The primary school teachers' occupational stres reasons, symptoms of stres and the ways of coping with stress

The aim of the study is to determine the primary school teachers' organizatinoal stress reasons, symptoms of stress and the ways they use to handle with stress and making necessary suggestions after analysing all these issues. The organizational stress reasons of primary school teachers, their symptoms of stress and the way they handle with stress are dependent variables of the study. Gender, seniority branch of study, graduation degree of teachers are the independent variables in the research. The survey is a descriptive study which uses crosshatching model. The data gathering model consists of four main chapters. In the first chapter personal information about the teachers participate in the survey is given. In second chapter you will find a scale which is 7 likert type that includes 32 items; and a scale that tries to measure the destruction stress makes on teachers in the third chapter and Ways of Coping Inventory of Folkman and Lazarus that aims to cope with stress and 4 likert typed and containing 30 itemed "Styles of Coping With Stress" that is adapted for university students by Şahin and Durak (1995) The scale chosen for the research is applied in 36 sample shools that are chosen from the schools which are located in Mamak, Çankaya, Etimesgut district within Ankara. 413 surveys were taken into consideration. While analysing the sub problems of the research. T- test, independent T test, Annova, One sampled T test and Pearson Correlations are used. 1. The levels of organizational stress reasons that make primary school teachers to feel stressed are given in order. The stress factors that stem from career improvement (X=3,43), the stress factors stem for the job itself (X=2,87), the stress factors stem from organizational role (X= 2.87), the factors stem from the relationship in the work place (X= 2.80 ) the factors stem from organizational structure and climate. IV2. Organizational stress factors have a meaningful relationships in all dimensions according to gender and between the factors stem from the job itself and organizational structure and climate according to the graduate degree. 3. Organizational stress factors don't have a meaningful relationship in any dimension according to the branches and seniority. Organizational role and the relatipnships in the work place don't have a meaningful relationsip. 4. Symptoms of stress in primary school teachers are: behavioral stress symptoms (X =2.06 ), phsical stress symptoms (X= 1.96) and psychological stress symptoms ( X = 1.96 ). 5. According to gender, stress symptoms have a meaningful relationship among physical symptoms. 6. Strees symptoms doesn't have a meaningful relationship in any dimension according to branch, graduate degree and seniority; and between physical and psyhological symptoms according to gender. 7. The methods primary school teachers use to cope with stress are: self confidence approach (X =3.11), optimistic approach (X= 2.85),, using social support (X= 2.62), desperate (çaresiz) approach (X= 2.02 ) and submitive approach ( X = 1.63 ). 8. The methods teachers use to cope with stress have a meaningful relationship in confidence according to branches and gender; in optimistic, desparate and submitive approach according to seniority and in optimistic and desperate aproach according to gradute degree. 9. There is a meaningful relationship between primary school teachers' organizational strees reasons and the methods they use to cope with stress.