The effect of the perceived stress on teacher professional endurance (Sakarya province case)

This study was conducted to examine the effects of perceived stress on teachers' professional resilience. The data were collected from 618 teachers working in various types of schools in Sakarya province. Within the scope of the research, various demographic characteristics of the teachers were taken into account. The relationship between perceived stress and professional resilience was analyzed using descriptive and correlational survey models to investigate how these two variables influence one another. The findings of the study revealed that perceived stress has a negative impact on teachers' levels of professional resilience. As perceived stress increased, a corresponding decrease in professional resilience was observed among the teachers. Demographic variables were not found to have a statistically significant effect on perceived stress or professional resilience. However, teachers working in specialized institutions such as Rehabilitation Centers and Guidance and Research Centers reported higher levels of stress and exhibited significant differences in professional resilience compared to those working in other school types. The validity and reliability analyses of the Perceived Occupational Stress Scale and the Teacher Professional Resilience Scale used in the study indicated that both instruments possess high internal consistency. The findings suggest the necessity of developing strategies to enhance teachers' professional resilience. Implementing stress management policies and providing resilience-focused professional development programs are recommended as effective approaches to improve teachers' job satisfaction and professional performance. This study aims to contribute to sustainable practices in the field of education by examining the relationship between perceived stress and professional resilience within the specific context of Sakarya province.