Occupational stress and occupational resilience as predictors of teachers' job performance

This study reveals the perceived occupational stress, occupational resilience and job performance levels of teachers and the predictive power of teachers' stress and resilience levels on job performance. The sample of the study included 512 teachers working in the city of Batman during the 2024-2025 academic year. The participants were reached through a convenient sampling approach. Data were collected using a "Demographic Information Form," the "Perceived Occupational Stress Scale," the "Teacher Professional Resilience Scale," and the "Teacher Job Performance Scale." The validity and reliability of these scales had previously been established on teacher samples; thus, in this study, construct validity was evaluated through confirmatory factor analysis (CFA). On the other hand, Cronbach’s Alpha internal consistency coefficient was calculated to test the reliability. The study employed descriptive and relational survey models, which are among quantitative research methods. Prior to data analysis, the distribution of the data was checked, and the findings suggested that the data did not have a normal distribution. Thus, using box plots outliers were identified and data of 14 participants were excluded from the analysis. Descriptive statistics such as minimum, maximum, arithmetic mean, and standard deviation were calculated, while Pearson Product-Moment Correlation Coefficient was used to examine the associations between variables, and structural equation modeling (SEM) was employed to identify predictive relationships. The findings indicated that the teachers’ perceptions of the study variables were positive. There was a statistically significant, positive, and moderate-level association between teachers’ professional resilience and job performance. On the other hand, a statistically significant, negative, low level relationship was found between perceived occupational stress and job performance. Perceived occupational stress and professional resilience were statistically significant predictors of teachers’ job performance. The findings were discussed based on the previous literature and some recommendations were provided for practitioners, researchers and policymakers.