Relation between the problem solving skills and the level of being subjected to mobbing off the primary school teachers

The purpose of this research is to determine problem solving skills and the level of being subjected to mobbing of the primary school teachers, to fix the relation between problem solving skills and the level of being subjected to mobbing, and to examine problem solving skills and the level of being subjected to mobbing from the point of view of sex, professional seniority, situation of education and age variables. With this aim, a scale has been applied to in total 350 primary school teachers who are duty connected with the Ministry of the National Education in the city centre of Edirne. Because of trying to describe the relation of problem solving skills and the level of being subjected to mobbing of the primary school teachers with the available form in this research, the model of the research is the model of scanning ın the research, Problem Solving Inventory developed by P.P. Heppner and C.H. Peterson in 1982, LIPT (The Leymann Inventory of Psychological Terrorization) scale developed by Leymann to determine mobbing level are translated with the name of mobbing by the researcher, has included personel and professional information has been used.In the research, the levels of problem solving skills and being subjected to mobbing of the primary school teachers has been interpreted by looking at the arithmetical average and Standard deviation. The relation of the levels of problem salving skills and being subjected to mobbing has been calculated with Sperman?s rho of which non-parametric alternative of the Pearson Moments Product Chrelasion Coefficient because of the fact that at least one of the variables is not spread normally. The sex variable of the skills of problem salving of the primary school teachers has been tested with t-test, the sex variable of mobbing has been tested with Mann Whitney U test, the professional seniority of problem solving skill has been tested with the varyans analysis which has add direction (ANOVA), the Professional seniority variable of mobbing has been tested with Kruskal Wallis H test, the education situation variable of problem solving skill has been tested with the varyans analysis which has add direction (ANOVA), the education situation variable of mobbing has been tested with Kruskal Wallis H test, the age variable of problem solving skill has been tested with varyans analysis which has add direction (ANOVA), and the age variable of mobbing has been tested with Kruskal Wallis Test.In the research, the results below has been attained;Problem solving skills of the primary school teachers are on the often level in the impatient approach and problem solving skills of primary scholl teachers are on the usually level in thinking approach, avoiding approach, evaluating approach, selfconfident approach and planned approach.Primary school teachers are subjected to mobbing in nothing level. Mobbing behaviours which teachers confront most is showing him/her self and mobbing behaviours which teachers confrort least when communication supplies are limited is aggression to health directly.Problem solving skills of primary school teachers have showed meaningful differences according to the variables of sex, age and education situation, but have not showed any meaningful differences according to the variables Professional seniority.The levels of being subjected to mobbing of primary school teachers have not showed any meaningful differences according to the variables of sex, age, education situation and Professional seniority.According to these results, primary school teachers has been suggested to arrange internal trainings about introducing the techniques of problem solving and mobbing.