Öğretmenlerde Duygusal Volatilite Göstergeleri: Anksiyete, Depresyon ve Stresin Demografik Değişkenlerle İlişkileri
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Abstract
The aim of this study is to examine whether the levels of depression, anxiety, and stress key indicators of emotional volatility—differ according to demographic characteristics among teachers. Employing a quantitative research design, data were collected from 171 teachers working in the province of Kocaeli. The “Depression-Anxiety-Stress Scale” (DASS) was used as the primary data collection instrument. Statistical analyses were performed to identify potential differences across demographic variables such as gender, age, marital status, income level, professional experience, and employment sector. The results indicated that anxiety, depression, and stress levels did not differ significantly by gender, age, or marital status (for anxiety and stress). However, significant differences were found in relation to income level, professional experience, marital status (for depression), and employment sector. These findings suggest that while certain demographic variables may influence emotional well-being, the overall relationship between emotional volatility and psychological health among teachers remains consistent. The study emphasizes the importance of promoting psychological resilience and implementing emotional awareness–based interventions to help teachers maintain emotional stability and cope effectively with occupational stress. Overall, the research contributes to understanding how demographic factors interact with emotional volatility and mental health in educational settings.
