Özet:

The aim of the present study is to determine psychological durability and occupational social support levels of special education teachers and to identify the relationship between two variables. In the research relational survey model was used. The sampling of this study includes 102 special education teachers who work in Kahramanmaraş/Dulkadiroğlu/Onikişubat province between the school terms of 2015 and 2016 and who teach for different disabled children. . As the data collection tools, “Personal Information Form”, “The Psychological Durability Scale for Adults” and “Teacher Occupational Social Support Scale” have been used. In order to identify psychological durability and occupational social support of special education teachers, frequency, average and standard deviations values have been used. To find out whether there is a meaningful relationship between psychological durability and occupational social support, the data have been analyzed via Pearson Moment Correlation Coefficient. Furthermore, so as to grasp whether occupational social support predicts psychological durability or not, regression analysis has been done. According to the results, it has been found out that there is a high level of psychological durability and quite high level occupational social support of special education teachers. Furthermore, it has been revealed that there is a positive meaningful relationship between occupational social support and psychological durability. The occupational social support levels predict psychological durability meaningfully, and it explains 13% of total variance.

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