Relationship of values, religiousness and coping with stress in primary school teachers

The study aims to scientifically understand the effect of socio-demographic variables on values, religiosity and styles of coping with stress of primary school teachers working in public primary schools in Aydın, and the relationship between values, religiosity and styles of coping with stress. 367 classroom teachers participated in the study, and "Socio-Demographic Information Form, Values Scale, Arrow-Religious Attitude Scale and Stress Coping Scale" were applied to the participating teachers. The data were analyzed with the SPSS 22.0 program. There is a weak positive relationship between values of humility and optimistic, self-confident approach cognition, emotion, behavior, God and religiosity dimensions, and between freedom values and optimistic, self-confident approach, emotion, behavior, God, and religiosity dimensions. There is a weak positive relationship between romantic values and desperate / self-accusing approach, behavior dimension, and between human dignity and optimistic, self-confident approach, cognition, emotion, behavior, God, and religiosity dimensions. There is a weak positive relationship between materialist values and submissive approach, emotion, behavior, dimensions of religiosity, and values of spirituality and optimistic, helpless / self-incriminating approach. There is a moderate positive correlation between the dimensions of cognition, emotion, behavior, God, and religiosity. There is a weak positive relationship between intellectual values and optimistic, self-confident approach, cognition, emotion, behavior, God, religiosity and career values and optimistic, self-confident approach, cognition, emotion, behavior, God, religiosity dimensions. There is a weak positive relationship between social values and the dimensions of cognition, behavior, God, and religiosity.