THE CONTRIBUTION OF PERCEIVED COLLECTIVE EFFICACY BELIEFS AND INTERPERSONAL EMOTION REGULATION TO TURKISH EFL TEACHERS’ JOB STRESS
DOI:
https://doi.org/10.46827/ejel.v7i1.4176Keywords:
collective efficacy beliefs, interpersonal emotion regulation, perceived job stressAbstract
The goal of this study was to explore the relationship between perceived job stress and a specific set of predictor variables among the selected university preparatory school EFL (English as a Foreign Language) teachers in Turkey. To comprehensively analyze the issue of perceived job stress, interpersonal emotion regulation, and teacher collective efficacy used as variables. The sample consisted of 48 EFL teachers in various Turkish university preparatory schools. It was hypothesized that high levels of teacher collective efficacy beliefs would be a negative predictor of perceived stress among the EFL teachers. A negative relationship was also predicted between interpersonal emotion regulation and perceived job stress levels among the selected teachers. The research hypotheses were tested using data collected through surveys. While the relationship between EFL teachers’ collective efficacy beliefs and interpersonal emotion regulation was significant, their perceived job stress and interpersonal emotion regulation were negatively related, but the association was not strong enough to reach a significant level. The results of the study indicated that demographic variables such as age, and the years of language teaching experience did not have any significant effect on teachers’ collective self-efficacy belief, perceived job stress, and interpersonal emotion regulation of the selected Turkish EFL Instructors in university preparatory programs. The study highlighted the fact that enhancing EFL teachers’ collective efficacy belief would reduce the tension teachers experience in the form of stress and would improve their emotion regulation skills.
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