The analysis of the relationship between teachers' self-efficacy perceptions and their job stress

The main purpose of this study is to analyze the relationship between teachers' self-efficacy perceptions and their job stress.This is a descriptive research in the relational survey model which aims to analyze the relationship between teachers' self efficacy perceptions and their job stress in Kastamonu and Denizli provinces. This research was carried out on 300 primary and secondary teachers in Kastamonu and Denizli provinces, districts and townsin 2018-2019 education year. The questionnaires were applied to teachers at their schools by the researcher. SPSS 23.0 for Windows statistic package programwas used for the statistical analysis of data. In this study, teachers's self-efficacy perception is the predictor variable and teachers's job stress is the predicted variable.As statistical techniques arithmetic mean, standard deviation, percentile and frequency were used to analyze data. The research data were collected by using "The Demographic Information Form", "Teacher Self-efficacy Scale" and "Minnesota Teacher Stress Scale Turkish Version". The definitions of teachers's self efficacy perceptions and teachers' job stress are made in accordance with the research. According to research findings, the self-efficacy perception level of teachers is generally positive and they see themselves efficient in dimensions of teaching strategies, classroom management and student participation.It is found out that teachers' level of job related stress is at middle level. According to the research findings, teachers feel stressed in dimension of education policies mostly and their stress level is the lowest in dimension of school master. In addition to these findings, it is also understood that, when the teachers' self efficacy level reduce in dimension of student participation, their level of job stress increase in dimensions of parental-student indifference, uncertainty, workload and general stress. In other words, when their level of efficacy related to student participation increase, their level of job stress related to parental-student indifference, uncertainty, workload and general stress reduce. It is also seen that, when teachers' self-efficacy level related to teaching strategies reduce, their level of job stress related to uncertainty increase or in other words;when their level of self-efficacy related to teaching stretegies increase, their level of stress related to uncertainty reduce. On the other hand, there is no meaningful relationship between teachers' self-efficacy levels related to classroom management and their job stress in this study. In addition to these findings, it is seen that when teachers' general self-efficacy level reduce, their level of job stress related to uncertainty and workload increase or in other words; when their level of general self-efficacy increase, their job stress related to uncertainty and workload reduce. Finally, according to research findings, it is seen that teachers' self-efficacy levels can be used to predict their job stress related to workload. Key Words: self-efficacy perception, teachers' self-efficacy perceptions, stress, job stress, teachers's job stress (teacher stress).