Occupational Stress and Occupational Resilience as Predictors of Teachers’ Job Performance

Abstract

This study reveals the perceived occupational stress, occupational resilience and job performance (task performance, contextual performance, adaptive performance) levels of teachers and the predictive power of teachers’ stress and resilience levels on job performance. The sample of the study included 512 teachers working in the city of Batman (Türkiye) during the 2024-2025 academic year. The participants were reached through a convenient sampling approach. Data were collected using the “Perceived Occupational Stress Scale,” the “Teacher Professional Resilience Scale,” and the “Teacher Job Performance Scale.” The study employed descriptive and relational survey models, which are among quantitative research methods. Prior to data analysis, the distribution of the data was checked, and the findings suggested that the data did not have a normal distribution. Thus, using box plots outliers were identified and the data regarding 14 participants were excluded from the analysis. Descriptive statistics were calculated while Pearson Product-Moment Correlation Coefficient was used to examine the associations between variables, and structural equation modeling was used to identify predictive relationships. The findings indicated that the teachers’ perceptions on the study variables were positive. There was a statistically significant, positive, and moderate-level association between teachers’ occupational resilience and job performance. On the other hand, a statistically significant, negative, moderate-level relationship was detected between perceived occupational stress and job performance. Perceived occupational stress and occupational resilience were statistically significant predictors of teachers’ job performance.