be supported.

Subject Keywords

psychological capital, stress coping strategies, teachers’ job performance

URI

https://hdl.handle.net/11511/118246

Collections

Graduate School of Social Sciences, Thesis