Living problems and self efficacy level of classroom teachers who educate to Syrian students (Adana province example)

Education has to ensure that the individuals it hosts are equipped with the necessary knowledge and skills, in line with the objectives set out without exception, in spite of changing conditions of the times. Those who will make this transfer are certainly teachers. The lack of personal racial dissatisfaction will make this process even more sustainable. In this research, it was a imed to identify the problems experienced by classroom teachers in the classroom and to investigate the relationship between these problems and their psychological robustness. According to the number of Syrian students in the Seyhan, Çukurova, Yüreğir and Sarıçam district saffiliated to the province of Adana in the academic year of 2016-2017 during the academic year of 2016-2017, the ages that educate in randomly selected schools are 153 women and 60 men and 213 teachers. Personal Information Form developed as a data collection too land Psychological Wellness Scale Short Form were used. The percentage of those who have problems with Syrian students in their class is 54%. The most common lie is the language problem. The mean PSA score of problem teachers was 21.61 ± 4.18 while the average score of the problem was 23.27 ± 4.64 (p = 0.007). It was determined that the psychological robustness of teachers who had problems in their class was significantly higher than those who had problems. One of the most important problems of the age is the problem that immigrants bring with them, one is to receive education in a different country in terms of children who migrate. The most important share in the solution of this problem is the teachers. The data obtained without work support that one of the two teachers is having problems with this is sue. This suggests that teachers need to be supported both in terms of psychological robustness and in the irability to provide education to these students.