Effects of preschool teacher's stesss on the classroom climate

This research aims to create an adaptation study of Child Care Job Stress Inventory and Classroom Systems Observation Scale and to investigate in-depth the elements such as stress and classroom climate that determine the qualification of the early childhood education. The population of the research consists of 629 teachers and their classes in 74 independent preschools affiliated to İzmir Provincial Directorate of National Education. The sample of the research composes 300 teachers and 300 classes of 27 preschools selected through purposive sampling method among these preschools. The research is carried out by using exploratory correlational design, one of the correlational research methods. In the research, Child Care Job Stress Inventory is used to determine teachers' stress conditions, and Classroom Systems Observation Scale is used to determine classroom climate. The demographic information of the teachers is procured through the Teacher Demographic Information Form Exploratory Factor Analysis and Principal Component Analysis are used to determine the construct validity of the scale. Reliability coefficients are calculated by Cronbach's alpha coefficient. The relation between demographic data and teachers' stress condition and classroom climate is detected through one-way analysis of variance (ANOVA). The relationship between teachers' stress and classroom climate and the sub-problems of the research are determined by correlation analysis and t-test. According to the results of the analysis, it was found that the Teacher Stress Inventory and Classroom Systems Observation Scale are valid and reliable for the Turkish sample structure. According to the research, a significant relationship is detected between teacher stress and classroom climate. It was found that the stress conditions of the teachers affected especially the democratic classroom environment and had negative effects on the flexibility dimension of the classroom climate.