Özet:

Purpose- Work life areas, which express the working conditions of teachers, also includes teachers' perceptions about workload, values, community, control, reward and fairness in the work environment. The purpose of the study is to investigate whether the workload, values and community dimensions of the work life areas are effective on the occupational coping self effectiveness of teachers in public schools. Methodology- The study is a relative screening model and the sample of the research consists of 208 teachers working in public schools in the 2019-2020 academic year. In order to measure the work life area dimensions, the 16-item work life area scale developed by Masluk et al. (2008), but only three dimensions, was used in our study. One-dimensional occupational coping self-efficacy perception scale developed by Rigotti et al. (2008) was used to measure the perception of occupational coping self-efficacy. Findings- Teachers' workload and community to the school affect their occupational coping self-efficacy perceptions positively and significantly. However, the degree of similarity between teachers’ values and values of school does not affect their perception of occupational coping self-efficacy. In the face of the increasing workloads of teachers, teachers feel more competent as they complete the tasks given to them, and their self-efficacy perceptions increase. Similarly, as teachers’ perception of belonging increases, their beliefs that they can do the jobs given to them increase and their self-efficacy perception increases.

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