Investigation of the relationship between rational emotive self-determination level, perceived stress and job satisfaction of teachers

This study was conducted to determine the relationship between the levels of rational emotive self-determination, perceived stress and job satisfaction in teachers. The Sociodemographic Characteristics Questionnaire Form, Rational Emotive Self Determination Scale for Workers (RESD-W), Minnesota Job Satisfaction Scale and Perceived Stress Scale were used as data collection tools. The participants were 244 high school teachers working in public schools. The following mean scores were determined as findings; RESD-W=48.96 (min: 17.0, max: 80.0), Perceived Stress Scale=24.88 (min: 11.0, max: 45.0) and Minnesota Job Satisfaction Scale=3.69 (min: 1.7, max: 5.0). Teachers who had previously received psychiatric treatment had higher scores on irrational belief items of competencies, and those who used psychiatric drugs had higher scores on irrational belief items on competencies and relationships than those who did not. Those with more than 21 years of professional experience have a lower stress score. Those who have received psychiatric treatment before have higher stress scores. Job satisfaction scores were higher for those who had not received psychiatric treatment before and those who do not use psychiatric drugs. Thus, the model established according to the results of the linear regression analysis for explaining the effect of teachers' rational emotive self-determination levels on perceived stress (F = 10.227; p < 0.05) and the effect of perceived stress levels on job satisfaction (F = 31.608; p < 0.05) is statistically significant. According to the results, it is important for the school health nurse, as a sub-branch of public health nursing, to evaluate teachers, who are an important element for education, in line with irrational beliefs about perceived stress and job satisfaction in teachers and three basic psychological needs (autonomy, relatedness and competence). In this context, it is thought that nurses can direct the practices in the field of rational nursing in teachers.