Özet:

The life style of our era, which is intertwined with rapid, competitive, technological and scientific developments, has brought new problems as well as many other conveniences. Stress is one of these problems. In this research, it is aimed to reach meaningful results by examining the statistical relationships between organizational stress and its dimensions with some personal variables of the classroom teachers. In the study, descriptive method based on general survey model was used. In order to determine the teachers' organizational stress sources, the instrument developed by Aslan (1995) was used. Each item was rated from 1 to 5 by the participants. In data analysis, standard deviation, frequency, percentage and arithmetic mean are calculated; t-test was used for the differences between the two groups and one-way analysis of variance (ANOVA) for the multiple-group comparisons. The results of the research show that the teachers are at a high level of organizational stress. Classroom teachers experience intense stress in the dimensions of Organizational Stress, especially in Promotion and Development, Occupational Assurance, Occupational Appearance, Organizational Opportunities, Students' Attitudes and Behaviours and finally Attitudes and Behaviours of Parents dimensions. When the organizational stress perceptions of the classroom teachers are analysed according to the "Gender" variable, it is seen that male teachers are more stressed than female teachers in the dimension of "Attitudes and Behaviours of the Principals" and "Participating in the Decision" dimensions. The general conclusion of the study is that negative situations related to the structure and functioning of schools are perceived as stressful by teachers and accordingly classroom teachers are under organizational stress.

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