Investigation of the relationship between problem solving skills and student-related social stress of teachers working in high schools

The aim of this study is to investigate the relationship between problem solving skills and student-related social stress of teachers working in high schools according to variables. The descriptive survey research design is used in this research. The sample of the study consists of 621 teachers working in high schools in Batman city center they are selected by simple random sampling. In the data analysis process, the accuracy of the data set is checked with descriptive statistics and it is observed that six individuals are extreme values. Thus, the data set is arranged as 615 and minimum, maximum, arithmetic mean and standard deviation values of the total scores of the individuals included in the data set are obtained and descriptive analyzes are conducted. After descriptive analysis, one-way analysis of variance (ANOVA) and independent samples t-test are used to respond to sub-problems in order to compare the mean scores of the groups. As data collection tools Problem Solving Inventory (PSI) which was used by Heppner and Petersen (1982) and adapted to Turkish by Şahin, Şahin and Heppner and the Teacher Social Stress Scale-Student Related (TSS-Sr) which was developed by Taddei, Contena and Venturi (2017) and adapted to Turkish by İlhan and Kinay (2018) are used. As a result of the research, no statistically significant difference is found between problem solving skills and student-related social stress of teachers. On the other hand, while teachers' perception of problem solving skills do not differ significantly in terms of gender, professional seniority, types of school and maritial status, they differ in terms of age and educational status. While no significant difference is found in terms of gender, age, types of school, educational status and martial status, a significant difference is found in terms of professional seniorty variable.