Abstract:

This study aims to determine the levels of optimism and the styles of dealing with stress according to the self-esteem of the teacher candidates. In line with this goal, the Self-respect Measurement developed by Arıcak (1999) to measure the levels of self-respect of students, the Optimism Measurement developed by Balcı and Yılmaz (2002) to measure the levels of optimism, and the Stresle Behavior Measurement developed by Shahin and Durak (1995) to determine the styles of dealing with stress. The research sample consisted of students continuing to the Faculty of Education of Selçuk University Ahmet Keleşoğlu. The research group consisted of a total of 852 students, including 543 women and 309 men, selected by the element sampling method. The data was collected and analyzed from this sample group during the 2010-2011 educational-learning period. Research finds that self-esteem reveals 42.9% of the total variance in optimism. It has been determined that there is a negative relationship between depression and optimism. In dealing with stress, teachers’ candidates have found that there is a positive, depressive and negative sense relationship between the low dimensions of self-assurance, self-assurance, self-sufficiency, achievement and productivity, the low dimensions of self-assurance, the low dimensions of self-assurance, the low dimensions of self-assurance, the low dimensions of self-assurance, the low dimensions of self-assurance, the low dimensions of self-assurance, the low dimensions of self-assurance, the low dimensions of self-assurance, the low dimensions of self-assurance, the low dimensions of self-assurance, the low dimensions of self-assurance, the low dimensions of self-assurance, the low dimensions of self-assurance, the low dimensions of self-assurance, the low dimensions of self-assurance. The findings were discussed with the support of literature.

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