Abstract
The goal of the research is to demonstrate the stress levels of primary school teachers in charge of teaching and training multigrade classrooms. Scanning model was used in order to determine the current situation. The data were collected by using the survey technique in order to find out the stressful situations and their impacts on primary school teachers in charge of teaching and training multigrade classrooms. Findings were interpreted and suggestions were developed. Target population of the research consists of all primary school teachers in charge of teaching and training Multigrade classes in Turkey. Instead of sampling from this target population; data were collected upon 322 primary school teachers in charge of teaching and training Multigrade classes who participated in “Multigrade Classroom Applications Seminar” held by Ministry of Education in Rize, İstanbul (2), Erzurum and Mersin during the 2013-2014 academic year. Therefore the target population of the research consists of primary school teachers in charge of teaching and training Multigrade classes who participated in “Multigrade Classroom Applications Seminar” held by Ministry of Education. According to the findings, primary school teachers in charge of teaching and training Multigrade classes state that they experience stress at different rates from low level to moderate level and that they do not experience high level of stress. Primary school teachers in charge of teaching and training Multigrade classes experience the highest level of stress due to organizational stress sources (physical conditions, bureaucratic procedures, lack of sources, time problems, program problems). When compared to male teachers, female primary school teachers in charge of teaching and training Multigrade classes experience higher level of organizational stress, show more signs of stress and cope with stress more often. When compared to married teachers, single primary school teachers in charge of teaching and training Multigrade classes state that they experience ‘least’ and ‘moderate’ levels of stress but that they do not experience ‘high’ or ‘very high’ levels of stress.
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AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Göksoy S, Arıcan K, Eriş HM. STRESS LEVELS OF TEACHERS IN PRIMARY SCHOOLS WITH MULTIGRADE CLASSES. Asian Journal of Instruction. 2015;3(1), 92-106.
APA 6th edition
In-text citation: (Göksoy et al., 2015)
Reference: Göksoy, S., Arıcan, K., & Eriş, H. M. (2015). STRESS LEVELS OF TEACHERS IN PRIMARY SCHOOLS WITH MULTIGRADE CLASSES. Asian Journal of Instruction, 3(1), 92-106.
Chicago
In-text citation: (Göksoy et al., 2015)
Reference: Göksoy, Süleyman, Kemal Arıcan, and H. Merve Eriş. "STRESS LEVELS OF TEACHERS IN PRIMARY SCHOOLS WITH MULTIGRADE CLASSES". Asian Journal of Instruction 2015 3 no. 1 (2015): 92-106.
Harvard
In-text citation: (Göksoy et al., 2015)
Reference: Göksoy, S., Arıcan, K., and Eriş, H. M. (2015). STRESS LEVELS OF TEACHERS IN PRIMARY SCHOOLS WITH MULTIGRADE CLASSES. Asian Journal of Instruction, 3(1), pp. 92-106.
MLA
In-text citation: (Göksoy et al., 2015)
Reference: Göksoy, Süleyman et al. "STRESS LEVELS OF TEACHERS IN PRIMARY SCHOOLS WITH MULTIGRADE CLASSES". Asian Journal of Instruction, vol. 3, no. 1, 2015, pp. 92-106.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Göksoy S, Arıcan K, Eriş HM. STRESS LEVELS OF TEACHERS IN PRIMARY SCHOOLS WITH MULTIGRADE CLASSES. Asian Journal of Instruction. 2015;3(1):92-106.