Öğretmen adaylarının ruh sağlığı ve yardım arama davranışları

Uzman, Ersin; Telef, Bülent Baki

doi:10.5350/dajpn2015280307

Cited by 10 publications

(7 citation statements)

References 37 publications

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“…Symptoms of depression can include, but are not limited to, fatigue, social withdrawal, loss of energy, difficulty concentrating, feelings of failure, and various physical health-related symptoms, such as sleep issues (APA, n.d.). Teacher depression has been linked to reduced teaching effectiveness within the classroom (Hamre & Pianta, 2004;Ripski et al, 2011;Uzman & Telef, 2015). Depression and stress have been found to be the most common mental-health issues experienced by teachers (Uzman & Telef, 2015), and there is a correlation between teacher burnout and increased rates of depression (Shin et al, 2013).…”

Section: Depressionmentioning

confidence: 99%

Long-term impacts of COVID-19 on stress and depression among teachers: Differences by gender

Huseth-Zosel,

Crary,

Orr

2024

Journal of Teaching and Learning

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This article explores the impact of changes in teaching modalities resulting from the COVID-19 pandemic on the mental health of K-12 teachers, by gender, during the first year of the pandemic. Teachers from a random sample of K-12 schools in North Dakota and Minnesota were surveyed in April 2020, October 2020, and March/April 2021 about their current levels of stress and depression, as well as the frequency with which they experienced certain physical conditions. One-way analysis of variance and multiple regression were used to compare time points for each of the outcomes by gender. Female teachers were more likely to experience higher levels of stress than male teachers, while male teachers were more likely to experience higher levels of depression than female teachers, with spikes in stress and depression levels experienced by both males and females in Time 2. Additionally, physical symptoms were more likely to be experienced by female teachers, with Time 2 respondents overall reporting significantly higher proportions of physical symptoms than Time 1 or Time 3 respondents. Consistently experiencing heightened levels of stress and depression can lead to burnout for teachers. School districts need to monitor stress, especially among females, and depression, especially among males, to recognize the difference in experience for each gender in the teaching profession, as well as provide supports and resources to their teachers to help them in coping with these mental-health issues.

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Section: Depressionmentioning

confidence: 99%

Long-term impacts of COVID-19 on stress and depression among teachers: Differences by gender

Huseth-Zosel,

Crary,

Orr

2024

Journal of Teaching and Learning

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“…In addition to stress, teachers' performance in the classroom is linked to depression (Hamre & Pianta, 2004;Ripski, LoCasale-Crouch, & Decker, 2011;Uzman & Telef, 2015). Teacher candidates with higher levels of depression and stress implement a less qualified teaching in the following years when they interact with students (Ripski, LoCasale-Crouch, & Decker, 2011).…”

Section: Depressionmentioning

confidence: 99%

“…Teacher candidates with higher levels of depression and stress implement a less qualified teaching in the following years when they interact with students (Ripski, LoCasale-Crouch, & Decker, 2011). Depression and stress are the most common psychiatric health problems teachers experience (Uzman & Telef, 2015). Hildebrandt, Nübling, and Candia (2012) claimed that in recent times, a clear association between psychosocial stress in work environments and risk for depression has been presented.…”

Section: Depressionmentioning

confidence: 99%

Association of Career Satisfaction with Stress and Depression: The Case of Preservice Music Teachers

Burak¹,

Atabek²

2019

JEL

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In order to investigate the relationships between preservice music teachers’ levels of career satisfaction, severity of depression, and perceived stress, ninety-four students enrolled in the music education BSc program of the faculty of education at a public university in southwestern part of Turkey were survey. Data were collected by Beck’s Depression Inventory, Perceived Stress Scale, and Career Satisfaction Scale. Associations were analyzed by ANOVA, Pearson’s product-moment correlation coefficient, and multiple linear regression. It was found that preservice music teachers’ stress and depression levels were significantly higher compared to previously reported means while career satisfaction levels were lower. Preservice music teachers’ career satisfaction scores significantly differed according to the grade level. There was a strong positive relationship between severity of depression and perceived stress level while career satisfaction was weakly and negatively associated with both severity of depression and perceived stress. Finally, career satisfaction neither was a predictor of nor predicted by stress or depression.

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“…Music is used as a means for the treatment of anxiety and depression (Ni et al, 2012; Sung et al, 2012). As one of the most common psychological health problems that teachers experience (Uzman & Telef, 2015), teachers’ performance in the classroom is linked to anxiety (Ripski et al, 2011; Uzman & Telef, 2015). Anxiety is reported to have a significant negative impact on job satisfaction (Ferguson et al, 2012) and is related with career satisfaction (Burak & Atabek, 2019).…”

Section: Introductionmentioning

confidence: 99%

Relationships between musical behaviors and emotional states, humor styles, and coping humor

Burak

Atabek

Orhon

2022

Psychology of Music

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Learning and performing music affect the brain and cognition and have a positive impact on emotional states. Negative emotional states such as stress, anxiety, and depression are harmful for teaching. Alternative certification teachers in particular are extremely vulnerable to and suffer greatly from negative emotional states. In addition, humor and coping humor are cognitive processes depending on neural networks of the brain. Therefore, the relationships between alternative certification pre-service teachers’ musical behaviors, negative emotional states, humor styles, and coping humor were examined in order to produce knowledge that can be used to increase effectiveness in education regarding negative emotional states, humor styles, and humor. The participants were 112 pre-service teachers enrolled in the alternative certification program of a public university in Turkey ( N = 112). Responses to six psychometric scales and a musical behaviors questionnaire were collected. Results demonstrated that having music and instrument education, duration of those educations, playing a musical instrument, and being member of a musical group were related to various emotional states, humor styles, and coping humor. The findings obtained from the analyses of the relationships between 11 musical variables and negative emotional states, humor styles, and coping humor are discussed in light of the related literature.

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Öğretmen adaylarının ruh sağlığı ve yardım arama davranışları

Cited by 10 publications

References 37 publications

Long-term impacts of COVID-19 on stress and depression among teachers: Differences by gender

Long-term impacts of COVID-19 on stress and depression among teachers: Differences by gender

Association of Career Satisfaction with Stress and Depression: The Case of Preservice Music Teachers

Relationships between musical behaviors and emotional states, humor styles, and coping humor

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