Version 1
: Received: 5 December 2023 / Approved: 6 December 2023 / Online: 6 December 2023 (10:25:20 CET)
How to cite:
Koçyigit, S.; Sezer, T. Exploring the Sources of Stress and Coping Strategies of Turkish Preschool Teachers. Preprints2023, 2023120404. https://doi.org/10.20944/preprints202312.0404.v1
Koçyigit, S.; Sezer, T. Exploring the Sources of Stress and Coping Strategies of Turkish Preschool Teachers. Preprints 2023, 2023120404. https://doi.org/10.20944/preprints202312.0404.v1
Koçyigit, S.; Sezer, T. Exploring the Sources of Stress and Coping Strategies of Turkish Preschool Teachers. Preprints2023, 2023120404. https://doi.org/10.20944/preprints202312.0404.v1
APA Style
Koçyigit, S., & Sezer, T. (2023). Exploring the Sources of Stress and Coping Strategies of Turkish Preschool Teachers. Preprints. https://doi.org/10.20944/preprints202312.0404.v1
Chicago/Turabian Style
Koçyigit, S. and Türker Sezer. 2023 "Exploring the Sources of Stress and Coping Strategies of Turkish Preschool Teachers" Preprints. https://doi.org/10.20944/preprints202312.0404.v1
Abstract
This paper identifies preschool teachers' sources of stress, the times they experience high stress, and their ways of coping with stress levels. The study was conducted using a phenomenological design, one of the qualitative research models. The data were collected through semi-structured interviews with 36 preschool teachers working with children aged 0-6 in state and private schools. As a result of the content analysis, stressors were identified primarily at both interpersonal (positive, and effective interactions), and organizational levels (school management, and leadership style). It was also found that intense stress was experienced when children were difficult to control, such as during sleeping, eating, and cleaning. Finally, these results confirmed that the teachers used active/active behavioral, and passive/avoidant coping strategies. However, it was understood that preschool teachers perceived stress negatively, and did not see stress as a personal development situation. These results are discussed in terms of their ramifications for preschool education.
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
