Investigation of the Relationship Between Problem Solving Skills and Student-Related Social Stress of Teachers Working in High Schools

Abstract

This study aims to examine the relationship between the teachers’ problem-solving skills in high schools and their student- related social stress. The population of this research consists of 1574 teachers working in high schools in the city center of Batman in the 2019-2020 academic year. The sample of the study consists of the 615 teachers selected randomly from the high schools in the city center of Batman. As data collection tools, “Problem Solving Inventory” developed by Heppner and Peterson (1982) and adapted into Turkish by Şahin, Şahin and Heppner (1993) and the “Student Related Social Stress Scale” developed by Taddei, Contena, and Venturini (2017) and adapted into Turkish by İlhan and Kinay were used (2018). As a result of the study, no statistically significant relationship was found between teachers' problem solving skills and student- related social stress. On the other hand, while there was no significant difference in the perceptions of teachers' problem solving skills according to the variable of professional seniority, they differ in terms of age and educational status variables. While no significant difference was found in terms of teachers' student- related social stress, educational status and age variables, a significant difference was found according to the seniority variable.